No description available.

No description available.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xix, 290 p. Includes bibliographical references (p. 250-280).

<p> Argumentation should be approached as a practice that is woven into the larger instructional practices across the core educational disciplines. With the advent of The Common Core State Standards (CCSS), the ability to analyze and write an argument is now a predominant skill students are required to repeatedly demonstrate. As student achievement is now being used to reflect the larger portion of teacher accountability, it is essential that educators better understand how to make argumentation a disciplinary practice. I suggest that students should first be able to examine, identify, and understand the necessary function of evidence as a primary element of argumentation in order to more effectively construct a meaningful, sustainable argument. Through the categorization and analysis of explicit and implicit evidence, students are able to establish more meaningful claims. While this procedure elicits more student engagement and requires educators to reorient their instructional considerations, it also provides a practical starting point for all stakeholders when dealing with emerging argumentation in the classroom.</p>

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 219-237.

The end of the apartheid era in the history of South Africa resulted in many black pupils being admitted to schools which were previously used exclusively by either coloureds, Indians or white pupils. However, the newly admitted black pupils spoke English as a second language in schools where the medium of instruction was English. Consequently, the black pupils' inability to cope with English as a first language meant that they were at risk of failing at school. In an attempt to reduce the risk of the black pupils failing, Eastwood Secondary School introduced the Language Integration Programme. The school hoped that the programme would accelerate the black pupils acquisition of the English while simultaneously making academic progress in their other subjects. The aim of this study was to gain insights into the results of the Language Integration Programme. The research questions focused on the views of the parents of the pupils who were in the programme, the teachers at the school, the pupils who were in the Language Integration Programme, as well as the principal and deputy principal of the school. Both closed and open-ended types of questions were used in the questionnaires that were administered to the parents, teachers and pupils, as well as in the interviews that were conducted with the principal and deputy principal. The findings from the questionnaires and interviews were supplemented by information that was obtained from the school's VRE-52 academic records. The findings of the study revealed that there was an improvement in the Language Integration Programme pupils' English language and communication skills. The findings also showed that there was a positive relationship between the pupils' performance in English and their performance in their other subjects while they were in the Language Integration Programme. Recommendations that arose from the study of the Language Integration Programme were that there is a need for placement tests to identify the background knowledge of the pupils so that the material in future programmes is not too easy for the pupils in the programme. The study also revealed that the class size in programmes similar to the Language Integration Programme should be kept as small as possible if the programme was to achieve maximum effectiveness because weaker pupils generally need more attention. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1996.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 142-147.

This qualitative action research project addressed the infusion of media literacy and new media into a standard secondary English language arts curriculum. In examining students' perceptions of South Africa as they interacted with new media texts in conjunction with the traditional literary text Cry, the Beloved Country, this study also explored the manner in which students' media interactions informed their reading of the novel. As a result of the research data, the author asserts that media literacy education can, in fact, play an effective role in teaching literature within the world literature classroom.

No description available.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics