Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Barbara Licht, Florida State University, Dept. of Psychology. Title and description from dissertation home page (viewed Apr. 8, 2004). Includes bibliographical references.

No description available.

The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students’ “word callers” reading achievement. Twenty-one fifth-grade students attending elementary schools in midwestern United States participated in this study. Students were randomly assigned to either the experimental group or the control group. The students in the experimental group received 50 minutes of small-group intervention, twice weekly, after-school, for 12 weeks focusing on the use of five research-based reading comprehension strategies. The control group received 50 minutes of small-group intervention, twice weekly after-school for 12 weeks, focusing on Common Core reading curriculum. Triangulation of data sources was achieved through analysis of the running records including comprehension retelling and answering of questions, a metacognition survey, an oral fluency rater scale, observational notes, and a reflective interview protocol on students’ strategy use. General findings included statistically significant changes in reading comprehension levels in all students (control and experimental) who participated in the after-school reading intervention. Importantly, statistically significant changes began to take place in “word callers” in the 12-week study. This was seen in their overall reading comprehension levels, and ability to report comprehension strategies and apply them to their reading. In summary, an after-school intervention explicitly using the Reciprocal Teaching model plus visualizing appears to play a large role in helping “word callers” improve their reading comprehension ability. / Department of Elementary Education

Few predictions can have been less accurate than the claim by the anonymous author of London's Glory (1661) that the Fifth Monarchists would prove a 'never to be forgotten sect'. After brief literary glory as the subjects of Abraham Cowley's play Cutter of Coleman Street (1663), they languished in obscurity until revivified by Sir Walter Scott in 1822 in hia novel Peveril of the Peak. Since they have no modern descendants, the Fifth Monarchists have not received the close study by denominational historians which the Quakers, for example, have enjoyed. The Fifth Monarchists' call for violent revolution has led baptist and Congregationaiist historians to miniinize or ignore the close associations which these denominations had with the movement. The Fifth Monarchists showed few of the egalitarian tendencies of the Levellers and Diggers which have attracted so many modern Historians. In the present century the Fifth Monarchists have been the subjects of only two brief monographs. In 1911 Miss Louise Brown published her work, The Political Activities of the Baptists and Fifth Monarchy Men in England during the Interregnum, a careful and accurate survey of this aspect which, however, left untouched the broader issues of the nature of the movement, and the causes of its rise and decline. P.G.Rogers attempted a broader examination in the Fifth Monarchy Men (1966), but the brevity of this work and the inadequate research on which it was based made the results far from satisfactory. Four main aspects of the Fifth Monarchist movement have been studied, and these are indicated in the title of the thesis. These are, firstly, the circumstances which explain the origins and spread of millenarian ideas in general during this period, and of Fifth Monarchist doctrines in particular, and, secondly, the social composition of the movement. Thirdly, an attempt has been made to establish what political, social, economic and religious structures were envisaged by the Fifth Monarchists, and to explain why specific proposals were made. Lastly, an examination has been made of the later history of the movement, and the subsequent careers of its members. Chapters 1-3 sketch briefly the intellectual climate of the period, and then set the Fifth Monarchists in the context of the general European politico-religious situation following the Reformation. The unprecedented division of Western Europe was seen by many early Protestants as a cataclysmic event, explicable only in terras of the fulfilment of the prophecies of the end of the world. Subsequent political developments, such as the french and Dutch Wars of Religion and the Thirty Years' War, were fitted into the prophetic scheues of Daniel and Revelation. The standard interpretation of the prophecies had to be modified only slightly to guarantee the triumph of the godly (Protestants) before rather than after the end of the world. As early as the 1530s there was an attempt at Münster to set up a New Jerusalem, though the revolutionary political and social doctrines associated with this episode served to discredit millenarianism for many years. But in the early part of the seventeenth century, when the Protestant cause was again in danger of extinction, millenarianism flourished once more. In England, the government was sufficiently strong to prevent another Münster, but a series of self-proclaimed propnets and messiahs, a number of millenarian Puritan ministers and the writings of the academics Mede and Brightman all testified to interest in millenarian ideas. There was also a popular and related concept of England as a chosen nation, entrusted with the execution of God's cosmic plans. When the civil war broke out in 1642, it was rapidly placed by Puritan preachers in a millenarian framework, and accepted in this way by many in the army and in Parliament. A study of the writings