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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Paul Bole"). Showing records 1 – 2 of 2 total matches.

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University of New Orleans

1. Pratt, Daniel E. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It will be conducted exclusively within the College of Humanities and Social Sciences (CHSS), and the academic subjects to be evaluated include English, history, and philosophy. Its primary function is to disclose whether or not PLTL facilitates in student participants improvement in critical thinking skill acquisition and deeper process content knowledge. Of primary interest in this qualitative, narrative case study is deducing how breakout sessions – supplementary meetings led by student participants, in the absence of instructors, designed to enhance classroom instruction – aid in concept synthesis and retention. Of equal importance is evaluating how the implementation of a PLTL instructional framework cultivates in its participants the acuity necessary to demonstrate that positive learning outcomes are occurring, or have the potential to occur; thereafter, collected data, in the form of participant and instructor narratives derived from questionnaires, interviews, researcher observations, writing samples, and essay-based examinations will support or refute whether improvement in critical thinking skill acquisition and deeper process content knowledge is evident in student participants. Keywords: Peer-led Team Learning (PLTL), Critical Thinking Skill Acquisition, Deeper Process Content Knowledge, Positive Learning Outcomes, Humanities and Social Sciences, Qualitative, Narrative, Case Study Advisors/Committee Members: Dr. Richard Speaker, Dr. John Barnitz, Dr. Paul Bole.

Subjects/Keywords: Peer-led team learning; critical thinking; deeper process content knowledge; humanities and social sciences; Pratt; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pratt, D. E. (2017). A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2429

Chicago Manual of Style (16th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Doctoral Dissertation, University of New Orleans. Accessed April 23, 2019. https://scholarworks.uno.edu/td/2429.

MLA Handbook (7th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Web. 23 Apr 2019.

Vancouver:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2019 Apr 23]. Available from: https://scholarworks.uno.edu/td/2429.

Council of Science Editors:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2429


University of New Orleans

2. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school. The purpose of this phenomenological case study was to examine how middle school teachers and their students describe the use of read-alouds, including the teachers’ reasons for conducting read-alouds and the students’ descriptions of their experiences with them. Individual interviews and observations were conducted with two teachers and six students to gain the essence of their experiences with read-alouds. Results from this study indicated that what students gained from read-alouds matched the reasons their teachers utilized them. The students described their experiences as enjoyable, helpful to independent reading, motivating, engaging, and a learning opportunity which were all reasons their teachers stated for reading aloud. Findings in this study also indicated the fidelity with which read-alouds were implemented by teachers was impacted by district mandates and the pressure of preparing students for state tests. Results indicated students prospered both cognitively and affectively from listening to teachers read aloud. This study can be used to inform middle school teachers and administrators of the value of using read-alouds. Keywords: Read-Alouds, Middle School Teachers, Middle School Students, Middle School Reading Advisors/Committee Members: Dr. Patricia Austin, Dr. Paul Bole, Dr. Kenneth Farizo.

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 23, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 23 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 23]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498

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