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Wilton, N., Huili Hong, J. Temaj, Karin Keith i Edward J. Dwyer. "Encouraging Literacy Through Musical Experiences". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/988.
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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.
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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.
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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.
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Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.
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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
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Sumner, Ruth L. "The literacy experiences of Family Island participants in the Bahamian Adult Literacy Program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34843.pdf.
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Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.
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Coward-Vaughn, Valerie. "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4915.
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Elementary educators at the urban elementary school in this study struggled with technology-enhanced literacy pedagogy to increase student success. The purpose of this case study was to examine the extent to which educators built relationships between technology and teaching to improve student success. The study was guided by Venkatesh's unified theory of acceptance which was used to examine how educators accept and use technology in literacy instruction. The research questions examined teachers' perceptions of how they can build better relationships with technology and teaching to enhance student literacy success and their perceptions of administrative and district support services to enhance instructional practices. Data collection occurred through interviews of 12 participants at the school under study chosen based on age, gender, teaching experience, and teaching credentials. Information was coded and themes were identified. A result of thematic analysis was generally that ongoing professional development is important and it should be implemented to help classroom educators strengthen those relationships between technology and teaching in the school. The findings also indicated that educators needed more professional development opportunities and time to see more in-house demonstrations of technology incorporated into teaching. A 3-day professional development project was developed that presented opportunities for teachers to collaborate, react to demonstrations, and plan lessons utilizing new ideas learned. This project and findings of the study may allow school leaders to see the benefits of participatory professional development and empower teachers to have increased relationships with technology and literacy instruction to enhance learning for students.
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Weinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development". Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.
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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Collier-Reed, Brandon I. "Pupils' experiences of technology : exploring dimensions of technological literacy". Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10295.
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Includes bibliographical references (leaves 155-162).Technology is the driving force behind much of the change taking place in the world today. Consequently, across society, calls are being made to ensure technological literacy is a meaningful and central part of schooling to adequately prepare pupils to become part of an increasingly technologically driven world. However, studies have shown that large parts of society perceive technology primarily in terms of computers.
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Bellah, Kimberly A. "Elementary teachers' experiences in adopting an Agricultural Literacy Curriculum". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013383.
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Freeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.
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Australian universities have become places where students from diverse backgrounds and cultures come together to pursue tertiary education. This study contributes to current understandings of how universities have responded to their now diverse student body, and adds insight into curricula and classroom practices which might better accommodate learners who have English as an Additional Language (EAL). While issues surrounding EAL students have been examined and discussed for two decades, Lea and Street (2006), Leask (2013), and Wingate (2015) contend that university pedagogies and practices are yet to adequately cater for students from diverse backgrounds. In particular, disciplinary pedagogies tend to be dominated by assumptions that EAL students’ linguistic, cultural, and educational backgrounds are deficits, which limit their capacity to adapt to Australian tertiary learning environments. Accordingly, research which focuses on first year EAL students’ academic expectations and experiences is critical so that Australian universities can enhance current pedagogies which guide curricula and classroom practices.
This study employed Lea and Street’s (1998) academic literacies approach to examine how first year undergraduate EAL students from a range of educational and cultural backgrounds, and fields of study, mediated their first year at an English-speaking university. The study investigated participants’ academic expectations, academic socialisation, and academic literacies, including their experiences constructing new student identities, and engaging with teachers and peers. Such research is important to provide evidence of best practice strategies to support EAL students’ literacy and learning, and foster a sense of belonging. This study also examined participants’ academic reading, a fundamental aspect of academic literacy which has been under researched (Hill & Meo, 2015; Wingate, 2015). Three research questions guided the study: Research Question 1 investigated participants’ expectations of their new learning environment; Research Question 2 examined how the students mediated their academic socialisation; and Research Question 3 investigated what factors enabled and constrained participants’ academic literacies.
The primary research method was a multiple case study approach in which eight units of analysis were embedded within the research setting, a university in South East Queensland. The study employed a three phase explanatory qualitative and quantitative research design. A self-administered questionnaire with a convenience sample size of 159 first year EAL students was implemented in Phase I. The questionnaire examined respondents’ expectations of academic conventions and skills, academic reading, and engagement with teachers and peers. The survey data were analysed using SPSS software to generate descriptive statistics. The findings informed the qualitative case study inquiry. Phase II was the first stage of the multiple case studies. Eight case study participants were recruited through purposive sampling. Phase II examined participants’ academic socialisation experiences. Data was collected through weekly structured interviews, and course document analysis. In Phase III, semi-structured interviews investigated participants’ classroom experiences, student identities, and academic relationships with teachers and peers. The case study data were analysed using thematic analysis, which involved an iterative process of reading, rereading, and coding the data into themes related to the issues under investigation.
