Project Report (M.Pub.) - Simon Fraser University, 2005. / Project Report (Master of Publishing Program) / Simon Fraser University.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 119-137).

Thesis (Ph. D.)--Miami University, Dept. of Microbiology, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 160-176).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 102-108).

Thesis (D.Phil.)--University of Oxford, 2009. / Supervisor: Professor Th. M. Van Lint. Bibliography: leaves 312-326.

Thesis (Ph.D.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Roger Bradley. Includes bibliographical references (leaves 122-140).

The purpose of this study is to explore how experienced student writers in Swedish schools handle two different writing tasks, a lab report in physics and a text to be written within Swedish as a school subject. Applying a dialogical perspective on writing, the study is an attempt to explore what role subject contexts play for the students’ writing processes and to what extent the strategies used by the students are more individual. The writing tasks were solved outside of class, a frequent, but relatively unexplored way of organizing writing tasks in upper secondary school in Sweden.The results of the study indicate that different subject contexts enforce the emergence of different writing processes. The lab report was written in a certain order, from easy to difficult parts. Each part of the text was written on its own. Editing affecting the macrostructure of the text did not occur. In contrast, when writing the text within Swedish as a school subject, the paragraphs were developed at several different times during the writing process and questions concerning the global structure of the text seem constantly to have presented themselves. Extensive deletions were performed, and new angles to the subject introduced, affecting the macrostructure of the text.Writing processes are also individual. In a close-up study, three students – here called Kerstin, Paula and Sara – video filmed their work with the two texts. The texts were logged by the students, writing on Google Drive. In this material the individual strategies come out in basically two ways: in the resources chosen by the students as well as in their editing of their texts. Kerstin may be said to have used “herself” or, rather, a general writing ability. For Paula, her father functioned as an important resource. Sara was the one of the three who used digital media most frequently. In the students’ editing patterns, above all, Kerstin and Sara differed significantly. Kerstin did her editing during the formulation stage, regardless of writing task, while Sara mainly did her editing after the formulation stage.

Fruit d’une enquête de terrain menée dans le milieu éditorial de Rabat et de Casablanca, cette thèse entend montrer l’implication du livre dans les transformations sociales en cours dans le Maroc urbain actuel. La création de maisons d’édition et l’augmentation des tirages ces dernières années montrent que le pays connaît une mutation du champ éditorial dans son ensemble (du lecteur à l’auteur). Ainsi, le livre et les usages auxquels il donne lieu représentent un objet d’analyse pertinent pour saisir cette effervescence culturelle et artistique. C’est à ce titre qu’il a été placé au cœur de mon analyse. Apparue à la fin des années quatre-vingts, l’édition marocaine est jeune, essentiellement urbaine et fait apparaître une bipolarité du milieu du livre, partagé entre les secteurs francophone et arabophone. Suivre le parcours d’ouvrages en élaborant une anthropologie du livre qui l’appréhende non seulement par le contenu mais aussi par ses procédés de fabrication et les matériaux utilisés a permis d’interroger les rapports à la norme qu’impliquent, aujourd’hui, à Rabat et à Casablanca, diverses représentations de la langue. / This research is focused on the book, the habits of reading, the type of reading material and attitudes towards reading in Morocco, in the urban environments. Three questions are at the center of my study : 1. Identifying the reading habits and attitudes of the literate population of Casablanca and Rabat ; 2. Gaining an understanding of the current state of readership and segmenting the public into primary readership groups ; 3. Finding out the primary, preferred and available media and channels in order to acquire written / printed information. I am interested in practices in evolution. This study analyses book production from the author to the reader through the publisher, the editor and the different types of book sellers. It deals with all kinds of books except schoolbooks. It includes religious books. Nevertheless, it aims at comparing public and private publishing to understand what kind of books refer to the official culture and which ones are related to personal ways of thinking knowledge in Casablanca and Rabat. I have spent one year in these two cities as my fieldwork to do the main observations.

abstract: Writing scientific explanations is increasingly important, and today's students must have the ability to navigate the writing process to create a persuasive scientific explanation. One aspect of the writing process is receiving feedback before submitting a final draft. This study examined whether middle school students benefit more in the writing process from receiving peer feedback or teacher feedback on rough drafts of scientific explanations. The study also looked at whether males and females reacted differently to the treatment groups. And it examined if content knowledge and the written scientific explanations were correlated. The study looked at 38 sixth and seventh-grade students throughout a 7-week earth science unit on earth systems. The unit had six lessons. One lesson introduced the students to writing scientific explanations, and the other five were inquiry-based content lessons. They wrote four scientific explanations throughout the unit of study and received feedback on all four rough drafts. The sixth-graders received teacher feedback on each explanation and the seventh-graders received peer-feedback after learning how to give constructive feedback. The students also took a multiple-choice pretest/posttest to evaluate content knowledge. The analyses showed that there was no significant difference between the group receiving peer feedback and the group receiving teacher feedback on the final drafts of the scientific explanations. There was, however, a significant effect of practice on the scores of the scientific explanations. Students wrote significantly better with each subsequent scientific explanation. There was no significant difference between males and females based on the treatment they received. There was a significant correlation between the gain in pretest to posttest scores and the scientific explanations and a significant correlation between the posttest scores and the scientific explanations. Content knowledge and written scientific explanations are related. Students who wrote scientific explanations had significant gains in content knowledge. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

This study aims to find the answers to how an online interactive video editing tool for teachers to use would be designed. To find out the answers to this, students studying to become teachers and experienced teachers were interviewed and used for observations and usability testing of a prototype. In total there were 27 unique data gathering situations with 11 unique participants. The five teacher students who were participating were all teacher students at Linnaeus University in Växjö. The six experienced teachers have been teaching for many years and are currently lecturing teachers about new technology that can be used in the classroom. The result from interviews, observations and literature search contributed to a list of requirements which in turn became a prototype. What has been discovered is that teachers need a tool which is easy to use with interactions and functions such as adding clickable annotations to clips and creating playlists which will help teachers plan ahead and save time during lectures.