of clergy supporting Parliament in the period 1640-53 suggests that about 70% of them believed that a last age of unparallelled glory was about to dawn. But millenarianism was a very flexible concept, and many who looked forward to a time of spiritual perfection abandoned a doctrine which many in the army and the sects equated with social revolution. The execution of King Charles, making way for King Jesus, intensified millenarian excitement, but the Rump did nothing to answer these hopes. The emergence of the Fifth Monarchist movement was a response to the apparent apostacy of all in authority from the millenarian cause. Fifth Monarchists claimed the right of the individual citizen, as saint, to throw down ungodly governments because they had despaired of the magistrates or any in official position doing so. They were an opposition movement, and always remained such except briefly during the Barebones Parliament of 1653. The composition of the Fifth Monarchist movement (chapter 4) reflects the importance of the New Model Army in its origin. Fifth Monarchism was a largely urban movement, and many of the towns where it flourished were garrison towns or naval establishments. Many of the saints had served in the army, as officers, soldiers, or chaplains. There are no Fifth Monarchist records comparable to the Quaker lists of births, marriages and deaths, but an analysis of the two hundred and thirty Fifth Monarchists whose occupations can be establisned gives some indication of their social composition. There was a small but important group of ministers and high-ranking army officers of relatively high social origin. Of the remainder, a large proportion, about 30%, were engaged in the cloth and leather industry and trade. Wone of them was a large-scale merchant or producer. The movement attracted only small masters, journeymen, apprentices and labourers. Grace was more important than birth, and there was no discrimination against those who were economically unfree. Servants and labourers could play an important role, and women were also prominent. A considerable amount of biographical information has been accumulated during the course of this study, and this has been summarized in the Biographical Appendix. The careers of some, such as Feake and William Medley, have been traced for thirty years after the last date when they were previously known. The Fifth Monarchists were a very loosely-organized body, and never formulated a common programme. But their main objectives can be established, and these are discussed in chapters 6-8. The evidence is drawn from the numerous manifestoes, declarations, sermons and biblical expositions published in the 1650s, and from the State Papers. The limited data from the Restoration period suggest that these objectives remained constant. The Fifth Monarchists demanded the destruction of the privileged orders, the national ministry, the lawyers, the great merchants, and the ungodly magistrates and nobility. In their place, they sought to establish a theocracy, an oligarchy of the 'visible saints', and to establish a new social structure in which godliness not birth would be the criterion of superiority. They called for a cheap and decentralized legal system using the Mosaic Code, and for the relief of the poor and of debtors. The principle of private property was accepted, but there were demands that the lands of the ungodly should be confiscated and re-distributed. The saints sought the encouragement of domestic production by a policy of protection and by a trade war against the Dutch, despite the fact that the latter were a Protestant nation. Beggars, debtors and thieves were all to be used as a pool of cheap labour for domestic industry. Despite the attacks on merchants, this programme cannot be classified simply as anti-capitalist. Its diversity is explained partly by the difference between the aspirations of the ministers and few gentry and those of the artisans.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Kathryn Denhardt, School of Urban Affairs. Includes bibliographical references.

Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.

In this dissertation, I considered five representative images of childhood that the Fifth Generation filmmakers created throughout a thirty-five year period of post-Maoist social transition in China since the beginning of the market reform and opening policy in 1978. To look at evolving childhood through their films is to position the construction of childhood under the prism of the most prominent and controversial cinematic transformation. On the one hand, the Fifth Generation’s shift towards incorporated production, theatrical narration, sentimental style, and generally conservative ideology, signals and constitutes their transition into the paradoxes of “market-socialism;” on the other hand, it maps out the fluctuation and signification of three discourses of capitalism, socialism and Confucianism through evolving images of the child and childhood. I expect this original work that bridges Chinese film studies with childhood studies to unfold a thorough and dynamic scroll, through which I can tap into China’s social transition toward authoritarian neoliberalism, and reveal the discursive mechanism where propaganda of communist regime and re-mobilized Confucian values negotiate and compete with global capitalist orders over the construction of childhood. This dissertation claims that the significance of childhood lies in its capability to fight against a homogenized and hostile environment as both a fundamental humanist domain, and a political, critical and imaginative weapon in commercialized Chinese society.

Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.