Dissertations / Theses on the topic 'First year studies'
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Baker, Emmett Andrew. "Predictors of Postsecondary Success: An Analysis of First Year College Remediation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011868/.
Full textKurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.
Full textRobinson, Michael Anthony. "Strictly classroom: Ethnographic case studies of student expectations in first year composition." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284274.
Full textRice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.
Full textPauling, Lezshell A. "First-Year Experiences of Male Student-Athletes at a Military College| A Generic Qualitative Study." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285635.
Full textThis generic qualitative study investigated the experiences of male football and basketball student-athletes entering a military college. The intent of this study was to address the gap in literature present in student-athlete experiences at a unique college environment, like a military college. Criterion sampling was used to gain rich data from male football and basketball student-athletes of various ages that could accurately reflect on their experiences attending a military college. Fully structured interviews were completed with each participant. Findings revealed 3 key themes that attributed to the experiences attending their first year at a military college: Theme 1: Academic Self-Efficacy; Theme 2: Social Acceptance; and Theme 3: Emotional Responses. There were also 11 associated patterns to support each key theme. Identifying these themes could be helpful in orienting future student-athletes to having a successful transition.
Vidumsky, John E. "From Inzhener to ITR: Russian Engineers and the First Five-Year Plan." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/117912.
Full textM.A.
The Russian engineering corps was almost completely transformed during the first five-year plan, which ran from 1928-1932. The purpose of this thesis is to examine the nature of that change, and the forces that drove it. In this paper, I will argue that the corps was transformed in four fundamental ways: class composition, skill level, role in production, and political orientation. This paper begins by examining the old engineering corps on the eve of the first five year plan. Specifically, it examines Russian engineers as a subgroup of the intelligentsia, and how that problematized their relationship with power. I next examine how the Soviet government forcibly reshaped the engineering corps by pressure from above, specifically by a combination of state terror and worker-promotion campaigns. These two phenomena were closely intertwined. Along with collectivization and crash industrialization, they were part of the "Cultural Revolution" that reshaped Russian society in this period. I next examine how the campaign of terror against engineers was used by Stalin and his camp for political gain on a variety of fronts. Lastly, I will examine how engineers became part of the Soviet elite after 1931. For sources, I rely especially on the correspondence between Stalin, Kaganovich, and Molotov, which was published in the Yale University Annals of Communism series. I also draw heavily on The Harvard Refugee Interview Project, memoirs, and the collected works of Joseph Stalin.
Temple University--Theses
Harris, Christopher Sean. "FIRST-YEAR COMPOSITION HANDBOOKS: BUFFERING THE WINDS OF CHANGE." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149087219.
Full textAguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.
Full textRask, Linnea. "Prosodic Features in Child-directed Speech during the Child's First Year." Thesis, Stockholms universitet, Avdelningen för fonetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118382.
Full textSmith, Michael D. "Striving and Surviving: The Phenomenology of the First-Year Teaching Experience." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.
Full textMorrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
Full textTilton, Jennifer. "FIRST YEAR FEMALE ASSISTANT PRINCIPALS AT THE SECONDARY SCHOOL LEVEL: TRANSITIONS, PERSPECTIVES, ASPIRATIONS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3719.
Full textHiggins, Jonathan. "Working at the Intersections| Examining the First-Year Experiences of Queer Men of Color in Higher Education." Thesis, University of Redlands, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713978.
Full textThis study examined the experiences of queer men of color in their first year of higher education. The purpose of this research was to determine what, if any, are ways queer men of color negotiate the intersection of their identity at a four-year institution. Participants in this study included undergraduate students who identified as queer men of color and completed at least one year in higher education. Utilizing qualitative research methods, five young men who attended a California State University or a University of California institution were interviewed and asked to participant in three separate interviews. The first interview focused on the K-12 experience and the second interview focused on their first-year experience. The third and final interview outlined how they documented their first year of higher education via photographs and social media and what type of experiences they had with their peers in the first year. This study found that despite the negative experiences these participants had prior to their first year of higher education, college helped them develop a greater sense of self and provide access to greater networks of support.
Talbert, B. Allen. "The first year of an agriculture teacher : a case study of three beginning teachers /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05092009-040439/.
Full textRiley, Monica Huggins. "Prepared to teach, but not to be a teacher case studies of first year teachers /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07082004-102425.
Full textHall, Jeffrey Drummond. "Self-Directed Learning Characteristics of First-Generation, First-Year College Students Participating in a Summer Bridge Program." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3140.
