The purpose of the study was to examine reading strategies used for students whose spoken language is Spanish, and are learning to read in Spanish. The study has as one of its goals, to try to unify the methods used in the process of reading development for Spanish speaking students. The study describes events of reading in six classrooms, and explore methods used in the development of reading. The impact of these methods on students and the result of testing. Another goal is to explore the attitudes of teachers, and if these attitudes affect implementation of methodology. The information for the study was gathered through interviews and questionnaires with teacher respondents and, students, as well as test scores at the end of the trial period. The test used was the, Unit Test, used in many Bilingual Programs. The test are divided into two parts. The teacher determines when to offer the test after having taught the skills of the Unit, according to the basic series used by the Bilingual Program. The gathered information showed which of the reading strategies used for the development of reading of Spanish speaking first graders appeared most effective. The three strategies reported by teachers were: The Phonics Methods, Whole Language and a combination of both methods (and in some cases other methods were included in the combination). From the information shown in the findings chapter it can be observed that the Phonics Method obtained the highest percentage when used as a reading strategy. The combination of methods obtained the second highest percentage as a reading strategy. The Whole Language Method obtained the lowest percentage when used as a reading strategy for Spanish speaking children. Students of teachers who have an average of 17-18 years of experience, had the highest scores in the tests. This is relevant, for the methods are not the only variable that seems to affect the results.

The purpose of this study was to determine the effects of writing to a real audience for a real purpose on the writing skills and self esteem of seventh grade students. Inner city, culturally diverse seventh graders exchanged a series of letters with successful members of an urban community. The study investigated the effects of this exchange on the writing skills and self esteem of the students. The twenty five seventh graders in the study were matched randomly with the adults. They wrote at least four letters each, over a four month period, and received responses. They celebrated their connection by meeting at the middle school for a breakfast. The results of the study were documented by pre and post tests, opinion questionnaires from students, teachers and parents, overall grades and grades in English and reading, anecdotal observations, and an exit interview. The data supports the general hypothesis that when seventh grade students in an inner city, culturally diverse middle school write to a real audience for a real purpose, their writing skills improve and their self esteem is enhanced. After writing at least four letters to caring local adults, many students showed improved overall grades, and better English and reading grades. They used the appropriate friendly letter heading, longer sentences, varied end punctuation, and more interesting topic sentences. Their paragraphs indicated clear thought, and were better organized. Their stories during the exit interview proved to be overwhelmingly in favor of the writing exchange. Their parents and teachers felt the students showed improved self esteem, and a clearer connection to their community. Students indicated a greater comfort level with school, made friends with their Pals, got advice from them, and enjoyed their company. The study validated the idea that students become more conscious of thinking and learning when their tasks are real and that learning is best achieved in a social context.

Contemporary theorists have explored the potential benefits of using literature in higher education foreign language programs to achieve a broader linguistic, cultural and aesthetic focus. Their insights have drawn attention to the current practice of college foreign literature. Three problems having serious implications for the pedagogical results have emerged. First, the potential benefits of foreign literature study are still unrecognized and the role of literature in college foreign language instruction remains unclear. Second, since there is still a bias against the integration of literary criticism into undergraduate curricula, students are not equipped with critical concepts and methods needed for higher levels of literary study. Third, because empirical research is lacking, many pedagogical issues and instructional ideas have remained undiscovered. The purpose of this study was to examine content and methods of current pedagogical practice in college foreign literature instruction, and the viability of teaching literary criticism at the undergraduate level. Using Spanish as a prototype, a survey based on questionnaires and follow-up interviews was conducted with Spanish language and literature instructors at the Five Colleges in Western Massachusetts. The investigation included: objectives for teaching literature; selection of curriculum; perspectives on literary criticism; relative study of literature and language, and literature and culture; and finally, the structure of literature courses within language programs. The data revealed that foreign literature teachers see the ideal curriculum as developing reading comprehension, content analysis, multicultural awareness, and critical thinking. Four pedagogical issues were identified: the gap between literature and language; the inadequacy of cultural study in literature; the difficulty of teaching criticism; and the structure of literature courses in foreign language programs. The majority supported the teaching of literary criticism as a goal of the college literature major's professional training. However, no concerted efforts have been directed toward this goal. The areas of difficulty that emerged were the following: students' limited linguistic level; theoretical and textual problems of criticism; and the deficiencies of course structures. Ideas, approaches and techniques were also explored.

<p> This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family&rsquo;s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our human experience of love so that other educators may come to understand the need we have in our American public school classrooms to be guided by agape.</p>

No description available.

<p> This treatise will address the late twentieth-century and well-known Korean composer Chung Gil Kim's piano work <i>Go Poong</i> (Memories of Childhood; 1981) as a case study on how to make pedagogical use of works intended for performance. <i>Go Poong</i> is purely a programmatic composition intended to create a musical picture of four items in Korean cultural history including: a temple incense jar, a wooden shoe, a jade hairpin, and a paper window patch. The piece is also capable of functioning as an ideal pedagogical tool for intermediate and early-advanced players to experience technical exercises and compositional features that are a necessary part in the training of successful pianists. Repertoire useful either as preparation or as follow-up will be suggested.</p>

The making of Sea Blue Sea began in August, 2013 with the creation of the albums first song Blue Whale and was completed in March, 2014. The projects scope was broad, including a ten-track album about endangered marine wildlife. I researched endangered marine wildlife, including eleven endangered marine species were chosen as subjects for songs, I began the writing process. I wrote six songs with minimal outside assistance and collaborated with The Whizpops for the remainder of the ten tracks included on the album. We fundraised through a Kickstarter campaign. In order to do so, we created a short film which served as a tool to engage would-be supporters of the project. When we had raised the necessary funds, we recorded the songs and held a CD release party. The Whizpops and I experienced many expected and unforeseen challenges throughout this project, including financial obstacles, time constraints and philosophical differences. This paper illustrates ways in which we overcame those challenges to create music that we hope will inspire future generations of artists and conservationists!

Thesis (M.F.A.)--Rochester Institute of Technology, 1978. / Typescript. Includes bibliographical references (leaf 42).

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains viii, 198 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 160-174).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.