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You searched for subject:(adolescent literacy). Showing records 1 – 30 of 165 total matches.

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Virginia Tech

1. Hall, Amy Conlin. Gaming as a Literacy Practice.

Degree: EdD, Education, 2011, Virginia Tech

 This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes… (more)

Subjects/Keywords: Interpretivist; Literacy; Males; Gaming; Adolescent

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APA (6th Edition):

Hall, A. C. (2011). Gaming as a Literacy Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28700

Chicago Manual of Style (16th Edition):

Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/28700.

MLA Handbook (7th Edition):

Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Web. 18 Jan 2021.

Vancouver:

Hall AC. Gaming as a Literacy Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/28700.

Council of Science Editors:

Hall AC. Gaming as a Literacy Practice. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28700


University of Manitoba

2. Bartok, Brandi. "I have no story to tell": exploring the multimodal literacy identities of adolescents.

Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba

Adolescent students’ participatory and multimodal experiences outside of school are often at odds with entrenched in-school literacy instruction that tends to privilege print-based over other… (more)

Subjects/Keywords: Multimodal literacy; Multimodality; Adolescent literacy identities

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APA (6th Edition):

Bartok, B. (2018). "I have no story to tell": exploring the multimodal literacy identities of adolescents. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33645

Chicago Manual of Style (16th Edition):

Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Masters Thesis, University of Manitoba. Accessed January 18, 2021. http://hdl.handle.net/1993/33645.

MLA Handbook (7th Edition):

Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Web. 18 Jan 2021.

Vancouver:

Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1993/33645.

Council of Science Editors:

Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33645


Virginia Tech

3. Biviano, Amanda C. A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

 This study explored how one English Language Arts teacher used a sociocultural lens to plan and implement lessons that use literature to examine disability critically.… (more)

Subjects/Keywords: disability; English Language Arts; adolescent literacy; literacy

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APA (6th Edition):

Biviano, A. C. (2019). A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89088

Chicago Manual of Style (16th Edition):

Biviano, Amanda C. “A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.” 2019. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/89088.

MLA Handbook (7th Edition):

Biviano, Amanda C. “A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.” 2019. Web. 18 Jan 2021.

Vancouver:

Biviano AC. A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/89088.

Council of Science Editors:

Biviano AC. A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89088


University of Wollongong

4. Fajardo, Margarita Felipe. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.

Degree: EdD, 2016, University of Wollongong

  Critical literacy focuses on the connection between literacy and power (Lankshear & McLaren, 1993a). It examines how literacy practices are inextricably connected to social,… (more)

Subjects/Keywords: critical literacy; adolescent literacy; multimodal text; literacy pedagogy; professional learning

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APA (6th Edition):

Fajardo, M. F. (2016). Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854

Chicago Manual of Style (16th Edition):

Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021. 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.

MLA Handbook (7th Edition):

Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Web. 18 Jan 2021.

Vancouver:

Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2021 Jan 18]. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.

Council of Science Editors:

Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854


The Ohio State University

5. Hansel, Kayla M. Teacher Perceptions About Literacy Instruction at the Secondary Level.

Degree: MA, EDU Teaching and Learning, 2011, The Ohio State University

 Secondary instructors have long been faced with students who struggle to read and write effectively. There have been many explanations for these struggles, ranging from… (more)

Subjects/Keywords: Education; Literacy; teacher perceptions; adolescent literacy; literacy instruction

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APA (6th Edition):

Hansel, K. M. (2011). Teacher Perceptions About Literacy Instruction at the Secondary Level. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953

Chicago Manual of Style (16th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Masters Thesis, The Ohio State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

MLA Handbook (7th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Web. 18 Jan 2021.

Vancouver:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

Council of Science Editors:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953


University of California – Berkeley

6. Johnston, Anthony. Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.

Degree: Education, 2014, University of California – Berkeley

 This dissertation examines the identities of "marginalized" adolescents as they engage in literacy-based activities. Using ethnographic and qualitative research methods (including surveys/questionnaires, audio recorded interviews,… (more)

Subjects/Keywords: Education; Academic Identity; Adolescent Literacy; Positioning Events

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APA (6th Edition):

Johnston, A. (2014). Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/11c0q3mc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnston, Anthony. “Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.” 2014. Thesis, University of California – Berkeley. Accessed January 18, 2021. http://www.escholarship.org/uc/item/11c0q3mc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnston, Anthony. “Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.” 2014. Web. 18 Jan 2021.