Full textTeideman, Gillian. "Navigating learning during the first year at university for direct entry Physical Education students." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/6a356b26-8811-4316-baf7-5d69a5d6cfb5.
Full textOrozco, Citlaly. "Using Love as a Mentorship Practice for First-Generation Latinas in Four-Year Private Universities." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425732.
Full textThis qualitative study explores the mentorship experiences of eight first-generation Latina women in private 4-year universities in southern California. The study is guided by bell hooks’ Theory of Love, and also draws on concepts such as, Latino Critical Theory (LatCrit), Chicana Feminist Theory (CFT), mujersita mentoring, and mestiza consciousness. Using testimonios, this study centers the experiences of participants, and focuses on their perspectives as first- generation Latina undergraduate students. Overall this research contributes to the literature on mentorship, particularly as it pertains to Latinas in higher education, and offers implications and recommendations regarding how to better support this student population.
Brown, Lisa. "Self-efficacy and perceptions of first-year American Indian college students| A quantitative study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727499.
Full textThe purpose of this quantitative, correlational study was to examine the relationships between demographic characteristics, self-efficacy, and persistence factors that attribute to the academic performance of American Indian college students who completed 24 semester credits or one year of college. The data collection instrument used were three surveys administered as one web-based survey. The surveys included a 10-item demographic survey, 15-item Modified General Self-Efficacy Exam, and 34-item College Persistence Questionnaire used to obtain data on student self-efficacy and factors that attribute to college persistence. The respondents were American Indian undergraduate students (N=201) who attended a community college branch located in the rural Southwest. The collected data were interpreted using a bivariate correlation and multi-regression statistical analysis using SPSS version 21. The study findings described characteristics of American Indian college students who showed high levels of self-efficacy. The study findings also showed that college persistence factor, academic conscientiousness, was statistically significant in predicting students’ cumulative grade point average (GPA) range. The findings of this study shed light on the need to explore additional factors that perceive to affect the self-efficacy, college persistence, and academic performance of American Indian college students in the rural Southwest.
Spendiff, Anne. "The first year of work in schools and hospitals : a feminist study of newly qualified teachers and nurses." Thesis, Northumbria University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245215.
Full textCole, Jeffrey. "DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR TEACHING AT JOHN MARSHALL HIGH SCHOOL." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1571.
Full textStanton, Courtney. "FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/388710.
Full textPh.D.
While much attention has been paid to the borders between those within and beyond the discipline of composition, the primary goal of this project is to examine the discourses which exist within composition and, subsequently, how these discourses might work to undermine pedagogy and scholarship. I take the position that even those working directly in composition do not offer clear, consistent consensus regarding concepts which are fundamental to the legitimacy of composition as a discipline. Thus, as we strive to meaningfully frame our work for our students and stakeholders, it is imperative that we confront the ambivalences in our own discussions. Throughout this project I use critical disability theory to reconcile underlying concepts of composition, such as instability and the contextual nature of language, with competing concepts that often undermine effective pedagogy. Addressing these gaps via disability theory illustrates various conceptual similarities between the two disciplines and highlights the problematic tensions found in composition. Chapters two, three, and four here confront gaps between composition theory and practice and offer ideas from disability studies as a means of exploration and potential resolution. I first examine the specific notion that writing centers are intended to foster student autonomy through a long-term focus on creating better writers, rather than better writing. By exploring the deeper theoretical implications of the writer versus writing dichotomy, I hope to expose as destructive one of its key assumptions—the possibility of writerly autonomy—and consider its effects on writing center work and composition practice more generally. From here, disability theory offers a means to decentralize autonomy as a defining term, via specific theories of representation and dependence. I then focus on what we can accomplish, given this rejection of autonomy, and how to most effectively share and build knowledge with students. I explore the relationship between knowledge transfer and narratives of overcoming disability through analysis of scholarship on first-year writing courses. I argue that a belief in easily generalizable knowledge, like a belief in autonomy, manifests in misconceptions of the successful first-year writing course and thus that knowledge transfer should be reconceptualized as agency, and offer a brief discussion of threshold concepts as one potential source for transfer-as-agency pedagogy. Building on these concepts, I then consider how to most effectively locate composition within the university structure, focusing specifically on WAC/WID programs and the disability concepts of accommodation and universal design. Theories of universal design illustrate that composition must be integrated into the curricula beyond first-year writing; this sort of comprehensive curricula is not without complication, however, so I also explore issues of authority which arise out of universal design perspectives. Finally, I offer three imagined scenarios meant to illustrate how individuals working within this disability theory-based framework might address different challenges related to writing instruction and to reinforce the enormous value of a disability studies approach to the work of composition.