The multiple sources of data revealed that participants’ expectations and experiences were homogenous, despite their diverse backgrounds. This suggests that first year EAL students share similar literacy and learning needs. Participants demonstrated an understanding of disciplinary literacy practices and conventions. They expected to enhance their language, academic, and intercultural communication skills, with the help of course teachers. They believed it was important to feel a sense of belonging in their new academic community, and engage with domestic peers. However, these expectations were largely unfulfilled. The findings also showed that EAL students often underestimate the reality of course reading demands. Nevertheless, participants demonstrated positive student identities by adapting and extending their literacy practices to successfully mediate disciplinary requirements. They read strategically by engaging with academic texts they believed were relevant to their literacy and learning. Participants’ academic achievements indicated that their linguistic, cultural, and educational backgrounds did not hinder their capability to engage in their courses and complete assessment tasks. This suggests that the prevailing perception about EAL students’ cultural and educational backgrounds being barriers to learning is misguided.
However, the participants’ academic literacies were hindered when they encountered classroom learning environments which did not incorporate language and literacy instruction, constructive feedback on assessments, or peer engagement. There was also little evidence that courses applied reading pedagogies. These challenges, in particular the lack of classroom engagement with domestic peers, negatively affected their sense of belonging in their new academic community. The study findings reveal a disparity between EAL students’ classroom experiences, and best practice first year and internationalisation strategies recommended in the literature (e.g., Lea & Street, 2006; Leask, 2013; Wingate, 2015). A noteworthy finding is that the teaching practices which help EAL students’ communicative confidence and learning require little effort. That is, when teachers show interest, and facilitate cross-cultural classroom interactions, there is a positive impact on students’ feelings of belonging. The implication is teachers are in the best position to provide supportive and inclusive classroom learning environments that fulfilThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Keating, Maria Clara. "Routes through literacy : the lived experiences with literacy of a group of Portuguese women in London". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249814.
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Paluch, Marta. "Compañeras : systematisation of experiences with adult literacy facilitators in Guatemala". Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81977/.
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This study explores how a small group of adult literacy facilitators (ALFs) working on a pilot literacy project in a municipality in the Western Highlands of Guatemala, develop their practice. Although many reports have discussed the problems of adult literacy work in the Global South and the shortcomings of available training, very little research has been carried out directly with ALFs, examining the processes through which they develop their educational practice. The thesis reports on a pilot programme which took a dialogic approach inspired by the work of Paulo Freire and with an emphasis on context, meaning and social practice drawn from New Literacy Studies. Learning activities focussed on personal expression and writing as the communication of meaning. Texts for reading were produced from participant writing. The ALFs were trained and supported in implementing the new programme. The research uses Systematisation of Experiences, a Latin American methodology linked to popular education which involves project participants in a collective process of reflection on their experiences, leading to the generation of new knowledge both of the internal dynamics of the programme and the work of the project in relation to the wider context. Bourdieu's concepts of field, habitus, capital and doxa are used to analyse the socio-political setting in which the pilot programme was situated, observing the positions of the research participants within the field of adult literacy in Guatemala. ALFs operate at the margins of the field, subjected to the power structure of the national literacy programme while having no influence on decisions affecting their work. The thesis traces the trajectories of the individual ALFs through the pilot programme and reports on the collaborative work which enabled the growth of trust and a joint sense of purpose. The narrative form attempts to present the multiple voices of participants in dialogue, emphasising the collective processes of knowledge generation. In spite of the difficulties of working with a radically different approach, ALFs supported each other to make important changes in their practice. They observed how participants in their groups responded to the pilot activities and began to question the traditional methods endorsed by the organisation they worked for. Offered the space to design and develop new activities, they demonstrated the ability to make innovative interventions. However, the ALFs felt unsupported by the national adult literacy programme they work for, which has no policy or strategy to develop a professional approach to adult literacy by investing in the training and retention of ALFs. The thesis concludes with the ALFs' views of how the organisation is failing them and what is needed to improve the provision.
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Fluckiger, Beverley. "Children’s cross-cultural literacy experiences in three worlds: Enacting agency". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367536.
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The literacy experiences of a small group of culturally-diverse children were examined in this study. The experiences, too, were diverse – and influential. The children, five girls aged four – five years, attended the same Preschool, in an inner suburb of a large city in Australia. Data were gathered at home, during the last two months of the preschool year and, for three of the children, during writing sessions in the first six months of Year One. Vygotskian ideas on meaning-making were integrated with other perspectives on development, literacy learning and teaching from a sociocultural, theoretical framework. The purpose was to identify dimensions of children’s literacy experiences and provide insight into ways in which children negotiate culture, literacy, and schooling, challenge current perspectives, contribute to research knowledge and determine how teachers might take account of cultural diversity in classrooms to better support children in literacy learning. A grounded theory method was employed using multiple data collection tools and techniques in both home and school contexts. Data were coded using a process of constant comparison to identify features, characteristics and dimensions of children’s literacy experiences. Independent inter-rater agreement on the coding of features at home, Preschool and school was 98.4%. Findings included a variety of values, beliefs and perspectives amongst parents and between teachers in relation to literacy learning, roles and relationships, and home-school connections. Children’s literacy experiences at home differed in terms of nature, frequency and resources and experiences in each of the settings were very different. A major finding was that children acted as agents of their own learning: mixing, transferring, trying out, adapting, and experimenting to determine appropriate practices and make decisions including when to exercise choice to enact agency. These assimilation and accommodation adaptations were identified as akin to code-switching, labelled as culture-switching, and identified as areas requiring further research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Fluckiger, Beverley, i na. "Childrens cross-cultural literacy experiences in three worlds: Enacting agency". Griffith University. School of Cognition, Language and Special Education, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070814.144647.