Vancouver:

Johnston A. Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2021 Jan 18]. Available from: http://www.escholarship.org/uc/item/11c0q3mc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnston A. Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/11c0q3mc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

7. MacKay, Tiffany Grace. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.

Degree: PhD, 2014, University of Toronto

 The purpose of this research was to investigate the extent to which junior level literacy teachers enacted a pedagogy of multiliteracies in their classroom program.… (more)

Subjects/Keywords: Adolescent; Classroom; Literacy; Multiliteracies; Qualitative; Technology; 0515

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APA (6th Edition):

MacKay, T. G. (2014). Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68868

Chicago Manual of Style (16th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021. http://hdl.handle.net/1807/68868.

MLA Handbook (7th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Web. 18 Jan 2021.

Vancouver:

MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1807/68868.

Council of Science Editors:

MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68868


University of Toronto

8. Kohls, Robert Alfred. Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.

Degree: PhD, 2016, University of Toronto

 Using an ethnographic case study approach, this thesis investigates what multilingual adolescent writers and their adult tutors in an afterschool literacy program believe about good… (more)

Subjects/Keywords: adolescent; literacy; tutoring; voice; writing; 0441

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APA (6th Edition):

Kohls, R. A. (2016). Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73044

Chicago Manual of Style (16th Edition):

Kohls, Robert Alfred. “Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021. http://hdl.handle.net/1807/73044.

MLA Handbook (7th Edition):

Kohls, Robert Alfred. “Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.” 2016. Web. 18 Jan 2021.

Vancouver:

Kohls RA. Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1807/73044.

Council of Science Editors:

Kohls RA. Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73044


Vanderbilt University

9. Phillips, Nathan Charles. Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 This study investigated the teaching and learning of the interpretation and production of thematic maps and map argument performances with young people. Research was conducted… (more)

Subjects/Keywords: adolescent literacy; performance; space and place; geography; thematic maps; media literacy

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APA (6th Edition):

Phillips, N. C. (2013). Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13892

Chicago Manual of Style (16th Edition):

Phillips, Nathan Charles. “Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021. http://hdl.handle.net/1803/13892.

MLA Handbook (7th Edition):

Phillips, Nathan Charles. “Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.” 2013. Web. 18 Jan 2021.

Vancouver:

Phillips NC. Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1803/13892.

Council of Science Editors:

Phillips NC. Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13892


University of North Texas

10. Taliaferro, Cheryl. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.

Degree: 2011, University of North Texas

 This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a… (more)

Subjects/Keywords: Critical literacy; adolescent literacy; transactional theory; Rosenblatt; international literature; global literature

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APA (6th Edition):

Taliaferro, C. (2011). Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103398/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taliaferro, Cheryl. “Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.” 2011. Thesis, University of North Texas. Accessed January 18, 2021. https://digital.library.unt.edu/ark:/67531/metadc103398/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taliaferro, Cheryl. “Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.” 2011. Web. 18 Jan 2021.

Vancouver:

Taliaferro C. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Jan 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103398/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taliaferro C. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103398/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

11. Miller, Diane Morris. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 2,871 articles to determine the prevalent themes… (more)

Subjects/Keywords: Writing; content areas; content-area literacy; disciplinary literacy; adolescent literacy; secondary education

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APA (6th Edition):

Miller, D. M. (2014). Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152458

Chicago Manual of Style (16th Edition):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021. http://hdl.handle.net/1969.1/152458.

MLA Handbook (7th Edition):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Web. 18 Jan 2021.

Vancouver:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1969.1/152458.

Council of Science Editors:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152458

12. Robison, Christina Marie. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.

Degree: PhD, 2016, University of New Hampshire

 This phenomenological study identifies three distinct literacy orientations among ten eighth and ninth grade students who attend a small, rural school in Northern New England:… (more)

Subjects/Keywords: Literacy orientation; Literacy sponsorship; Phenomenology; Rural adolescent literacy; Rural studies; Reading instruction; Secondary education; Education

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APA (6th Edition):

Robison, C. M. (2016). PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2251

Chicago Manual of Style (16th Edition):

Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed January 18, 2021. https://scholars.unh.edu/dissertation/2251.

MLA Handbook (7th Edition):

Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Web. 18 Jan 2021.

Vancouver:

Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2021 Jan 18]. Available from: https://scholars.unh.edu/dissertation/2251.

