Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 141-145).

Inaug.-Diss.--Munich. / Vita. Bibliography: p. 223-229.

"A Florida legislator, speaking about the apparent neglect of the 'Three R's', recently said, 'If one-third of the efforts being expanded in getting more appropriations for schools was used to see that children get these basic skills, the remaining two-thirds of the effort would be far more productive.' This statement is typical of many challenges to educators to further improve that part of the instructional program considered by a large segment of the general public to be the prime responsibility of the schools. This paper is part of one teacher's attempt to answer that challenge, whether it comes from spokesmen of the general public or from an inner desire to do a better job. The effort of the writer is directed specifically to a study of current suggestions and recommendations in the technique of skill development most applicable to the language arts program of a fifth grade in a Florida school. The limitation suggested is dictated by the fact that it was in quite a specific situation that the concern originally arose"--Introduction. / "August, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 26-27).

The purpose of this study was to investigate the extent of relationship between writing achievement and reading achievement for children ages nine and ten from selected schools in Great Britain and the United States of America.The California Achievement Test ("Reading Comprehension" subtest) was used to obtain reading comprehension scores. It consisted of forty items. Two writing samples were obtained from each child as a result of student participation in a writing strategy (Picture Setting). The writing samples were evaluated by a panel of five judges trained in using a holistic writing assessment scale. Two null hypotheses were tested by using the Pearson Product-Moment Correlation and subjecting the results to a t-test to determine if the correlation was significant. Two additional null hypotheses were tested by using a 2 X 2 multivariate analysis of variance and univariate analysis. The .05 level of significance was established as the critical probability level for the nonacceptance of hypotheses.The British subjects in this study were 102 students from the Oakmere J.M.I. (Juniors Mixed and Infants) School in Hertfordshire, Potters Bar, England. The American subjects consisted of 119 students from the Fayette County School System in Connersville, Indiana.The results of this study indicated: (1) a relationship was found between reading achievement when measured by the California Achievement Test ("Reading Comprehension" subtest) and writing achievement when measured by a holistic writing evaluation, (2) British subjects achieved higher reading scores than the United States subjects, (3) scores of males and females did not differ significantly as measured by the reading and writing evaluations in this study, and (4) writing achievement scores differ little between the subjects in Great Britain and the United States when evaluated holistically.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

This study is a response to the need to support literacy development in an increasingly diverse and complex culture. Some school boards have identified early literacy as a priority for school improvement and there has been much debate about what constitutes effective literacy instruction. The Quebec Education Program (2001) recommends adopting a constructivist approach that embeds literacy instruction within interdisciplinary learning situations. Some teachers ask what a constructivist classroom looks like in practice. In light of teacher and school board concerns this study examines the literacy practices of a grade two/three elementary teacher in order to address the question, how does literacy learning occur within an espoused constructivist classroom? Besides describing the literacy events themselves, the role of context and the teacher in the literacy learning are examined. / Using a qualitative research methodology, the dynamic interactions between and amongst teacher and students were documented. Participant observation utilized photographs, audio and video taped lessons, semi-formal interviews as well as student work and teacher materials to provide a rich description of classroom practice. The researcher used both categorizing and contextualizing strategies to complement each other in a rigorous and systematic analytical process. Visual research methodology augmented the richness of the study. / The researcher discovered four major steps in a dance between teacher and students that developed literacy skills in a caring environment by nurturing self-esteem and self-regulation in learners. The teacher designed a peer tutoring program with first grade students in which literacy skills instruction was embedded within an authentic context that responded to second language learners with learning challenges. The teacher's roles as director, philosopher, enabler and connector were explored and a mirror image of students and teacher were provided through a narrative tracing of three focus students. / Besides describing the literacy practices of the teacher, this study uncovered a spiritual dimension of the teacher's role in that she began from the sacred space of teaching from the heart. Using gentle judgment and praise she built self-esteem by reflecting back to her students an image of competent, intelligent, human beings. Her spiritual epistemology enabled her to create a harmonious balance of responsible freedom within a flexibly structured environment. The spiritual dimension that emerged through the study suggests that research of literacy practices needs to include an examination of the role of the teacher in developing students' identities as self-confident members of a literacy community.

This qualitative study researched the meaning of instruction in a cycle one classroom. The following questions guided my research: How is literacy instruction implemented in a cycle one classroom? (a) What events take place in the class? (b) How does the teacher provide for instruction? (c) How do students and parents perceive instruction? / Literacy instruction was defined as any support or intervention on the part of a teacher or more capable other that helped students to more skilfully engage with a range of texts in purposeful and socially responsible ways. / I collected data through classroom observation, collection of classroom artefacts, and interviews. Observations and informal interviews were recorded in my researcher's journal. Formal interviews were audio or videotaped. I used complementary approaches of analysis. (a) Two inter-related types of literacy events occurred in the classroom: formatted and open-ended activities. Formatted activities required students to participate in a way that could potentially be assessed. During open-ended activities students were free to select their oven activities and to participate to the extent that they wished. Analysis of the data revealed that, even during formatted activities, students had a great deal of choice in how they could participate in literacy events. As a result, almost all literacy events were tailored to meet diverse individual needs. (b) Bea simultaneously deepened and thickened instruction to support the literacy development of students. Deepening instruction refers to the fine-tuned precision that characterized the instruction she offered, and ensured that activities were neither too easy nor too difficult for students. Thickening instruction refers to how Bea enriched teaching by attending to variety and interest around activities and appealing to broader social, emotional and embodied needs. This seemed to contribute to learning by keeping alive a spirit of excitement and purpose in students, parents and Bea. The concept of deepening and thickening reflects instruction that is consistent with a socially situated view of literacy. (c) Students provided fresh insights by emphasizing the need to attend to embodied aspects of learning and instruction. Parents' contradictory expectations of instruction also suggested the need for continued ongoing collaboration between parents and educators.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xvi, 266 p.; also includes graphics (some col.). Includes bibliographical references (p. 246-253).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.