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The literacy experiences of a small group of culturally-diverse children were examined in this study. The experiences, too, were diverse and influential. The children, five girls aged four five years, attended the same Preschool, in an inner suburb of a large city in Australia. Data were gathered at home, during the last two months of the preschool year and, for three of the children, during writing sessions in the first six months of Year One. Vygotskian ideas on meaning-making were integrated with other perspectives on development, literacy learning and teaching from a sociocultural, theoretical framework. The purpose was to identify dimensions of childrens literacy experiences and provide insight into ways in which children negotiate culture, literacy, and schooling, challenge current perspectives, contribute to research knowledge and determine how teachers might take account of cultural diversity in classrooms to better support children in literacy learning. A grounded theory method was employed using multiple data collection tools and techniques in both home and school contexts. Data were coded using a process of constant comparison to identify features, characteristics and dimensions of childrens literacy experiences. Independent inter-rater agreement on the coding of features at home, Preschool and school was 98.4%. Findings included a variety of values, beliefs and perspectives amongst parents and between teachers in relation to literacy learning, roles and relationships, and home-school connections. Childrens literacy experiences at home differed in terms of nature, frequency and resources and experiences in each of the settings were very different. A major finding was that children acted as agents of their own learning: mixing, transferring, trying out, adapting, and experimenting to determine appropriate practices and make decisions including when to exercise choice to enact agency. These assimilation and accommodation adaptations were identified as akin to code-switching, labelled as culture-switching, and identified as areas requiring further research.
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Keating, Katie Gray. "The Creation of a Ninth Grade Literacy Course: One Teacher's Experiences in Teaching a Standards-Based Literacy Course". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1333.
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This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future.
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Gerber, Mirinda. "Pedagogical experiences of educators implementing mathematical literacy in three FET colleges". Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/516.
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The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.
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Stowe, Ramona. "Home literacy experiences of low-income, urban, Mexican American kindergarten students". Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/461.
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Smith, Debra. "Adolescent male gang members' literacy experiences within and outside of school". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284405.
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This purpose of this dissertation is to investigate how four Mexican American male adolescents perceive their literacy within and outside of school. Particular attention is given to the literacies found in the family, gang, school, and juvenile court communities. Initially, the four Mexican American male adolescents who participated in this study were students in my alternative classroom. Later, I officially advocated for them and their families in the educational system. I worked with each participant for four years. Each participant is a member of a gang and has struggled with being successful in school. The ethnographic case study design of the research, enabled me to examine each participant's literacy story. Data collection methods included in-depth interviews, participant observation and field notes, and the gathering of written and visual artifacts such as school assignments, personal journals, individual tags, personally written raps, and photographs. Data were organized into "case study data bases" and each participant's story contributed to a larger discussion of the individual communities in which the four members participated. The research revealed that all four participants come from rich literacy environments and that the social and political roles of literacy varied within the different communities. These multiple roles controlled the participants' use of literacies to navigate within the educational and juvenile court systems.
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Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.
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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura's social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collected through individual semistructured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.
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Young, Pamela. "Adult high school learners' experiences with literacy education in institutional upgrading classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40146.pdf.
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Oigara, James. "A multi-method study of background experiences influencing levels of geographic literacy". Diss., Online access via UMI:, 2006.
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Gamble, Barbara Jean. "A Study of Prekindergarten Literacy Experiences in a Northeast Tennessee School System". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1829.
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To meet the guidelines generated by the No Child Left Behind law (NCLB) pressures to raise student achievement have filtered down to and emerged in prekindergarten classrooms. The leadership of state, federal, and local policymakers is critical to the movement for high quality prek for all. The purpose of this study was to examine the scores of prekindergarten students when presented 3 different methods of literacy instruction and to compare the scores according to gender and among 3 age groups.
This study found a significant difference in the scores of students when analyzed according to age. The youngest students scored significantly higher than the older students. The results support the literature that young children's brains are more active. There is evidence to support the move to provide high quality prekindergarten for all, which includes Tennessee Governor Phil Bredeson's preK Initiative.
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Cuffe, Natalie. "Legal information literacy : student experiences and the implications for legal education curriculum development". Thesis, Queensland University of Technology, 2003.