Council of Science Editors:

Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2251


University of Iowa

13. Haynes-Moore, Stacy. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.

Degree: PhD, Education, 2016, University of Iowa

  This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital… (more)

Subjects/Keywords: Adolescent literacy; Digital literacy; English language arts; Literacy; School technologies; Teacher professional development

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APA (6th Edition):

Haynes-Moore, S. (2016). Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6127

Chicago Manual of Style (16th Edition):

Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Doctoral Dissertation, University of Iowa. Accessed January 18, 2021. https://ir.uiowa.edu/etd/6127.

MLA Handbook (7th Edition):

Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Web. 18 Jan 2021.

Vancouver:

Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2021 Jan 18]. Available from: https://ir.uiowa.edu/etd/6127.

Council of Science Editors:

Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6127


University of Rochester

14. Lim, Lisa. A case study of adolescent English language learners' literacy practices in an after school tutoring center.

Degree: PhD, 2013, University of Rochester

 This present study explores how 21st century literacies can be developed through the K-12 ELL curriculum by using online communication resources. It also investigates how… (more)

Subjects/Keywords: 21st century literacies; Adolescent English language learners; Adolescent literacy practices; After school program; Out-of-school literacy practices; Refugees

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

APA (6th Edition):

Lim, L. (2013). A case study of adolescent English language learners' literacy practices in an after school tutoring center. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27906

Chicago Manual of Style (16th Edition):

Lim, Lisa. “A case study of adolescent English language learners' literacy practices in an after school tutoring center.” 2013. Doctoral Dissertation, University of Rochester. Accessed January 18, 2021. http://hdl.handle.net/1802/27906.

MLA Handbook (7th Edition):

Lim, Lisa. “A case study of adolescent English language learners' literacy practices in an after school tutoring center.” 2013. Web. 18 Jan 2021.

Vancouver:

Lim L. A case study of adolescent English language learners' literacy practices in an after school tutoring center. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1802/27906.

Council of Science Editors:

Lim L. A case study of adolescent English language learners' literacy practices in an after school tutoring center. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27906

15. Catterson, Amy Koehler. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.

Degree: Education, 2017, University of California – Berkeley

 Close reading is an enigmatic term with a simple definition: special attention to texts. Key shifts in the Common Core State Standards have led to… (more)

Subjects/Keywords: Reading instruction; Pedagogy; Educational technology; adolescent literacy; close reading; digital media; disciplinary literacy; reading instruction

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APA (6th Edition):

Catterson, A. K. (2017). Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/26k3t6g0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Thesis, University of California – Berkeley. Accessed January 18, 2021. http://www.escholarship.org/uc/item/26k3t6g0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Web. 18 Jan 2021.

Vancouver:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Jan 18]. Available from: http://www.escholarship.org/uc/item/26k3t6g0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/26k3t6g0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

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

Degree: 2014, 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; Social Semiotics; Disciplinary Literacy; Science Education; English Education; Mathematics Education; Representation; Affordances

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APA (6th Edition):

Wilson, A. A. (2014). Discipline-Specific patterns of representation across ten middle school classrooms. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/27641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Web. 18 Jan 2021.

Vancouver:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/27641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

17. Jocius, Robin K. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional… (more)

Subjects/Keywords: middle childhood literacy; adolescent literacy; digital tools; multimodal composition; collaboration; qualitative methods

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

APA (6th Edition):

Jocius, R. K. (2015). Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12276

Chicago Manual of Style (16th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021. http://hdl.handle.net/1803/12276.

MLA Handbook (7th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Web. 18 Jan 2021.

Vancouver:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1803/12276.

Council of Science Editors:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12276

18. Rosdahl, June Marie. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.

Degree: 2017, Texas Woman's University

 Young adolescent girls engage in many leisure and academic activities outside of school that support literacy practices and identity formation. The use of mobile devices… (more)

Subjects/Keywords: Education; Adolescent literacy; Cell phones; Girls; Identity; Selfies; Social media; Educational sociology; Literacy; Reading instruction

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APA (6th Edition):

Rosdahl, J. M. (2017). Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Thesis, Texas Woman's University. Accessed January 18, 2021. http://hdl.handle.net/11274/9400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Web. 18 Jan 2021.