Temple University--Theses
White-McNeil, Andrea. "The Influence of Historically Black Colleges and Universities Experience on First Year Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3217.
Full textBurns, Sharon L. "Sophisticated Chaos: The Influence of Academic Discourse on Student Success in First-Year English Composition." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275657274.
Full textJordaan, Jean J. de V. "Attitude to studies of first-year students in biological sciences at the commencement of university level tuition." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22501.
Full textFirst year students commencing studies in the biological sciences at two universities in the Cape Province, South Africa the Universities of Cape Town and Stellenbosch were sampled by means of a questionnaire. This investigation sought to establish in what way attitudes, formed at school during studies in biology would, on transferring to a university learning environment, play a part in determining successful outcomes of study in biological sciences during the first year of study at a university.
Venable, Melissa. "Online delivery of career choice interventions : preferences of first-year students in higher education." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002191.
Full textGibson, Carolyn M. (Carolyn Margaret). "A study of the integration of computers into the writing processes of first-year college composition students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74582.
Full textCarr, Patricia I. "Development of an Audiological Test Procedure Manual for First Year Au.D. Students." Scholar Commons, 2001. https://scholarcommons.usf.edu/etd/1535.
Full textLor, Wing-suen, and 羅詠璇. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944875.
Full textCozza, Vanessa Michelle. "Latino/as in Higher Education: Modes of Accommodation in First-Year Writing Programs." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1306882228.
Full textMoser, Sharon. "Perceptions of Teachers in their First Year of School Restructuring: Failure to Make Adequate Yearly Progress." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1717.
Full textAddiego, Emily Spady. "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.
Full textHerrmann, Andrew F. "Narratives and Sensemaking in the New Corporate University: The Socialization of First Year Communication Faculty." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002619.
Full textTyacke, Vicki-Lee. "The preparedness of New Zealand secondary school students for first year undergraduate studies in a digital learning environment." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88381.
Full textJohnson, Paul Brandon. "The experiences of first-year African American males in a living learning community attending a historically black college and university| Implications for retention." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123658.
Full textThe purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while attending a Historically Black College and University (HBCU), to understand how, if at all, the program had any impact on the participants’ retention. The conceptual framework for this study was derived from the student integration model (Tinto, 1993).
Research was conducted on the campus of a mid-sized HBCU located in the southeastern region of the United States. Over a period of four weeks, data were collected from students participating in the LLC. Data collection methods included 12 in-depth interviews, 12 residence hall observations, 4 classroom observations, and information from reports obtained from the institution. Themes and subject categories from the interviews and observations were determined using a combination of In Vivo (Creswell, 2013; Saldana, 2013) and open coding (Corbin & Strauss, 2007).
Findings from the case study showed students in the LLC perceived they experienced and/or received several academic benefits associated with their participation, such as knowledge and use of academic support services including academic advising, tutorial services, and supplemental instruction. The students also perceived they experienced more social connectivity with their fellow LLC members and participated in more social events compared to those not in the LLC. Additionally, the participants commented the program made it easier for them to make friends, which facilitated a smoother transition to college. Students also directly associated their LLC participation with increasing their likelihood of being retained.
Based on these findings, a foundation for understanding how LLCs on HBCU campuses can positively impact first-year African American males will be established. The conclusions drawn from the study will advise higher education practitioners on methods to enhance outcomes for African American male students on HBCU campuses using LLC programming.
Pagmar, David. "Noun Phrase Anaphora and Referential Behaviour in Child-Directed Speech During the Child’s First Year." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118598.
Full textCastillo, Jose Michael Educational Specialist. "Evaluation of the First Year of a Statewide Problem Solving/Response to Intervention Initiative: Preliminary Findings." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1892.
Full textHudson, David Paul. "Exploring students' perceptions of opportunities for transfer : four case studies of students' transitions within a first-year writing sequence /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594489721&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textPaine, Dorothy E. "An exploration of three residence hall types and the academic and social integration of first year students." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002337.
Full textMcGhie, Venicia F. "Factors impacting on first-year students' academic progress at a South African university." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20090.