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Everett, Robyn Jill. "Home-based Literacy Experiences of Preschool Children with Cerebral Palsy and Their Peers Without Disabilities in KwaZulu-Natal". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64976.
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Children with cerebral palsy in South Africa may face various challenges in their acquisition of
literacy. In order to address these, an understanding of the nature of these challenges can be seen
as the first step. Successful acquisition of literacy is not only determined by formal instruction.
Studies have found that the development of literacy skills appear to be related to supportive home
literacy environments and experiences. Specific aspects of home literacy experiences have been
found to predict later literacy and language skills. The aim of this research is to describe the home
literacy experiences of Zulu children with cerebral palsy aged four to six years and their peers
without disabilities living in KwaZulu-Natal. Caregivers of 10 children with cerebral palsy and
caregivers of 10 children without disabilities, matched for age and gender, were selected from
various preschools and schools within KwaZulu-Natal to complete a questionnaire. The
questionnaire was developed based on a previous study and is based on five domains of home
literacy experiences which include: (1) the child’s literacy experiences and interest, (2) materials
and caregiver activities for child literacy development, (3) shared storybook reading, (4)
caregiver’s own literacy materials and activities, and, (5) caregiver’s expectations of their child’s
literacy development. The results obtained indicated that, in general, the home literacy experiences
of the two groups did not differ for most of the home literacy experience aspects. Both groups of
caregivers engaged in literacy mediating activities with their children. There were similar trends
in the frequency that the child and the caregivers in both groups engaged in literacy practices,
which shows that both groups of children had literate role models to demonstrate literacy
experiences. Both groups had relatively high expectations of their children’s literacy development.
Statistically significant differences were found between the two groups regarding the reported
level of active involved in some of the activities engaged in during shared storybook reading and
in children’s interest in literacy activities. Children with cerebral palsy were reportedly less
actively involved during certain shared storybook reading activities and less interested in literacy
activities. The study highlights the nature of the home literacy experiences and some of the areas
that need consideration in the literacy development of children with cerebral palsy. Suggestions
for future research are provided.Mini Dissertation (M(AAC))--University of Pretoria, 2017.
National Research Foundation (NRF)
Centre for Augmentative and Alternative Communication (CAAC)
M(AAC)
Unrestricted
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Stobbart, Carlin Lillian. "Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04172007-133642.
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Calder, Rebecca Covington. "The Writing Experiences of Urban Adolescents: A Multicase Study". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/57.
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In the field of adolescent literacy studies, writing has been neglected in both research and instruction (Juzwik, Curcic, Wolbers, Moxley, Dimling, & Shankland, 2005; Graham & Perin, 2007; Scherff & Piazza, 2005; Troia, 2007), especially in urban settings. Given the importance of writing instruction in secondary education, this qualitative case study investigates the writing experiences of five urban adolescent writers in a high school in a major city in the Southeastern U.S. Research questions included: (1) What are the writing experiences of urban adolescents in and out of school? and (2) In what ways do urban adolescents make use of multiliteracies in their writing experiences? This multicase study (Merriam, 1998; Stake, 1995) includes data collected from interviews, observations, field notes, samples of student work, and electronic messages. For a period of six months, five key participants acted as co-researchers by providing feedback and collaborating on inductive analysis of the data. Findings revealed that students employed multiple modes and genres of writing, and that they viewed social and technological contexts as important factors in their composing experiences. Despite these findings, the students did not have many opportunities to take advantage of recent advancements in 21st century writing approaches. The new ―Age of Composition‖ (Yancey, 2009) has not arrived in urban environments where concerns of power and access remain. This study contributes to the field of literacy studies by illuminating the experiences of the participants and providing recommendations for educators in urban contexts. As Yancey recommends, educators need to design a new model for 21st century composition instruction. The findings of this study suggest the following instructional implications for secondary classrooms: 1. 21st century composition instruction should include multimodal compositions and multimedia projects. 2. 21st century composition instruction should give a central role to the use of technology. 3. Students should have opportunities for personal expression and identity exploration. 4. Teachers should create composition lessons that engage and empower students. 5. 21st century composition instruction should be transformative.
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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
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Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.
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This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.
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Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.
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This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.
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Bu, Khamseen Amani. "Academic difficulties related to literacy experienced by university students in Saudi Arabia : developing a screening questionnaire and examining students' experiences". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27174.
