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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...
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...
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...
The nature of talk in a kindergarten classroom : examining read aloud, guided reading, and literature discussion
(University of Missouri--Columbia, 2006)
to reach data saturation. Data were further scrutinized through the lenses of conversation and discourse analysis. Research findings suggest that each literacy event helped nurture behaviors and knowledge necessary for developing readers. In guided reading...
Small group read aloud with nonfiction and fiction literature in preschool
(University of Missouri--Columbia, 2018)
in their classroom twice per day. Transcripts of interviews and small group read aloud sessions were analyzed. Analysis included open coding, axial coding, and constant comparative techniques to reach data saturation. Research findings suggest that teachers employed...
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...
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 ...