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You searched for +publisher:"University of Georgia" +contributor:("Donna Alvermann"). Showing records 1 – 12 of 12 total matches.

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University of Georgia

1. Friese, Elizabeth Erin Gleeson. Literacies and the middle school library media program: a Bourdieusian analysis.

Degree: PhD, Reading Education, 2012, University of Georgia

 This interpretive case study used ethnographic methods to develop a theoretically informed account of youth literacies in a school library media program. Data sources included… (more)

Subjects/Keywords: School Library Media Programs

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APA (6th Edition):

Friese, E. E. G. (2012). Literacies and the middle school library media program: a Bourdieusian analysis. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/friese_elizabeth_e_201208_phd

Chicago Manual of Style (16th Edition):

Friese, Elizabeth Erin Gleeson. “Literacies and the middle school library media program: a Bourdieusian analysis.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/friese_elizabeth_e_201208_phd.

MLA Handbook (7th Edition):

Friese, Elizabeth Erin Gleeson. “Literacies and the middle school library media program: a Bourdieusian analysis.” 2012. Web. 26 May 2019.

Vancouver:

Friese EEG. Literacies and the middle school library media program: a Bourdieusian analysis. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/friese_elizabeth_e_201208_phd.

Council of Science Editors:

Friese EEG. Literacies and the middle school library media program: a Bourdieusian analysis. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/friese_elizabeth_e_201208_phd


University of Georgia

2. Edwards, Nancy Adair. Inside the black box: the influence of Reading First on reading instruction.

Degree: PhD, Reading Education, 2008, University of Georgia

 This case study (Stake, 2000) used a social constructionist perspective (Berger & Luckmann, 1966) to understand how Reading First influenced instruction in a rural elementary… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Edwards, N. A. (2008). Inside the black box: the influence of Reading First on reading instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/edwards_nancy_a_200808_phd

Chicago Manual of Style (16th Edition):

Edwards, Nancy Adair. “Inside the black box: the influence of Reading First on reading instruction.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/edwards_nancy_a_200808_phd.

MLA Handbook (7th Edition):

Edwards, Nancy Adair. “Inside the black box: the influence of Reading First on reading instruction.” 2008. Web. 26 May 2019.

Vancouver:

Edwards NA. Inside the black box: the influence of Reading First on reading instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/edwards_nancy_a_200808_phd.

Council of Science Editors:

Edwards NA. Inside the black box: the influence of Reading First on reading instruction. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/edwards_nancy_a_200808_phd


University of Georgia

3. Mallozzi, Christine Ann. Bodies as texts: women teachers' personal changes and public knowledge.

Degree: PhD, Reading Education, 2009, University of Georgia

 Excluding teachers’ individual stories from current education research reifies simplistic images of teachers. More complicated stories are necessary in research for educators to examine how… (more)

Subjects/Keywords: Teacher

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APA (6th Edition):

Mallozzi, C. A. (2009). Bodies as texts: women teachers' personal changes and public knowledge. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd

Chicago Manual of Style (16th Edition):

Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.

MLA Handbook (7th Edition):

Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Web. 26 May 2019.

Vancouver:

Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.

Council of Science Editors:

Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd


University of Georgia

4. Wilson, Amy Alexandra. Discipline-Specific patterns of representation across ten middle school classrooms.

Degree: PhD, Reading Education, 2011, University of Georgia

 This study, framed in theories of social semiotics, describes discipline-specific patterns of representation used across three disciplines—earth science, English, and mathematics—as they were taught by… (more)

Subjects/Keywords: Adolescent Literacy

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APA (6th Edition):

Wilson, A. A. (2011). Discipline-Specific patterns of representation across ten middle school classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilson_amy_a_201108_phd

Chicago Manual of Style (16th Edition):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/wilson_amy_a_201108_phd.

MLA Handbook (7th Edition):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2011. Web. 26 May 2019.

Vancouver:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_amy_a_201108_phd.

Council of Science Editors:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_amy_a_201108_phd


University of Georgia

5. Hutchins, Rhett Jefferson. A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text.

Degree: PhD, Reading Education, 2014, University of Georgia

 This study used a hermeneutic method from the intersubjective hermeneutic paradigm to account for the ways in which science, technology, engineering, art & design, and… (more)

Subjects/Keywords: Expository-Narrative

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APA (6th Edition):

Hutchins, R. J. (2014). A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hutchins_rhett_j_201408_phd

Chicago Manual of Style (16th Edition):

Hutchins, Rhett Jefferson. “A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/hutchins_rhett_j_201408_phd.