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The purpose of this study was to develop a questionnaire to identify students who are at risk of developing academic difficulties related to literacy in higher education in Saudi Arabia. The study adopted a mixed methodological pragmatic approach with two phases. Data for Phase One was obtained from 341 female Saudi students through the Student Academic Difficulties at Risk (SADR) questionnaire, administered at the beginning of the academic year. After six months, three sets of data were gathered: Students’ Self-Inventory (SSI) with 188 students, teacher reports on students’ academic performance with five teachers reporting on 96 students, and students’ academic Grade Point Average (GPA). In Phase Two, based on the findings of the SADR questionnaire, two students were purposively chosen from each of three different groups for case studies. The findings from Phase One suggested that some of the SADR subscales had high reliability and others showed poor reliability. The results also showed that the SADR questionnaire and GPA correlated and that the regression analysis showed a predictive value for the reading scale. However, case-level analysis showed that the SADR questionnaire could not be reliably used to predict GPA. Additional analysis showed that SSI had high reliability for all subscales and correlated with the SADR questionnaire as well as with GPA. The reading and writing subscales from the SADR questionnaire can predict continued academic difficulties that are related to reading and writing at university level. Phase Two involved case study investigations into true positive, false positive, and false negative predictions of the reliable scales in the SADR questionnaire. The findings of Phase Two showed that a variety of influences affected academic attainment, such as motivational, wellbeing-related, and socio-cultural reasons.
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Revelle, Carol L. Harris Mary McDonnell. "Constructing transformative experiences through problem posing in a high school English research project". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9919.
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Veiga, Vivian L. "The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1634.
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From a sociocultural perspective, individuals learn best from contextualized experiences. In preservice teacher education, contextualized experiences include authentic literacy experiences, which include a real reader and writer and replicate real life communication. To be prepared to teach well, preservice teachers need to gain literacy content knowledge and possess reading maturity.
The purpose of this study was to examine the effect of authentic literacy experiences as Book Buddies with Hispanic fourth graders on preservice teachers’ literacy content knowledge and reading maturity.
The study was a pretest/posttest design conducted over 12 weeks. Preservice teacher participants, the focus of the study, were elementary education majors taking the third of four required reading courses in non-probabilistic convenience groups, 43 (n = 33 experimental, n = 10 comparison) Elementary Education majors. The Survey of Preservice Teachers’ Knowledge of Teaching and Technology (SPTKTT), specifically designed for preservice teachers majoring in elementary or early childhood education and the Reading Maturity Survey (RMS) were used in this study. Preservice teachers chose either the experimental or comparison group based on the opportunity to earn extra credit points (experimental = 30 points, comparison = 15). After exchanging introductory letters preservice teachers and Hispanic fourth graders each read four books. After reading each book preservice teachers wrote letters to their student asking higher order thinking questions. Preservice teachers received scanned copies of their student’s unedited letters via email which enabled them to see their student’s authentic answers and writing levels.
A series of analyses of covariance were used to determine whether there were significant differences in the dependent variables between the experimental and comparison groups. This quasi-experimental study tested two hypotheses. Using the appropriate pretest scores as covariates for adjusting the posttest means of the subcategory Literacy Content Knowledge (LCK), of the SPTKTT and the RMS, the mean adjusted posttest scores from the experimental group and comparison group were compared. No significant differences were found on the LCK dependent variable using the .05 level of significance, which may be due to Type II error caused by the small sample size. Significant differences were found on RMS using the .05 level of significance.
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Yi, Youngjoo. "Immigrant students' out-of-school literacy practices a qualitative study of Korean students' experiences /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118856037.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center
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Crim, Sharan Reneé. "African American eighth-grade female students' perceptions and experiences as learners of science literacy". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-09292006-124707/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Mary P. Deming, committee chair; Asa G. Hilliard III, Mary Ariail, committee members. Electronic text (167 p. ) : digital, PDF file. Description based on contents viewed Apr. 22, 2007. Includes bibliographical references (p. 129-134).
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Crim, Sharan Renee'. "African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/13.
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The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Ahlgren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students’ perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: 1. What are African American eighth grade female students’ perceptions and experiences as learners of science literacy? 2. In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between Feburary and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher’s log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as learners of science literacy: 1) the influence of family members, especially mothers and grandmothers, 2) the personal connections made to science concepts and real life, 3) the creative student-researched and designed projects, labs, and experiments.Trustworthiness and rigor were established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985).
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Rowsell, Alison Claire. "The health literacy divide : user experiences of web-based tools for delivering health information". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/422237/.
