It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.

U.B.C. as well as many secondary schools in Vancouver have invested in the potential of technology. Research reveals, however, that even when there is sufficient access, far too many English teachers are not effectively using technology as a learning &/ or teaching resource. Perhaps this is because they are not equipped with the necessary skills to effectively use technology in the classroom. This three month study explores how three English teachers at an urban secondary school in Vancouver are presently experiencing the use of technology in their classrooms. Qualitative methods were used to generate, analyze and report data. Data collection included formal and informal discussions, interviews, extensive field notes and the observation of classes. This study discloses the factors which have most significantly facilitated and inhibited the implementation of technology in these teachers' teaching contexts. This research also provides an account of these teachers' perspectives of how the B.Ed, program at U.B.C. can equip pre-service teachers for the challenges and potential of integrating technology into secondary English classrooms. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

M.Ed. (Subject Didactics) / There is growing concern that high school pupils and especially those pupils in the senior secondary phase, are no longer interested in reading ., Afrikaans books. The result is that the pupils' knowledge and understanding of literature is fast diminishing. A further consequence is that the formative possibilities that literature holds for the pupil are also lost. It can therefore be accepted that literature and the teaching of literature has a substance which contributes to the forming of young people on their way to adulthcod, A paradoxical situation prevails in that the high school pupil and specifically pupils in the senior secondary phase do not realise what formative value literature holds for him. The fact is that prescribed prose and drama hold little significance for the majority of pupils in this phase of their achonl, careers, as it is nei ther relevent nor actual. It is therefore necessary that serious attention be given to the goals we wish to achieve in the teaching of Afrikaans First Language literature. The goals we wish to achieve in the teaching of Afrikaans First Language literature (senior secondary phase) as evaluated in a curriculum rational and compared to the syllabus, results in a discrepancy between the goals (ideals), the syllabus content and the teaching (practical). The reason for this can possibly be attributed to the following factors: the syllabus content does not accommodate sufficiently the formative value of literature the criteria for prescribing prose and drama are too limited too much emphasis is placed on examination the teaching of literature is possibly too closely tied to the text * addressing of modern life situations via literature is not given sufficient recognition. From a didactical-pedagocical approach the nature of the discrepancy between goals, syllabus content and teaching have been analysed. The criteria for prescribing prose and drama have been examined and curriculum rational has been brought into line. A situation analysis as a component of curriculum rational is discussed and attention has been paid to the present situation in respect of Afrikaans First Language...

No description available.

Thematic units--Frogs, spiders, butterflies--Cuing systems (graphic, syntactic, semantic, pragmatic).

Transformational theoretical model -- Literature-based thematic units -- Reading, writing, listening, and speaking.

No description available.

No description available.

No description available.

3rd grade -- Group discussion -- Literary elements (setting, plot development, characterization) -- Comparison charts, study groups, journals -- Shared meaning.