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Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory. Findings from this study highlight the characteristics...
Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices
(University of Missouri--Columbia, 2022)
and instrumental case study drew from critical sociocultural perspectives. Five primary teachers (grades K- 3) participated in semi-structured interviews and journal writing, as well as sharing classroom artifacts related to their read-alouds with DCL. Data...
Small group read aloud with nonfiction and fiction literature in preschool
(University of Missouri--Columbia, 2018)
"The purpose of this study was to investigate teacher�s roles and children�s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws ...
A balancing act : negotiating the teacher roles of instructor and participant during a high school literature discussion unit
(University of Missouri--Columbia, 2010)
The purpose of this naturalistic, qualitative inquiry is to provide more information about how literature discussion as a reading instructional strategy can work in the secondary classroom. Elementary teachers have known ...
A case study of cross-cultural and cross-age online literature discussion
(University of Missouri--Columbia, 2008)
late September 2007 through late May 2008, twenty-two students (nine fifth graders from the U.S. and thirteen tenth graders from Taiwan) used blogs to post responses to literature. Multiple sources of data were analyzed by using the constant comparative...