Vancouver:

Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Internet] [Thesis]. Texas Woman's University; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11274/9400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Thesis]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. West, Craig K. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2017, University of Cincinnati

 Depictions of formal education are common in Young Adult literature, but there is little scholarship considering the way that formal education is positioned in the… (more)

Subjects/Keywords: Education; Young Adult Literature; Critical Discourse Analysis; Adolescent Literacy; Cluster Analysis; Critical Literacy; Critical Pedagoy

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APA (6th Edition):

West, C. K. (2017). Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269

Chicago Manual of Style (16th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

MLA Handbook (7th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Web. 18 Jan 2021.

Vancouver:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

Council of Science Editors:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269


University of New Mexico

20. Collins, Jamie Mae. From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.

Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico

  In this qualitative case, I explore the complexities of adolescent student writing within one project over the course of one trimester at a project-based… (more)

Subjects/Keywords: adolescent literacy; student writing; project-based learning; writing instruction; project writing; literacy practices; Language and Literacy Education

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

APA (6th Edition):

Collins, J. M. (2017). From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/72

Chicago Manual of Style (16th Edition):

Collins, Jamie Mae. “From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.” 2017. Doctoral Dissertation, University of New Mexico. Accessed January 18, 2021. https://digitalrepository.unm.edu/educ_llss_etds/72.

MLA Handbook (7th Edition):

Collins, Jamie Mae. “From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.” 2017. Web. 18 Jan 2021.

Vancouver:

Collins JM. From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Jan 18]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/72.

Council of Science Editors:

Collins JM. From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/72


University of Manchester

21. Cockroft, Charlotte Elizabeth. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.

Degree: 2016, University of Manchester

 Background: There is increasing concern that as students move through to adolescence, motivation toward reading declines. When there is limited desire to read, less time… (more)

Subjects/Keywords: adolescent literacy; affective; engagement; motivation; reading; educational psychology

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APA (6th Edition):

Cockroft, C. E. (2016). An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990

Chicago Manual of Style (16th Edition):

Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed January 18, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.

MLA Handbook (7th Edition):

Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.” 2016. Web. 18 Jan 2021.

Vancouver:

Cockroft CE. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Jan 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.

Council of Science Editors:

Cockroft CE. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990


Vanderbilt University

22. Smith, Blaine Elizabeth. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.

Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University

 Although a large body of research has examined the processes of writing, much less is known about how adolescents compose with multiple modes in digital… (more)

Subjects/Keywords: multimodality; multimodal composition; adolescent literacy; digital literacies; multimodal methods

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APA (6th Edition):

Smith, B. E. (2014). Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11332

Chicago Manual of Style (16th Edition):

Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021. http://hdl.handle.net/1803/11332.

MLA Handbook (7th Edition):

Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Web. 18 Jan 2021.

Vancouver:

Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1803/11332.

Council of Science Editors:

Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11332


Texas A&M University

23. Mcdonald, Andrea E. Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.

Degree: PhD, Health Education, 2015, Texas A&M University

 The purpose of this dissertation was to explore and provide evidence-based insight on food preparation literacy in adolescents’ homes. First, a comprehensive systematic review was… (more)

Subjects/Keywords: Food Preparation Literacy; Photovoice; Grounded Theory; Adolescent and Parents and Family

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

APA (6th Edition):

Mcdonald, A. E. (2015). Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156250

Chicago Manual of Style (16th Edition):

Mcdonald, Andrea E. “Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021. http://hdl.handle.net/1969.1/156250.

MLA Handbook (7th Edition):

Mcdonald, Andrea E. “Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.” 2015. Web. 18 Jan 2021.

Vancouver:

Mcdonald AE. Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1969.1/156250.

Council of Science Editors:

Mcdonald AE. Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156250


Penn State University

24. Schappe, Julie Frear. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.

Degree: 2013, Penn State University

Literacy, an ideologically rooted social practice, has been researched as reading and writing word-based language; however, literacy and literacies continue to be highly contested. Social… (more)

Subjects/Keywords: adolescent literacy; literacies; place; mapping; multimodal literacies; multisituated literacies; ethnography; journey

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

APA (6th Edition):

Schappe, J. F. (2013). Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/17481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Web. 18 Jan 2021.

Vancouver:

Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/17481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/17481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

25. Hout, Brenda Louise. The Effects of NILD Educational Therapy on Reading Achievement.

Degree: 2019, Liberty University

 The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate… (more)

Subjects/Keywords: Reading Disability; Adolescent Reading; Reading Impairment; Education; Language and Literacy Education

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APA (6th Edition):

Hout, B. L. (2019). The Effects of NILD Educational Therapy on Reading Achievement. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1987

Chicago Manual of Style (16th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Doctoral Dissertation, Liberty University. Accessed January 18, 2021. https://digitalcommons.liberty.edu/doctoral/1987.