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Health Literacy (HL) is ‘the capacity to acquire, understand and use information in ways which promote and maintain good health’(p.304) (Nutbeam, 2009). Low HL is associated with poor health-related knowledge, illness self-management, health service use, health and survival. Addressing HL is therefore key to caring for the health and well being of people worldwide and has become a pressing international priority. Eighty percent of the adult population are now online. Reports also suggest that 80% of those using the Internet have used it to search for health information (McMullan, 2005). However, there is recognition that some of the most socially deprived and marginalised groups and those with lower education and HL may not be accessing digital and web-based technologies. Even if these groups are accessing online resources, evidence suggests they may not find the content of these accessible or understandable. Whilst webbased and mobile interventions exist, few are designed for people with lower literacy, numeracy or HL (Hou, 2012; Sarkar et al., 2010). With a high proportion of the adult population having low literacy and HL levels this is a challenge for health professionals. The aim of this research was to explore the acceptability of web-based tools for delivering health information to varied and low HL groups and specifically to look at the acceptability of the ‘Healthy Living with Diabetes’ website and the tools contained within it. A review of qualitative studies was conducted to explore the current evidence base for webbased interventions for people with varied levels of education and HL. A thematic approach drawing on grounded theory was used. The purpose of the review was to specifically explore the acceptability of web-based interventions for chronic and acute health conditions for varied health literate groups and to explore which tools and technologies were preferred. This helped to inform the intervention development for the research. The research in this thesis explored how, why, where and when web-based, mobile and digital interventions have been used to support people with various long term and acute conditions. Sixty-five interviews were conducted with adults with type 2 diabetes from five participating countries to explore their views on the ‘Healthy Living with Diabetes’ website, a digital health promotion intervention designed to be accessible to people with lower levels of HL. Particular interest was given to exploring user reactions to the interactive and audiovisual elements of the website. A think aloud interview method was used to elicit user views of the website and findings are reported in this thesis.
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Stephens, Estella. "Teachers' Experiences in a Charter School with English Language Learners' Acquisition of Academic Literacy". Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812908.
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Teachers? Experiences in a Charter School With English Language Learners? Acquisition of Academic Literacy. Estella Stephens, 2018: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: charter schools, English language learners, literacy, phenomenon, qualitative research, teachers This qualitative applied dissertation was designed to investigate and give voice to the lived experiences of mainstream teachers at charter schools where the English language learner (ELL) population increased significantly. It replicated McCoy?s (2013) study. A phenomenological design was used to interview kindergarten-Grade 8 mainstream teachers in 3 charter schools. Interviews were conducted by a noninterested party due to the positionality status of the researcher. Interviews were transcribed, and the data analyzed and coded by the researcher. Teachers were asked about lived experiences with ELLs acquiring academic literacy, teachers? challenges and benefits in teaching academic literacy, changes that occurred in classrooms in their work with helping ELLs to attain grade-level academic literacy, and how they could be best prepared to help ELLs attain academic literacy based on Cummins (1973) language acquisition theory. Six themes emerged from the interviews relating teachers? experiences with ELLs? difficulty with mastering academic literacy in a charter school. The 6 themes that emerged included a large ELL percentage in the class, ELLs entering school behind grade level, cultural and language barriers, increased collaboration, greater emphasis on vocabulary, and increased professional development. The study found that teachers perceived that the influx of ELLs into mainstream classrooms and culture and native languages posed challenges to students? academic literacy achievement. Increased collaboration and a greater emphasis on teaching vocabulary proved to be helpful. The majority of teachers? requests for professional development targeted teaching ELLs to prepare teachers better to help students attain academic literacy. The results of the 3 major findings in McCoy?s (2013) research study were supported as principles of good teaching pedagogy. Implications, limitations, reflections, and recommendations for future research are reported.
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Lewis, Junko Yokota. "Home Literacy Environment and Experiences: A Description of Asian American Homes and Recommended Intervention". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330961/.
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The purpose of this study was to describe the home literacy environments and literacy experiences of a select group of Asian American children, and to recommend an intervention program based on the findings. The target population was the families which sent their children to a Saturday Asian language and culture school while sending them to public schools during the week, because of their expressed interest in literacy and the probability of their being the group to most likely benefit from intervention.
The Home Literacy Environment and Literacy Experiences survey was initially sent out and results tallied and quantified. Upon placing the returned surveys into groups of "high," "middle," and "low" home literacy environment and literacy experiences, a sample of five "high" and five "low" families was selected for further study. Home visits, interviews, field notes, collection of artifacts and other methods of data collection provided a clearer picture of the state of the home literacy environment and literacy experiences of the families studied.
Families rated as having "high" home literacy environment and experiences were found to have a larger number of literacy-related materials and higher frequency of literacy-related activities. Bilingualism and education were perceived as being important. The families also exhibited a strong interest in music and music lessons.
Parents expressed a desire for two two-hour training sessions which would be held at the Saturday school location while their child attended classes there. It would be ideally held in the native language of the parents by a speaker from the native country. The parents preferred workshops with actual practice and examples which could be seen, accompanied by reading materials. Topics in which parents expressed interest include, in descending order: (a) 'selection of books for and with their child, (b) how to encourage their child to read, (c) how to discuss stories with their child, and (d) how to read aloud to their child.
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Boughey, Christine Mary. "Contrasting Constructions of Students' Literacy-Related Experiences at a Historically Black South African University". University of Western Cape, 2002. http://hdl.handle.net/11394/7448.
