Diss.--Bonn. / Bibliography: p. 318-345.

Diss.--Bonn. / Bibliography: p. 318-345.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (p. [95]-102).

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology, 2005. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0156. Adviser: Charles M. Reigeluth. "Title from dissertation home page (viewed Jan. 5, 2007)."

The purpose of this study was to determine the effects of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading proficiency of 4th and 5th grade English Language Learners. The students who participated in the Read 180 program scored below the 25th percentile on the Florida Comprehensive Assessment Test (FCAT). Cultural-historical activity theory guided the research. Research questions for the study were answered with quantitative and qualitative methods. The questions asked were: 1. What are the effects of participation in Read 180, a teacher-mediated computer-mediated-integrated learning system that provides reading instruction, on the growth in reading proficiency of a group of participating English Language Learners? 2. What are the effects of participation in Read 180, a teacher-mediated computer-mediated integrated learning system that provides reading instruction, on the reading achievement of a group of participating English Language Learners when compared with the reading achievement of a group of English Language Learners with similar characteristics receiving reading instruction supported by a reading basal program? 3. How does the mediated structure of Read 180, a teacher-mediated, computer-mediated integrated learning activity system that provides reading instruction and surrounding activity systems interact to affect learning? Data analysis revealed that the fourth and fifth grade experimental group significantly improved their proficiency on the Scholastic Reading Inventory. Analysis of pre- and post-test scores obtained with the Florida Comprehensive Assessment (FCAT) of fourth and fifth grade experimental and control groups were not statistically significant. Qualitative findings indicated that the organization of classroom instruction had a significant impact on the quality of instruction. A discussion of the findings presents several implications and recommendations for future research on teacher-mediated, computer-mediated reading instruction.

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Studying issues of heritage language (HL) maintenance is gaining more significance than ever as our lives become significantly more complex and dynamic because of frequent migration and the transnational diasporas that such migration creates in its wake. HL maintenance is important in multicultural environments because familial relationships depend heavily on successful communication among family members. Viewing HL maintenance as a social practice, this exploratory qualitative study attempts to understand how participants are involved in their children’s HL maintenance by investigating, comparing, and contrasting the participants’ attitudes and practices. This study recruited eight Korean immigrant families with different lengths of residence in Greater Vancouver, an area that has seen a steady growth in the numbers of Korean immigrants. Combining social practice theory and qualitative research, this study uses discourse analysis to explore the participants’ language ideologies and beliefs about HL maintenance. This study also explored actual parental involvement in their children’s HL acquisition and maintenance. Furthermore, this study examined participants’ technology use as a means of HL acquisition and maintenance. In particular, the participants’ online conversations were examined to explore language use. This study supports the view that the parental role is important, even paramount, in children’s HL maintenance, but goes beyond this to show how technology can play a positive role in HL acquisition and maintenance. There are three central findings. First, a match between parental attitudes and behaviours concerning HL acquisition and maintenance and contributes to their children’s HL maintenance. Second, a mismatch or inconsistency between parental attitudes and behaviours correlates with children’s HL attrition or loss. Third, language revitalization can occur through HL and cultural practices in various online activities such as synchronous and asynchronous online communication, including access to Korean websites and playing games in Korean. To conclude, examining HL maintenance as a social practice offers new insights into the complexity and dynamics of the social practices of HL maintenance in the lives of Korean immigrants in Canada.

Studying issues of heritage language (HL) maintenance is gaining more significance than ever as our lives become significantly more complex and dynamic because of frequent migration and the transnational diasporas that such migration creates in its wake. HL maintenance is important in multicultural environments because familial relationships depend heavily on successful communication among family members. Viewing HL maintenance as a social practice, this exploratory qualitative study attempts to understand how participants are involved in their children’s HL maintenance by investigating, comparing, and contrasting the participants’ attitudes and practices. This study recruited eight Korean immigrant families with different lengths of residence in Greater Vancouver, an area that has seen a steady growth in the numbers of Korean immigrants. Combining social practice theory and qualitative research, this study uses discourse analysis to explore the participants’ language ideologies and beliefs about HL maintenance. This study also explored actual parental involvement in their children’s HL acquisition and maintenance. Furthermore, this study examined participants’ technology use as a means of HL acquisition and maintenance. In particular, the participants’ online conversations were examined to explore language use. This study supports the view that the parental role is important, even paramount, in children’s HL maintenance, but goes beyond this to show how technology can play a positive role in HL acquisition and maintenance. There are three central findings. First, a match between parental attitudes and behaviours concerning HL acquisition and maintenance and contributes to their children’s HL maintenance. Second, a mismatch or inconsistency between parental attitudes and behaviours correlates with children’s HL attrition or loss. Third, language revitalization can occur through HL and cultural practices in various online activities such as synchronous and asynchronous online communication, including access to Korean websites and playing games in Korean. To conclude, examining HL maintenance as a social practice offers new insights into the complexity and dynamics of the social practices of HL maintenance in the lives of Korean immigrants in Canada.

Thesis (M.S.)--Rochester Institute of Technology, 1983. / Typescript. Includes bibliographical references (leaves 238-241).