MLA Handbook (7th Edition):

Hutchins, Rhett Jefferson. “A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text.” 2014. Web. 26 May 2019.

Vancouver:

Hutchins RJ. A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/hutchins_rhett_j_201408_phd.

Council of Science Editors:

Hutchins RJ. A hermeneutic analysis of mainstream denominational Christians of the southern United States when reading an expository-narrative science and religion text. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/hutchins_rhett_j_201408_phd


University of Georgia

6. Daniels, Jessica Lee. Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living.

Degree: PhD, English Education, 2017, University of Georgia

 Post qualitative inquiry requires a different approach to performing the acts of social science research, which are, arguably, inseparable from the rhythms of life itself.… (more)

Subjects/Keywords: Post qualitative inquiry; Diffraction; Ethnography; Experiential learning; Ontology; Deleuze; Guattari; Barad

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APA (6th Edition):

Daniels, J. L. (2017). Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37684

Chicago Manual of Style (16th Edition):

Daniels, Jessica Lee. “Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living.” 2017. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://hdl.handle.net/10724/37684.

MLA Handbook (7th Edition):

Daniels, Jessica Lee. “Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living.” 2017. Web. 26 May 2019.

Vancouver:

Daniels JL. Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 May 26]. Available from: http://hdl.handle.net/10724/37684.

Council of Science Editors:

Daniels JL. Becoming TED:: an assemblage of post-qualitative diffractive analyses of theory-method-living. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37684


University of Georgia

7. Whitley Halstead, Helene Preston. Tales of a fourth-grade something: book club disclosures and meaning making.

Degree: PhD, Reading Education, 2017, University of Georgia

 This study investigated what occurred when a group of nine to eleven fourth graders were given the space to engage in student-driven discussion during an… (more)

Subjects/Keywords: social constructionism; case study; book clubs; meaning making; Discourse; choice; thematic analysis

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APA (6th Edition):

Whitley Halstead, H. P. (2017). Tales of a fourth-grade something: book club disclosures and meaning making. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37066

Chicago Manual of Style (16th Edition):

Whitley Halstead, Helene Preston. “Tales of a fourth-grade something: book club disclosures and meaning making.” 2017. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://hdl.handle.net/10724/37066.

MLA Handbook (7th Edition):

Whitley Halstead, Helene Preston. “Tales of a fourth-grade something: book club disclosures and meaning making.” 2017. Web. 26 May 2019.

Vancouver:

Whitley Halstead HP. Tales of a fourth-grade something: book club disclosures and meaning making. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 May 26]. Available from: http://hdl.handle.net/10724/37066.

Council of Science Editors:

Whitley Halstead HP. Tales of a fourth-grade something: book club disclosures and meaning making. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37066


University of Georgia

8. Whitley Halstead, Helene Preston. Tales of a fourth-grade something: book club disclosures and meaning making.

Degree: PhD, Reading Education, 2017, University of Georgia

 This study investigated what occurred when a group of nine to eleven fourth graders were given the space to engage in student-driven discussion during an… (more)

Subjects/Keywords: social constructionism; case study; book clubs; meaning making; Discourse; choice; thematic analysis

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APA (6th Edition):

Whitley Halstead, H. P. (2017). Tales of a fourth-grade something: book club disclosures and meaning making. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37223

Chicago Manual of Style (16th Edition):

Whitley Halstead, Helene Preston. “Tales of a fourth-grade something: book club disclosures and meaning making.” 2017. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://hdl.handle.net/10724/37223.

MLA Handbook (7th Edition):

Whitley Halstead, Helene Preston. “Tales of a fourth-grade something: book club disclosures and meaning making.” 2017. Web. 26 May 2019.

Vancouver:

Whitley Halstead HP. Tales of a fourth-grade something: book club disclosures and meaning making. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 May 26]. Available from: http://hdl.handle.net/10724/37223.

Council of Science Editors:

Whitley Halstead HP. Tales of a fourth-grade something: book club disclosures and meaning making. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37223


University of Georgia

9. Sanders, Rachel Kaminski. [Text]ure: weaving together an understanding of new literacies.

Degree: PhD, Reading Education, 2018, University of Georgia

 As a Language and Literacy Education student, this scholar felt a need to address the call from scholars within the field to further the “ethos”… (more)

Subjects/Keywords: New literacies; Cultural studies; Nontraditional dissertation; Written word; Fashion; Arts based research; Texture; Body; Women; Museum exhibition; Higher education

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APA (6th Edition):

Sanders, R. K. (2018). [Text]ure: weaving together an understanding of new literacies. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38530

Chicago Manual of Style (16th Edition):

Sanders, Rachel Kaminski. “[Text]ure: weaving together an understanding of new literacies.” 2018. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://hdl.handle.net/10724/38530.

