Page: 1 2 3 4 5 6 7 8 9... 111
| 81 |
Sensitivität für das Bildungspotential von Alltagssituationen und die Rolle des Raumes im Kontext der frühen sprachlichen Bildung
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 1 ; 95-114 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 82 |
The Effects of Student Constructed Formative Assessment in the Elementary Classroom
|
|
|
|
In: Masters of Arts in Education Action Research Papers (2021)
|
|
BASE
|
|
Show details
|
|
|
| 83 |
Preservice Teachers’ Use of Mathematics Tasks In Relation To Their Experiences With, Goals For, and Beliefs About English Learners
|
|
|
|
In: Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 84 |
Tensions of Trust In Preservice Teachers' Consideration of Challenging Mathematics Tasks
|
|
|
|
In: Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 85 |
Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
|
|
Abstract:
The world is quickly evolving and young children interact with technology more often and may have more interactions with technology than print materials. Incorporating wordless picturebooks into literacy instruction, specifically complex books that include multiple storylines, unconventional structures, figurative visual language, etc., provides a perfect medium for teachers to address the demands of this increasingly multimodal world and also the Common Core State Standards. This dissertation is a qualitative case study (Yin, 2017) that aimed to investigate how young children aged 3 to 6 made meaning of complex wordless picturebooks. This dissertation attempted to answer the following four research questions: (1) How do young children make meaning of complex wordless picturebooks?; (2) What strategies do young children use to make meaning of complex wordless picturebooks?; (3) What reader self-positions do young children take up when they make meaning of complex wordless picturebooks.The case study methodology guided the development of research designs and research procedures. Via online conferencing tools, data were collected from seven young children’s readings of five complex WPBs at different complexity levels. Three participants were from the U.S. and four were from China. Data analysis were informed by reader responses theories and the Social Semiotics Theory of reading. Three themes emerged from the analysis of the study: (1) Visual Reading Process: Unconventional Reading Path and Visual Language Development; (2) The Context: Interpretive Community and Story Rituals and Language; and (3) The Reader: Developing Reader Self-Positions and Emerging Language Development. This study’s findings have similar implications for theory and practices. First, this study calls for researchers and teachers to keep up with the demands of new technological developments to consider how new technology has turned over its traditional literacy pedagogy to our next generations. This study also calls for teachers to use newer pedagogical approaches that target multimodal literacies when considering their visual literacy instructions. Specifically, this study calls for teachers to consider visual languages different from written language and to apply appropriate visual literacy instructions to enhance children’s visual language knowledge such as visual grammar and reading path. This study also implores teachers to consider using more complex reading materials that are likely to reflect and mimic the multimodal challenges on children and to facilitate children’s multiliteracies development in the age of screen.
|
|
Keyword:
Complex; Early Childhood; Education; Kindergarten Teacher Education; Liberal Studies; Meaning Making; Pre-Elementary; Visual Literacy; Visual Reading Process; Wordless Picturebooks; Young Children
|
|
URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=5226&context=thesesdissertations
https://digitalscholarship.unlv.edu/thesesdissertations/4222
|
|
BASE
|
|
Hide details
|
|
|
| 86 |
Examining Ideologies of Homogeneity and Pluralism in the United States.
|
|
|
|
In: Student Research and Creative Activity Fair (2021)
|
|
BASE
|
|
Show details
|
|
|
| 87 |
Accessing school content using multiple languages in early childhood
|
|
|
|
In: University of South Florida M3 Center Publishing (2021)
|
|
BASE
|
|
Show details
|
|
|
| 88 |
“Be Valiente”: Investigating Ethnic Identity Through Digital Storytelling with Latinx Fourth-Grade Students
|
|
|
|
In: Graduate Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 89 |
Advances in Global Education and Research: Volume 4
|
|
|
|
In: University of South Florida M3 Center Publishing (2021)
|
|
BASE
|
|
Show details
|
|
|
| 90 |
Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning
|
|
Alghamdi, Rana. - : Digital Commons @ University of South Florida, 2021
|
|
In: Graduate Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 91 |
National Chemistry Week: From IRL to the Web
|
|
|
|
In: Purdue Journal of Service-Learning and International Engagement (2021)
|
|
BASE
|
|
Show details
|
|
|
| 92 |
Exploring Intercultural Understanding and Awareness Among French as a Second Language Students Through Web Pals
|
|
|
|
In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
|
|
BASE
|
|
Show details
|
|
|
| 93 |
The Impact of Masgutova Neurosensorimotor Reflex Integration on On-Task Student Behavior
|
|
|
|
BASE
|
|
Show details
|
|
|
| 94 |
Mandated to Move: Teacher Identified Barriers, Facilitators, and Recommendations to Implementing Daily Physical Activity
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2021)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
The Effects of Systematic Manipulation of Reinforcement Within a Classroom Management System
|
|
|
|
In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 96 |
Interdisciplinary Collaboration Between Pre-service Teachers and Speech-Language Pathology Students
|
|
|
|
In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
|
|
BASE
|
|
Show details
|
|
|
| 97 |
Esperanza Rising and Identity: Exploring Literature and Self in Upper Elementary School
|
|
|
|
In: Honors Theses, University of Nebraska-Lincoln (2021)
|
|
BASE
|
|
Show details
|
|
|
| 98 |
Afterschool Club: German for K-5
|
|
|
|
In: Honors Expanded Learning Clubs (2021)
|
|
BASE
|
|
Show details
|
|
|
| 99 |
Study Culture among College Graduate Students in Electronic Era
|
|
|
|
In: Library Philosophy and Practice (e-journal) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 100 |
El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 111 |
|
