Thesis (Ph. D.)--Johns Hopkins University, 1930. / Vita. Bibliography: p. 22, 30-31.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Dissertation Committee: Leland B. Jacobs, Mildred Fairchild, . Includes bibliographical references.

Thesis (Ph. D.)--Johns Hopkins University, 1930. / Vita. Bibliography: p. 22, 30-31.

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

Children learn about their world through books used in the classroom. Research about the portrayal of African Americans in children?s picture books is essential because picture books introduce some children to African American culture, and all children need to see characters like themselves in books. Since previous studies analyzed the characterizations of African Americans in children?s picture books from 1900 through 1995, the significance and purpose of this study were to add to the literature by examining children?s picture books from 1996 through 2005. The research questions were: (a)How are African Americans portrayed in the written texts of African American children?s picture books awarded the Coretta Scott King Award or distinguished as Caldecott Medal honor books or Coretta Scott King honor books from 1996 through 2005? (b)How are African Americans portrayed in the illustrations of African American children?s picture books awarded the Coretta Scott King Award or distinguished as Caldecott Medal honor books or Coretta Scott King honor books from 1996 through 2005? To be included in the sample of books, (a) each book had to be an African American children?s picture book, (b) all characters or the protagonist had to be African American, and (c) each book had to be an award-winning book, which had been awarded the distinguished Coretta Scott King Author or Illustrator Award or noted as Caldecott Medal or Coretta Scott King Award honor books during the years 1996 through 2005. The sample consisted of 28 books. The instrumentation consisted of nine evaluation criteria which were used as categories. The data yielded documentation used to conclude that African Americans were portrayed positively in most of the African American children?s picture books employed in the study that were awarded the Coretta Scott King Award or distinguished as Caldecott Medal or Coretta Scott King honor books from 1996 through 2005.

Thesis (Ph. D.)--Columbia University, 1919. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 107. Bibliography: p. 42.

While picture books are often viewed as educational resources for young readers, it is crucial to not overlook the images and content this literary medium contains. Research suggests that repetitive messages encompassing a stereotypical nature cultivate lasting impressions on young audiences. One portrayal often associated with negative implications is the depictions of older characters in children's first literature. This investigation analyzed a selection of picture books from the New York Times best sellers list, the Book Sense best sellers list, and the Caldecott award winners for the years 2000–2010. In an attempt to provide a time spectrum communicating the levels of ageism that remain prevalent within the last decade, over 700 illustrated literary works were included in this exploration. Although conclusions supported a continuation of the under-representation of senior adults that is congruent to similar studies, findings suggested a significant improvement in the overall portrayal of older characters in illustrated books. This result communicates an optimistic outlook in continuing the promotion of positive attitudes for children regarding the aging process.

Even though today's children's literature provides a wide range of topics, including books on death and grief, and much has been done to represent children with disabilities accurately and positively, there is still room for improvement. This descriptive study sought to understand how individuals with disabilities were represented in 177 grief-themed children's books from 1965-2023. From the results, only seven books included representations of individuals with disabilities. Additionally, the literary devices such as euphemisms or metaphors utilized in the books to describe how death was represented may inadvertently perpetuate inaccessibility to resources about grief (Berns, 2004). Thus, when choosing books about grief and death, parents, caregivers, and educators should incorporate concrete and unambiguous language. Taking time to listen and answer questions can provide ongoing support and reassurance for those experiencing the death of a loved one.

No description available.

Thesis advisor: Susan Michalczyk / Children's series books have historically been frowned upon by educators and librarians alike. Due to this, thousands of the books have been disregarded as the equivalent of ‘trashy' literature for children, and have thus been excluded from the classroom. How has this scorn gained credence? Are series legitimate reading material for children? This paper explores the history and the beneficial uses of children's series books in the classroom. Series books aid in the teaching of reading and provide a forum for children to gain literary confidence. They also assist in the learning of other languages and are instrumental in reading intervention situations. Specifically, this paper considers the literary aspects, practical applications, and criticism directed at the Nancy Drew and Harry Potter series. Examined closely, series prove to be highly educational and indispensable to the formation of lifelong readers. / Thesis (BA) — Boston College, 2004. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: English. / Discipline: College Honors Program.