Full textENGLISH ABSTRACT: Research project explored the learning experiences of two groups of first-year students in the Faculty of Economic and Management Sciences, University of the Western Cape during the course of 2009/2010. The aim was to obtain insight into the learning challenges that these students encountered and the reasons why some of them were less successful in the learning process, while others were successful. The perspective of this study was therefore student centred. The project was undertaken against the backdrop of a higher education institution that caters mainly for so-called ‗disadvantaged‘ and ‗underprepared‘ students. Such students come predominantly from marginalised and poorly resourced education environments and socio-economic backgrounds, which suggests that they would find higher learning challenging and, as a result, would most likely experience failure in the learning process. The objective of the research project was two-fold: firstly, to identify and determine which factors have an impact on failure or successful completion of the first year of study in this faculty; and secondly, to derive from the data a socially situated, supportive and holistic learning approach that could assist more students to be successful in the learning process. The argument in the study was that learning is socially situated and constructed. To realise the objective, Vygotsky‘s social cultural theory and Bandura‘s social cognitive theory were used as theoretical orientation of the study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via written reflective pieces, a questionnaire and individual interviews and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An ‗open coding‘ strategy for the content analysis was used, but the approach for the analysis was not purely inductive. A student-centred analytical framework based in part on theories and findings of five studies conducted on student learning, failures and dropouts, and the context of UWC as HBU served as a framework for the analysis but new sub-themes also emerged from the data collected. The results of these two Case studies revealed that some of the students experienced multiple learning challenges simultaneously which increased in severity during the course of the academic year, and that, in Case 1, these challenges became too overwhelming and severe for the students and that was why they were less successful; while in Case 2, the students managed to overcome and deal with these challenges successfully. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of higher education and in the identification of enabling factors that could assist more students to be successful in their first year of study at a higher education institution. The findings provide guidelines for a socially situated, supportive and holistic learning approach that could help higher education institutions to mitigate the cumulative effects of learning on students‘ personal, academic and social lives.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek twee groepe eerstejaarstudente se leerervaring gedurende 2009/2010 in die Fakulteit Ekonomiese en Bestuurswetenskappe aan die UWK. Die doel was om insig te verkry in die leeruitdagings waarvoor hierdie studente te staan gekom het en die redes hoekom party van hulle min sukses in die leerproses behaal het, terwyl ander suksesvol was. Die perspektief in die projek was daarom gerig op die studente en hoe hulle the leerproses ondervind. Die projek is onderneem teen die agtergrond van ‘n instelling van hoër onderwys wat hoofsaaklik vir sogenaamd ‗benadeelde‘ en ‗swak voorbereide‘ studente voorsien. Sulke studente kom meestal uit ‘n gemarginaliseerde opvoedkundige en sosio-ekonomiese agtergrond met gebrekkige bronne, wat daarop dui dat hoër onderwys vir hulle ‘n uitdagings sal wees en dat hulle gevolglik heelwaarskynlik in die leerproses sal misluk. Die doelwit van die navorsingsprojek was tweevoudig: eerstens, om te bepaal watter faktore ‘n invloed het op die mislukking of geslaagde voltooiing van die eerste studiejaar aan hierdie fakulteit; tweedens, om uit die inligting ‘n sosiale gestruktureerde, ondersteunende en holistiese leerbenadering af te lei wat meer studente kan help om in die leerproses sukses te behaal. Die projek berus op die uitgangspunt dat die leerproses ‗n sosiaal gebaseerde en gestuktureerde proses is. Die teoritiese raamwerk was daarom gebaseer op Vygotsky se sosiale kulturele teorie en Bandura se sosiale kognitiewe teorie. Hierdie kwalitatiewe, vertolkende ondersoek word deur veelvoudige metodes van inligtinginsameling gekenmerk. Kwalitatiewe inligting oor die deelnemers se waarnemings is verkry deur middel van nadenkende skryfwerk, ‘n vraelys en individuele onderhoude, en die ontleding van die inhoud daarvan. Ook kwantitatiewe inligting is ingesamel, wat tot die triangulering van ryk, diepgaande inligting bygedra het. Daar is ‘n ‗oopkode‘-strategie vir die ontleding van die inhoud gebruik, maar die ontledingsbenadering was nie suiwer induktief nie. Ontleding het plaasgevind binne ‘n studente gebaseerde ontledingsraamwerk wat gegrond is op teorieë en bevindings uit vyf studies oor leer, mislukking en uitsakking onder studente asook die konteks van die UWK as historiese Swart inrigting. Unieke temas het ook uit die inligting in hierdie studie na vore gekom het. Die resultate van hierdie twee gevallestudies het getoon dat studente veelvoudige leeruitdagings tegelykertyd ervaar het wat al hoe meer geword het deur die loop van die jaar en dat hierdie uitdagings in die een geval te oorweldigend en straf vir die studente geraak het, sodat hulle min sukses behaal het. In die ander geval het die studente daarin geslaag om hierdie uitdagings te hanteer en dit suksesvol te oorkom. Hoewel die bevindings van hierdie projek gekoppel is aan die konteks waarin dit onderneem is, dra dit nietemin by tot die groeiende kennisbasis oor die terrein van hoër onderwys en oor die bepaling van bemagtigende faktore wat meer studente sou kon help om in hulle eerste studiejaar aan ‘n instelling van hoër onderwys sukses te behaal. Die bevindings bied riglyne vir ‘n sosiale ondersteunende holistiese leerbenadering vir akademiese steun wat instellings van hoër onderwys moontlik sal help om die kumulatiewe effek op die studente se persoonlike, akademiese en sosiale lewens in die leerproses te help verlig.
