東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

What Is the Impact of Utilizing an A...

Salem, Cherie B.

FindBook

Google Book

Amazon

博客來

What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom?/
作者:	Salem, Cherie B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	137 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815027
ISBN:	9781085564779

What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom?
Salem, Cherie B.

What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom? - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 137 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2019.

This item must not be sold to any third party vendors.

This Dissertation in Practice (DIP) utilizes Action Research methods to answer the question of: What is the impact of utilizing an authentic study of an author's life and literary works to increase students' motivation to read in a third grade gifted and talented classroom? Through intentional questioning and inquiry, the following Chapters provide justification of the Problem of Practice (POP), why students who have the ability or will to read, do not have the motivation or desire to read. Does this negative attitude toward reading begin through literacy curriculum taught in our schools today? Literacy curricula in schools today do not foster the affective elements of reading: attitude, desire, and motivation. Instead, most literacy programs are scripted, fast-paced, data-driven, and are mandated by states or districts. Through the Action Research cyclical process, quantitative and qualitative data were analyzed concurrently through a Mixed Method Triangulation design. Based on the results of the Action Research study, third grade Academically Gifted and Talented students seemingly demonstrated an increase of affective elements (attitude, desire, and motivation) in reading through the implementation of an author study,

ISBN: 9781085564779Subjects--Topical Terms:

532624
Language arts.

What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom?
LDR:02342nmm a2200313 4500 001 2264913
005 20200515113432.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085564779
035 $a (MiAaPQ)AAI13815027
035 $a AAI13815027
040 $a MiAaPQ $c MiAaPQ
100 1 $a Salem, Cherie B. $3 3542052
245 1 0 $a What Is the Impact of Utilizing an Authentic Study of an Author's Life and Literary Works to Increase Students' Motivation to Read in a Third Grade Gifted and Talented Classroom?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 137 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Duffy, Peter.
502 $a Thesis (Ed.D.)--University of South Carolina, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This Dissertation in Practice (DIP) utilizes Action Research methods to answer the question of: What is the impact of utilizing an authentic study of an author's life and literary works to increase students' motivation to read in a third grade gifted and talented classroom? Through intentional questioning and inquiry, the following Chapters provide justification of the Problem of Practice (POP), why students who have the ability or will to read, do not have the motivation or desire to read. Does this negative attitude toward reading begin through literacy curriculum taught in our schools today? Literacy curricula in schools today do not foster the affective elements of reading: attitude, desire, and motivation. Instead, most literacy programs are scripted, fast-paced, data-driven, and are mandated by states or districts. Through the Action Research cyclical process, quantitative and qualitative data were analyzed concurrently through a Mixed Method Triangulation design. Based on the results of the Action Research study, third grade Academically Gifted and Talented students seemingly demonstrated an increase of affective elements (attitude, desire, and motivation) in reading through the implementation of an author study,
590 $a School code: 0202.
650 4 $a Language arts. $3 532624
650 4 $a Elementary education. $3 641385
650 4 $a Gifted education. $3 3172499
690 $a 0279
690 $a 0445
690 $a 0524
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0202
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815027