Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--Washington State University, December 2009. / Title from PDF title page (viewed on Dec. 28, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 96-110).

Thesis (M.A.)--California State University, Chico. / Includes abstract. Includes bibliographical references (p. 63-65).

Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179 articles), the researcher aimed to ascertain and synthesize the research on teacher preparation for content-area literacy instruction while evaluating the methodological qualities of the research. The findings are presented in an article format with the connecting theme of content-area literacy; however, the first article focused on research regarding preservice teachers and the second article on inservice teachers. Whereas, previous reviews have primarily focused on secondary teacher beliefs and attitudes this review provides a broader scope of the research, which encompasses K-16 preservice and inservice teachers’ beliefs, attitudes, instructional practices, strategies, and knowledge of content-area literacy instruction. The major findings from research on preservice teachers are: with a minimum of one content-area literacy course, this teacher preparation may prove to be less than sufficient; in addition, preservice teachers’ beliefs regarding content-area literacy are typically positive, but actual transference once in the classroom is narrow. The major findings from the inservice article suggest the need for further training, modeling, and collaboration of literacy instruction for implementation in content classes. Inservice teachers, albeit experts of their content are restricted by their own motivation and knowledge of literacy strategies, therefore literacy implementation during class instruction is restricted. By reviewing longitudinal and current research as well as building upon previous reviews, these articles closely examine preservice and inservice teacher preparation, instruction, and implementation of literacy instruction in the content-area class.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 02, 2009). Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

According to recent assessment data, there is an urgent need to improve students' knowledge of science. It has been suggested that the infusion of reading activities including concept mapping, questioning and interactive read-alouds can help students in learning science concepts. Little or no research has combined these methods to examine its effect on learning. The purpose of this study was to examine and compare concept mapping and questioning on students' organization and retention of science knowledge when used with interactive informational read-alouds of science trade books. This study included 58 third grade students from four homogenous classes who were assigned to either a concept mapping group (experimental group) or a questioning with writing group (comparison group). With the same teacher, the school science specialist, the students completed an eight day unit regarding "soil formation" comprised of read-alouds, discussions and reading comprehension activities. (There were no hands-on, laboratory experiments.) Students were assessed on different types of knowledge. Data were analyzed using a mixed model ANOVA design to determine both within-factors (repeated measure), to show growth, and between-factors, to determine the difference between the two groups. The concept mapping group (experimental group) performed significantly higher than the questioning with writing group (comparison) on (a) relational vocabulary assessment (measuring relational knowledge); (b) multiple-choice assessment (measuring students' ability to identify key ideas); and (c) writing assessment (measuring students' relational thinking, students' ability to retain and recall key information and students' ability to use domain knowledge). The concept mapping group maintained these gains in a delayed assessment. The groups did not differ on individual word knowledge as measured by a matching assessment. Recommendations are provided for teachers and researchers including using concept mapping in teaching science concepts to elementary students in conjunction with science text reading, as well as incorporating technology with computer-generated concept maps using Inspiration software.

Thesis (M.Ed.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 161 p. : ill. Includes bibliographical references.

No description available.

The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.