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Participants in this session will learn the factors used to determine text complexity and explore instructional strategies to address this critical aspect of addressing the Common Core Standards.

The oratorio August 4, 1964 is a twelve-movement work for orchestra, chorus, and four soloists written by Steven Stucky. The premise for the libretto, adapted by Gene Scheer, is the confluence of two events during one day (August 4, 1964) in the life of Lyndon B. Johnson. Although the main idea of the libretto focuses on these two events of this one day, many cultural references of the 1960's in general can be found as well, such as quotations from the well-known song "We Shall Overcome." Stucky borrows from a motet he wrote in 2005 for another quotation source utilized in this oratorio, "O Vos Omnes." My goal in this thesis is to reveal and analyze the many different levels of quotations that exist within August 4, 1964, to explore each quotation's individual function within the oratorio (as a cultural gesture, commentary or remembrance), and to examine the structural coherence that emerges as a result of their use within the oratorio.

The aim of this thesis is to study how self-narratives work as displaying identity construction and meaning making in school. The study draws from a theoretical frame made up by narrative inquiry, the theory of Communities of Practice and Ervin Goffman’s dramaturgical model of role-taking and positioning on the educational scene. The method used is narrative inquiry. In total, 96 sixth grade pupils in four different schools in Sweden, have written a text based on a PowerPoint presentation titled “Tell about yourself in school”. The data is analyzed with an emphasis on the organization and structure of the narrative as well as on its content. The findings reveal that the pupils in the study are active identity constructors and meaning makers when they are given the opportunity to tell about themselves and their experiences in school. These pupils position themselves in their narratives by choosing who they want to be and how they wish to be perceived by others. These roles are thus not solely selected by the narrator itself but are also influenced by the school community with its expectations, culture and social norms. Furthermore, the analyses yielded that pupils currently move within a complex landscape of communities of practice in the school’s context where they are continually compelled to make decisions, take stands and reflect upon their lives. To nurture meaningful relationships with peers and with others in school is viewed by the pupils in the study as the main element for meaning making in school.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22857号 / 人博第965号 / 新制||人||229(附属図書館) / 2020||人博||965(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 藤田 耕司, 准教授 守田 貴弘, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22900号 / 人博第969号 / 新制||人||229(附属図書館) / 2020||人博||969(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 藤田 耕司, 准教授 守田 貴弘, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

In this study, an experiment was conducted to compare the three teaching methods: the inferring word-meaning method, the morpheme-based teaching method, and the word-based teaching method. The results showed that students taught by the inferring word-meaning method outperformed both the students taught by the morpheme-based method and the word-based method in terms of word retention. The possible reason is that the inferring word-meaning section enabled students to pay attention to and spend more time on each word. On the other hand, the disadvantage of the inferring word-meaning method is that it might not be an efficient way to teach a large amount of new vocabulary because it requires sufficient time for students to get involved with the context and the discussion of guessing words. Another drawback is that textbooks are seldom designed for the purpose of inferring word-meaning from context, which means that the teacher has to spend a substantial amount of time editing the dialogues or reading material from the textbook in order to give students more information to help them guess the meaning of each target word. For the morpheme-based teaching method and the word-based teaching method, there were no statistically significant differences observed. Students from both test groups achieved the same percentage of word retention.

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