NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED181490
Record Type: RIE
Publication Date: 1979
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Literature, Literary Response, and the Teaching of Literature: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1979 (Vol. 40 Nos. 1 through 6).
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 28 titles deal with a variety of topics, including the following: the ethics and aesthetics of literature study in the secondary school; the relationship between adolescents' levels of moral development and their responses to short stories; concepts of death presented in contemporary realistic children's literature; three approaches to teaching poetry to sixth grade students; developing an affective heuristic in literary response; teachers as characterized in contemporary juvenile fiction; computerized content analysis of literary response; children's book reviews from "Horn Book Magazine," 1975; black literature in community college English programs and some guiding principles for teaching black fiction to the "new student"; need fulfillment imagery in fantasy literature for children; teaching native American literature in the high school; teachers' versus students' perception of a children's book; sex-role stereotyping in selected American children's fiction from 1950 to 1974; the reading practices of participants in continuing education activities; personalized instruction and mastery learning; and responses to short stories as related to interest among community college students. (FL)
Publication Type: Collected Works - Serials; Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Reader Response