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Philosophiae Doctor - PhDIn recent years, many long held assumptions about language and literacy have come to be questioned by so-called "critical" discourses. The result of this questioning at a theoretical level has resulted in a concomitant interrogation of the practices and methodologies intended to develop both phenomena. Situated against the background of this critical questioning, this thesis examines the appropriacy of interventions designed to develop students' academic literacy at the University of Zululand, a historically black South African University. It does this by asking two questions about students' literacy-related experiences. The first question, "How does the University of Zululand construct students' literacy-related experiences?", is answered using an analysis of Senate and Faculty documents, extant study and course guides and archived examination papers. In answering the question, the focus is on the identification and exploration of the ideologies which underpin dominant understandings of students' literacy-related experiences. The answer to the second question, "Is there a way to construct students' literacy-related experiences which is different to dominant understandings at the University of Zululand?", uses ethnographic research to support an analysis of students' written texts produced in a first year Systematic Philosophy class to "talk back" to the dominant understanding of students' literacy-related experiences identified as a response to the first research question. The analysis of students' writing is conducted using a systemic functional linguistic framework (Halliday, 1973, 1978, 1994). A systemic framework relates three different kinds of meanings evident in texts (experiential, interpersonal and textual meanings) to the contexts in which those texts are produced. The framework was used because of its potential to account for the form of students' texts by referring to a mismatch between the expectations of the dominant contexts of culture and situation (the university and the Systematic Philosophy class in which the research was conducted respectively) and the contexts which students themselves use as a reference point.
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Floyd, Kim, Colleen Wood-Fields i Cathy Galyon Keramidas. "Creating Literacy Experiences for All Learners: Guide to Creating Digital, Adapted, and Squishy Books". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5827.
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Participants are encouraged to bring their computers to create a digital storybook with interactive elements. Attendees will participate in the creation of an adapted and squishy book to share in their classrooms, teacher preparation instruction or family workshops.
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Toomey, Margaret. "Computer games, learning and literacy: Reflections on students' learning and literacy experiences when engaging with computer games in a middle years English classroom". Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388982.
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This thesis presents reflections and insights arising from a qualitative research study exploring the learning experiences and literacy practices of students when engaging with computer games as texts for learning in a middle years English classroom. The research responds to an exponential growth in the presence of digital texts in the lives of many students and seeks to explore possible connections between these texts and literacy learning in school. Commercially available computer games were chosen as digital texts for inclusion in this study for three reasons. In the first instance, many students express a passionate interest in these games and engage extensively with them in their out-of-school lives. Yet, despite studies confirming positive effects of drawing on the potential of these games for learning, there remains a deficit discourse surrounding the impact of computer games on players and the use of computer games in school. A second reason is the potential of computer games to provide validation and recognition of the learning experiences and literacy practices that students bring to the classroom from their home and out-of-school lives. The third reason for including computer games in classroom learning, particularly in English classrooms, is the growing recognition of this digital medium as a new narrative form.
Theoretical approaches informing this research study draw from sociocultural and multimodal social semiotic understandings of the concept of literacy. In addition, this study draws on recent theories of literacy exploring meaning-making as sensory, embodied practices, particularly in an age of digital texts. In particular, this study acknowledges the “visionary project of multiliteracies begun by the New London Group” (Mills, 2011, p. 24) and proposes a model for adapting this framework to elements of meaning-making with computer games. Although there is a great deal of research exploring digital texts for literacy learning underpinned by sociocultural, multiliteracies, and multimodal perspectives, there is much less research exploring more embodied and perceptual dimensions through a phenomenological approach. This doctoral research study aims to address this gap.
Methods for this study are guided by hermeneutic phenomenology and influenced by feminist-inspired approaches to phenomenological research. Data for the research were generated in a single case study conducted in a middle years English classroom in a government-funded secondary school. Participants in the study were one classroom teacher and 28 students in their ninth year of schooling (ages 13 – 14). While the focus of the research is the students’ learning and literacy experiences, the perspectives and influence of the class teacher and the researcher are taken into consideration in the representation of this research study. Interpretative phenomenological analysis informs the analysis of data for the study.
Reflections on these themes in light of selected literature in the field of computer games, learning, and literacy lead to a discussion of new kinds of learning experiences arising from young people’s engagement with digital texts such as computer games. The discussion also considers areas in which applications of the multiliteracies framework may hide, or obscure, the whole of the lived experience of learning and meaning-making, particularly when engaging with digital texts. The discussion proposes an approach to learning in English that recognises the value of “meaningful play” and the impact of this playfulness on students’ literacy practices. Finally, a model is proposed for examining multiple dimensions of literacy learning with computer games in English.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
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Grow, Lindsay Pearle. "THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/195.
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This qualitative multiple case study explored the identity development of three preservice teachers of literacy. The study focused on the prior knowledge of the preservice teachers of literacy and how their knowledge related to their identity development while in field experiences. The primary question that guided this study was: What is the nature of the construction of identity during field experiences for preservice teachers of literacy? Sub questions explored identity in field experiences and the role of prior pedagogical content knowledge to identity development.
