Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 140-145).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 25, 2006). Includes bibliographical references.

<p> As the leading U.S. state currently welcoming all kinds of refugees, Texas has a public school system that offers a formal education to refugee students (Bureau of Population Refugees and Migration, 2015). For many student refugees, formal schooling begins in this system. Thus it is important to understand how Texas public schools support the linguistic and academic development of these diverse learners. In order to fill this research gap, this study examines student refugee school-based literacy interactions in the U.S. public school system and how these practices connect or do not connect with the literacy practices these students experience in informal settings. </p><p> The theoretical perspectives that inform this study are Social Cultural Theory (Vygotsky, 1978), New Literacy Studies (Barton, 2007; Gee, 2008; Heath, 1983; Street, 2005), and Funds of Knowledge (Gonzalez, Moll &amp; Amanti, 2005). The results from this research investigation, which consisted of a cross-case analysis of two student refugees, document four major themes encompassing their literacy experiences. The first theme encompasses the literacy activities that their ELA/ ESL teacher provides for them. The second theme situates the student refugees as language brokers. The third theme revolves around cultural traditions and oral storytelling. Lastly, religion plays an important role for both participants; connections are drawn between familial religious practices and student literacy. The findings of this qualitative cross-case analysis bear implications for current and future teachers, administrators, and community members. The recommendations are: 1) to identify and implement best practices for developing the literacy of student refugees across the school district; 2) to require specialized professional development for teachers of student refugees; and 3) to establish a partnership between school, home, and community. Further research is needed to explore which best practices content-area teachers may or may not be utilizing in the classroom to support the literacy development of student refugees and how these practices are being connected to the students&rsquo; lived experiences in and out of the school setting.</p><p>

The principles underlying this qualitative study were to use technology as a resource to provide new opportunities for students to engage in the process of learning science through inquiry, and to engage in action research on my teaching. The setting was a science club for fourth and fifth graders in a summer school program. As a teacher and mutual stakeholder, I guided my students with my pedagogical content knowledge through interdisciplinary patterns of collaborative inquiry. Set in a socially constructivist environment, this action research became the catalyst for my professional growth and fostered the growth of the learning community. My goals were to engage learners in the construction of their own understanding of science, technology, and the world in which they live. To ensure that students experienced scientific inquiry, conflicting pedagogies between the established school curriculum and my own constructivist methodology prevailed throughout the study. Through socially constructed partnerships, stakeholder club members helped define the process of learning. Product-based simulations and strategies for scaffolding higher-level learning elicited inquiry-oriented and problem-solving skills using the Internet, thereby, enriching the curriculum while teaching students to synthesize information they found on the Internet and make a step towards becoming lifelong learners. / A Dissertation submitted to the Department of Middle & Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2005. / March 3, 2005. / Internet, Science Education, Elementary Science Club, Inquiry, Scientific Inquiry, 5 E's Model, Interpretive Research, Quality Criteria, Cultural Historical Activity Theory, Qualitative, Case Studies, Constructivism, Action Research, Technology / Includes bibliographical references. / Penny J. Gilmer, Professor Directing Dissertation; Paul H. Ruscher, Outside Committee Member; Nancy T. Davis, Committee Member; David F. Foulk, Committee Member.

One of the most important responsibilities of the elementary school is the teaching of reading. It is more important today than ever before for children and adults to know how to read. This is true both for personal and social growth. From the personal standpoint, the child and adult come to have a better understanding of the world about them and became better adjusted citizens. Reading also provides opportunities for relaxation, recreation, and healthy emotional growth. From the social viewpoint, a high level of reading is important in order that the citizens may be able to study and understand the problems facing the country today. Until the citizens are able to read with a critical and understanding mind they will be unable to make decisions wisely in helping to rule in a democracy. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 38-40).

Instruction in English, once highly formal and disciplinary, has become much more functional and practical. Emphasis on error counts and the correction of errors is gradually giving away to a constructive program for the establishment of correct language habits at the offset. The psychology of learning has become more practical; the objective of instruction more typical of life. These important trends are the results of significant contributions of research. / Typescript. / "December, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).

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