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"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography
(University of Missouri--Columbia, 2016)
This Institutional Ethnography presents research gathered through interviews with administrators, teachers and students involved in the giving, taking and using of reading assessments to place students in junior high reading intervention. A strong...
Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices
(University of Missouri--Columbia, 2022)
The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting ...
Talking beyond the text: identifying and fostering critical talk in a middle school classroom
(University of Missouri--Columbia, 2004)
This qualitative inquiry examined eighty-one transcribed student and teacher discussions and interviews and researcher field notes to determine the type of talk that occurred as the teacher invited small groups of students ...
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)
literature discussion into their curriculum for years. However, high school classrooms tend to focus more on covering content using anthologies and whole-class reads rather than giving students the opportunity to talk about what they're learning by using a...
Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: "Scaffolding Episodes...
The nature of talk in a kindergarten classroom : examining read aloud, guided reading, and literature discussion
(University of Missouri--Columbia, 2006)
, determines the kind of language she uses. This in turn, impacts the language and learning of her students. Further discussion addresses implications about the role of talk about text in emergent literacy programs....
A case study of cross-cultural and cross-age online literature discussion
(University of Missouri--Columbia, 2008)
in the blogging activity. Pedagogical recommendations include creating a supportive and encouraging learning community, providing idea-sharing opportunities for students to respond about and from literature, and using the blog wisely to motivate students to read...