Findings indicated that an evolving habitus central to their identity as literacy teachers could be deduced that guided the preservice teachers as they interacted in the figured worlds of their field experiences related to literacy teaching. Also, prior knowledge as a component of identity served to help the preservice teachers author themselves in regard to their interactions with their cooperating teachers, students, and with the classroom and school environment. Findings further indicated that the preservice teachers of literacy relied on their prior knowledge to notice, critique, and anticipate. Noticing, critiquing, and anticipating led to further development of their identity as teachers of literacy in a circular manner.
A recommendation for practice includes the use of the NCA/WR Identity Guide to help preservice teachers of literacy become aware of their identity during field experiences. Further, providing an opportunity for reflection when standardized tests are administered could lead to metacognition, which is helpful for the identity development of preservice teachers. Recommendations for future research include examining different populations of preservice teachers and further exploring standardized testing related to identity. This study showed that preservice teachers of literacy navigate a path of diverse experiences as they learn to author themselves in the figured worlds of the field experiences. These experiences serve to shape them as future teachers and continued exploration of the specifics of their identity development will assist in creating strong teachers who are equipped to face the challenges of providing quality literacy instruction.
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Zickafoose, Rubylinda. ""Oye Mi Voz!" (Hear My Voice!): The Perceptions of Hispanic Boys Regarding their Literacy Experiences". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/104.
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The purpose of this study was to uncover the perspectives that pertain to the literacy experiences of young Hispanic boys. Hispanic boys will be asked to describe, feel, judge, and make sense of their public and private literacies (Faulkner, 2005). This phenomenological study embraces two methods of data collection, participant focus groups and individual interviews. The primary question guiding this inquiry was: What are the perceptions of adolescent Hispanic boys who are considered low level readers (by state achievement tests) regarding their literacy experiences?
In order to help provide background information and set the stage for future work when considering this specific population other supporting questions were added. These include: 1.) What have researchers reported about Hispanic boys in literacy situations? 2.) What is the role of masculinity (machismo) in the literacy lives of Hispanic boys? 3.) What teaching methods do Hispanic boys consider most responsive to their literacy needs? and 4.) What role can critical literacy play in educating this marginalized population? After sorting and analyzing all data sources, the themes that evolved as considered most relevant by this group of Hispanic boys were: a). Family, b). Language: its role of language in building identity, c). Machismo: to include male discourse when dealing with gangs and violence, e). Education - public literacy, e). Literacy: reading, writing, and f). Moral Literacy. Several major implications of the study include: (a) strong value for their cultural identity, (b) disconnect from their educational settings, (c) could self-prescribe their personal educational needs, (d) lacked institutional knowledge, and (e) had the potential to rebuild their identity. It is imperative that we listen to the voices of this marginalized population in order to gain insight to how Hispanic boys live public and private literacies (Faulkner, 2005) in the hope that our educational system can respond to their personal and academic needs.
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Srsen, Kenney Kristen Laura. "CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628.
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Zickafoose, Rubylinda. ""Oye mi voz!" (hear my voice!) the perceptions of Hispanic boys regarding their literacy experiences /". [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2910.
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Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.
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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.
In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II.
The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS.
The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge.
The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.
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Öjbro, Jasmine. "“I need to prove comprehension” : Experiences of literacy development of Swedish university students of Japanese". Thesis, Stockholms universitet, Avdelningen för japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131880.
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Scanlon, Elizabeth. "THE LITERACY EXPERIENCES OF NINTH-GRADERS AND THEIR TEACHER IN AN ENGLISH LANGUAGE ARTS WORKSHOP". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3799.
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The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Rottmann, Jennifer. "Reading Beyond the Last Page: Understandings of Teachers' Experiences in Book Clubs and Pedagogical Links". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31705.
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The study explores teachers’ experiences in book clubs and how these experiences inform their pedagogical practices. Framed by a social constructivist epistemological stance, grounded in the work of narrative inquiry, and conceptualized by transactional reader-response theory, this study explores why teachers join and sustain book club membership, the ways books clubs are used to create meaning, how participating in a book club influences pedagogical practices, and ways in which clubs are used to negotiate aspects of their teaching identities and subjectivities. Through a multifaceted qualitative research design, I worked with thirteen teachers who belong to (or have recently belonged to) a book club as a separate entity from their teaching lives. I conducted interviews with thirteen teachers; attended three meetings of three separate book clubs to contextualize the study; and administered written reading profiles to explore participants’ reading practices. This research argues that teachers join and remain in book clubs for social interaction, intellectual stimulation and motivation to read ‘quality’ literature. Knowledges are created and validated by a community of readers capable of such recognition in a forum that does not otherwise exist. Club meetings are used in different and complex ways to negotiate teaching subjectivities and push back against fixed notions of the teacher identity. Further, this study showcases a myriad of ways that teachers’ experiences in book clubs enter the classroom both explicitly and implicitly.