Search
Now showing items 1-4 of 4
Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices
(University of Missouri--Columbia, 2022)
analysis included open and axial coding, constant-comparative analysis, and within- and cross-case analysis. Findings from the study indicate that the teachers had to negotiate their school contexts to hold read-alouds with DCL, even in schools that worked...
Talking beyond the text: identifying and fostering critical talk in a middle school classroom
(University of Missouri--Columbia, 2004)
prompted by literature. Four themes emerged from the data: teacher's knowledge, processing time, various forms of scaffolding, and oral rubrics. During in-depth analysis of ten selected transcripts, additional themes of the nature of critical talk emerged...
Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion...
A case study of cross-cultural and cross-age online literature discussion
(University of Missouri--Columbia, 2008)
The purpose of this qualitative case study is to investigate the nature of students' reading and writing experiences and the social contexts when students are involved in a cross-cultural and cross-age online literature discussion activity. From...