Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed July 23, 2004. Dissertation committee: Benjamin Hubbard (chair), Ruth Henline, Elwood Egelston. Includes bibliographical references (leaves 166-170). Also available in print.

Thesis (Ph. D.)--Columbia University, 1928. / Vita. Published also as Teachers College, Columbia University, contributions to education, no. 289. A study based on the New Jersey school system. Bibliography: p. 60-61.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 330. "Bibliography of cases carried to the superior state courts of the United States (1658-1927) involving torts of school boards and school board members": p. 100-103; Bibliography: p. 133-134.

Thesis (Ph. D.)--Columbia University, 1928. / Vita. Published also as Teachers College, Columbia University, contributions to education, no. 289. A study based on the New Jersey school system. Bibliography: p. 60-61.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 106-112).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf i-x).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves i-x). Also available in print.

Diss. Uppsala : Uppsala universitet, 2006.

The multi-case study examined the role that social interaction plays in the writing development of fourth grade African American students in three different classrooms in a large Midwestern city. The study explored the nature of the students' interactions and the points during the writing process where interactions occurred. Also under investigation was how teachers facilitated the interactions within their classrooms. Each classroom was considered a case and cases within each case were then selected to allow for a more in-depth examination of the nature of students' conversations. Data collected included observations, student interviews, and artifacts. Information gathered from the study was analyzed using a constant comparative approach. Themes that emerged were compared across cases.Analysis of the data showed that there were many purpose for the interactions in which the African American students engaged. The interactions: (1) enabled students to get assistance from peers and teachers, (2) provided students with encouragement, (3) motivated students as writers, and (4) fostered a deeper understanding of writing. The data also showed that students engaged in verbal and nonverbal interactions at various points in the writing process with peers, teacher, and even themselves. While the teachers varied in their approaches to facilitating the interactions, even when they did not intentionally create opportunities for interactions, the students engaged with one another anyway. Based on the results of the study, teachers should consider affording African American students the opportunity to regularly interact with their peers during writing time, providing an audience that extends beyond the classroom teacher. / Department of Elementary Education

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