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Now showing items 1-9 of 9
The nature of talk in a kindergarten classroom : examining read aloud, guided reading, and literature discussion
(University of Missouri--Columbia, 2006)
The purpose of this study was to determine the nature of talk that surrounds the literacy events of read aloud, guided reading, and literature discussion in an early childhood literacy program. This research describes how teachers promote...
Where is the L in STEM?: one teacher's integration experiences with literacy, science, and engineering
(University of Missouri--Columbia, 2013)
The purpose of this qualitative case study was to gain a better understanding of how literacy is integrated within the context of STEM education (more specifically science and engineering) in a primary classroom through integration. Such a study...
Teacher facilitation of critical literature discussions with kindergarten students
(University of Missouri--Columbia, 2023)
The purpose of this qualitative case study was to examine how literature discussions are used to promote social justice in an early childhood classroom that emphasizes critical literacies and sociocultural approaches to literacy. Rita, the teacher...
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 ...
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 ...
Small group read aloud with nonfiction and fiction literature in preschool
(University of Missouri--Columbia, 2018)
orientations: sociocultural theory, reader response theory, and the emergent literacy perspective. Two preschool teachers and 19 children were video and audio recorded as they participated in small group read aloud events that occurred during choice time...
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 ...
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 ...
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 ...