Penney, Wendy, and mikewood@deakin edu au. "The Story of fable: A narrative analysis of the experience of four registered nurses in their first year of practice." Deakin University. School of Nursing, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.133204.
Full textVan, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.
Full textBrutsche, Katherine. "First Year Sedimentological Characteristics and Morphological Evolution of an Artificial Berm at Fort Myers Beach, Florida." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3019.
Full textLynch, Jennifer Jane. "Saved by the (Alexander Graham) Bell: An Analysis of Synchronous Communication and Student Satisfaction / Retention Rates in the First Year Online Composition Classroom." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3221.
Full textWilliams, Anita J. "From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.
Full textStern, Debra Ann 1958. "Longitudinal changes in cellular immunity in the first year of life and lack of relationship to serum immunoglobulin-E." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277018.
Full textKadel, Lauren-Elise. "STUDENTS’ RIGHT TO THEIR OWN LITERACIES: USING MODELS OF LITERACY IN AFRICAN AMERICAN LITERACY NARRATIVES FOR FIRST YEAR WRITING." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/547678.
Full textPh.D.
Exploring the enduring implications of Paul Kei Matsuda’s founding work on “The Myth of Linguistic Homogeneity in U.S. College Composition” (2006), this dissertation investigates student literacy narratives from a composition studies and translingual perspective. Despite the contributions of language theory politics from translingualism, pervasive views of language and the ways college teachers, including writing teachers, conceive of difference continue to limit the possibilities for our students and the discipline. Aware of the pitfalls of a “sameness-of-difference” notion of the diverse experiences contained within the classroom space, I am interested in the ways that the literacy narrative can help students better appreciate the larger socio-ideological forces that support and constrain reading and writing practices in material and conceptual ways. Models of literacy can help students reflect on the literacy events, sponsors and other meta-narratives that have shaped them in their growing identities as readers and writers. African American writers, including Ellen and William Craft, W.E.B. Du Bois, Nella Larsen, and Toni Morrison, provide a framework for students’ own in-depth investigation into their literacy practices through these content chapters. While other work focuses on the role of literacy as one feature of African American literature, this dissertation shows the literacy narrative as a genre tackling pervasive notions of racialized difference and equality. In defining literacy acquisition as a socially-situated process, these narratives highlight the socio-political import of learning to read and write in America and the pivotal role of the imagination in unbinding literacy from text-based production. The literacy narrative can help students better appreciate the larger socio-ideological forces that support and constrain reading and writing practices in material and conceptual ways. As a reflective starting place to envision the challenges and rewards of literacy in their professional and personal lives, literacy narratives can help students decide in what ways writing matters to them. These assignments also attest to how language users shape, and are shaped by, the college literacy classroom, calling for a theory that acknowledges that the work of the First Year Writing classroom can become a productively collaborative space. This not a story of how African American authors speak for contemporary students, but rather how these texts can mobilize their own understanding of the significance of literacy on people and on individuals. In harnessing these texts, the dissertation calls for a more robust praxis in assigning literacy narratives in First Year Writing composition classes and multilingual English-language learner equivalents.
Temple University--Theses
Faulkner-Springfield, Shirley Elizabeth. "Claiming and Framing African American Male Ethos: Case Studies of the Literacy Practices of Two African American Male Writers." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429218711.
Full textSaenkhum, Tanita. "Transfer of knowledge from first-year ESL writing classes to writing in the disciplines : case studies of writing across the curriculum /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407515861&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 89-97). Also available online.
Zephyrhawke, Kate. "Addressing the Decline of Academic Performance Among First-Year Composition Students: A Usability Analysis of Two Important Online Resources." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3420.
Full text