MLA Handbook (7th Edition):

Sanders, Rachel Kaminski. “[Text]ure: weaving together an understanding of new literacies.” 2018. Web. 26 May 2019.

Vancouver:

Sanders RK. [Text]ure: weaving together an understanding of new literacies. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 May 26]. Available from: http://hdl.handle.net/10724/38530.

Council of Science Editors:

Sanders RK. [Text]ure: weaving together an understanding of new literacies. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38530

10. Matthews, Jairus-Joaquin R. Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity.

Degree: PhD, Reading Education, 2012, University of Georgia

 Black males are perceived to be a group “in crisis” both within popular culture and in the social sciences across a variety of fields including… (more)

Subjects/Keywords: Critical media literacy

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APA (6th Edition):

Matthews, J. R. (2012). Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/matthews_jairus-joaquin_r_201205_phd

Chicago Manual of Style (16th Edition):

Matthews, Jairus-Joaquin R. “Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/matthews_jairus-joaquin_r_201205_phd.

MLA Handbook (7th Edition):

Matthews, Jairus-Joaquin R. “Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity.” 2012. Web. 26 May 2019.

Vancouver:

Matthews JR. Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/matthews_jairus-joaquin_r_201205_phd.

Council of Science Editors:

Matthews JR. Performing black maleness?: using cultural studies to question narrow conceptions of black masculinity. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/matthews_jairus-joaquin_r_201205_phd

11. Huddleston, Andrew Prescott. “Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading.

Degree: PhD, Reading Education, 2012, University of Georgia

 In this multiple case study, the author analyzes participants’ responses to Georgia’s test-based grade retention policy in reading. Organized into a manuscript format, three articles… (more)

Subjects/Keywords: Bourdieu; Case study; Constant comparative method; Grade repetition; High-stakes testing; Literacy; Social promotion; Search and destroy method of reading; Test-based grade retention

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Huddleston, A. P. (2012). “Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/huddleston_andrew_p_201205_phd

Chicago Manual of Style (16th Edition):

Huddleston, Andrew Prescott. ““Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/huddleston_andrew_p_201205_phd.

MLA Handbook (7th Edition):

Huddleston, Andrew Prescott. ““Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading.” 2012. Web. 26 May 2019.

Vancouver:

Huddleston AP. “Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/huddleston_andrew_p_201205_phd.

Council of Science Editors:

Huddleston AP. “Making the difficult choice”: understanding Georgia's test-based grade retention policy in reading. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/huddleston_andrew_p_201205_phd


University of Georgia

12. Metrakoudes-Hewett, Heidi Rose. The use of Victorian literature in a GED literature lesson.

Degree: MA, Reading Education, 2005, University of Georgia

 GED curriculum materials often lack critical thinking skills in the textbooks on which, teachers base their lesson plans. The Literature portion of the GED textbooks… (more)

Subjects/Keywords: Literature portion of GED curriculum

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APA (6th Edition):

Metrakoudes-Hewett, H. R. (2005). The use of Victorian literature in a GED literature lesson. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/metrakoudes-hewett_heidi_r_200505_ma

Chicago Manual of Style (16th Edition):

Metrakoudes-Hewett, Heidi Rose. “The use of Victorian literature in a GED literature lesson.” 2005. Masters Thesis, University of Georgia. Accessed May 26, 2019. http://purl.galileo.usg.edu/uga_etd/metrakoudes-hewett_heidi_r_200505_ma.

MLA Handbook (7th Edition):

Metrakoudes-Hewett, Heidi Rose. “The use of Victorian literature in a GED literature lesson.” 2005. Web. 26 May 2019.

Vancouver:

Metrakoudes-Hewett HR. The use of Victorian literature in a GED literature lesson. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2019 May 26]. Available from: http://purl.galileo.usg.edu/uga_etd/metrakoudes-hewett_heidi_r_200505_ma.

Council of Science Editors:

Metrakoudes-Hewett HR. The use of Victorian literature in a GED literature lesson. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/metrakoudes-hewett_heidi_r_200505_ma

.