ERIC Number: ED175022
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Literature, Literary Values, and the Teaching of Literature: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1979 (Vol. 39 Nos. 7 through 12).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 32 titles deal with a variety of topics, including the following: literary criticism in nineteenth century United States; effects of sexist and nonsexist literature on children's attitudes; effects of silent reading and video presentation on story recall; rhetoric of retarded children in Newbery Award-winning fiction; poetry reading and writing; literature and moral education; favorite illustrations of Caldecott Award-winning books; the responses of students to realistic and fantasy short stories; political socialization in picture books; values clarification through literature; black poets and the theme of isolation in black adolescent literature; blind and deaf images in contemporary literature; realistic fiction's effects on attitudes toward the aged; relationship of literature's cognitive dimension to aesthetic values; story criticism; world-future and native-American imagery in children's literature; the impact of the Henkel press on children's literature; and the effects of the oral ensemble approach on the teaching of literature. (AEA)
Descriptors: Abstracts, Adolescent Literature, Aesthetic Education, American Indian Culture, Annotated Bibliographies, Black Literature, Childrens Literature, Contemporary Literature, Doctoral Dissertations, Educational Research, Elementary Secondary Education, Fantasy, Higher Education, Literary Criticism, Literary Influences, Literature Appreciation, Moral Values, Poetry, Realism, Sex Discrimination, Sex Fairness, Student Reaction, Teaching Methods
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Reader Response