MLA Handbook (7th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Web. 18 Jan 2021.

Vancouver:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 18]. Available from: https://digitalcommons.liberty.edu/doctoral/1987.

Council of Science Editors:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1987


Boston College

26. Hennessy, Robin Marie. Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom.

Degree: PhD, Curriculum and Instruction, 2011, Boston College

 This project was my attempt to rewrite the discourse of schooling within the context of my own classroom to transform it into a dialogic, multilingual,… (more)

Subjects/Keywords: Adolescent Literacy; Critical Discourse Analysis; Diversity; Language; Teacher Research; Urban Education

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

APA (6th Edition):

Hennessy, R. M. (2011). Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101659

Chicago Manual of Style (16th Edition):

Hennessy, Robin Marie. “Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom.” 2011. Doctoral Dissertation, Boston College. Accessed January 18, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101659.

MLA Handbook (7th Edition):

Hennessy, Robin Marie. “Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom.” 2011. Web. 18 Jan 2021.

Vancouver:

Hennessy RM. Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2021 Jan 18]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101659.

Council of Science Editors:

Hennessy RM. Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101659


Edith Cowan University

27. Count, Peter. Utilising voice recognition software to improve reading fluency of struggling adolescent readers.

Degree: 2016, Edith Cowan University

 Approximately 15-20% of secondary students in Australia experience reading difficulties. For many, the cognitive effort required to decode words or the lack of automaticity in… (more)

Subjects/Keywords: voice recognition software; adolescent literacy; reading fluency; Educational Methods

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

APA (6th Edition):

Count, P. (2016). Utilising voice recognition software to improve reading fluency of struggling adolescent readers. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Thesis, Edith Cowan University. Accessed January 18, 2021. https://ro.ecu.edu.au/theses/1799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Web. 18 Jan 2021.

Vancouver:

Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2021 Jan 18]. Available from: https://ro.ecu.edu.au/theses/1799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Thesis]. Edith Cowan University; 2016. Available from: https://ro.ecu.edu.au/theses/1799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

28. Jeong, Yoo Mi. Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.

Degree: 2016, University of Illinois – Chicago

 Aims: This study aimed to validate the Parental Depression Literacy (D-Lit) scale, which was modified from the D-Lit scale based on individual and group interviews… (more)

Subjects/Keywords: Depression literacy; D-Lit scale; Scale validation; Korean American; Adolescent depression

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APA (6th Edition):

Jeong, Y. M. (2016). Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jeong, Yoo Mi. “Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.” 2016. Thesis, University of Illinois – Chicago. Accessed January 18, 2021. http://hdl.handle.net/10027/21348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jeong, Yoo Mi. “Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.” 2016. Web. 18 Jan 2021.

Vancouver:

Jeong YM. Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10027/21348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jeong YM. Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

29. Hall, Allison H. Variations in Approach to Literary Reasoning Among High School Students.

Degree: 2018, University of Illinois – Chicago

 The current study investigated student learning across time in the context of instruction designed to build knowledge, skills, and practices around literary reasoning in an… (more)

Subjects/Keywords: adolescent literacy; literary reading and reasoning; case study methodology

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APA (6th Edition):

Hall, A. H. (2018). Variations in Approach to Literary Reasoning Among High School Students. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23335

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Thesis, University of Illinois – Chicago. Accessed January 18, 2021. http://hdl.handle.net/10027/23335.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Web. 18 Jan 2021.

Vancouver:

Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10027/23335.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23335

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

30. Rivers, Vivian Lynne. Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.

Degree: PhD, 2016, University of Exeter

 This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how… (more)

Subjects/Keywords: 615.8; Bibliotherapy; Adolescent literacy; Social Emotional Learning; Secondary Reading Intervention

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APA (6th Edition):

Rivers, V. L. (2016). Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/27941

Chicago Manual of Style (16th Edition):

Rivers, Vivian Lynne. “Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.” 2016. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021. http://hdl.handle.net/10871/27941.

MLA Handbook (7th Edition):

Rivers, Vivian Lynne. “Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.” 2016. Web. 18 Jan 2021.

Vancouver:

Rivers VL. Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10871/27941.

Council of Science Editors:

Rivers VL. Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/27941

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