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ERIC Number: ED225165
Record Type: RIE
Publication Date: 1982
Pages: 13
Abstractor: N/A
Reference Count: 0
Literature, Literary Response, and the Teaching of Literature: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 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 24 titles deal with a variety of topics, including the following: (1) humorous children's literature and divergent thinking; (2) the development of children's ability to apprehend and distribute attention to important elements in prose; (3) death in selected Puritan works of children's literature; (4) humor in the science fiction short story from 1940 to 1960; (5) the credibility of foster home situations portrayed in contemporary realistic fiction for purposes of reading guidance; (6) differences in the literary response of fourth grade students to a fairy tale and to an instructional story; (7) the effects of reading literature and teaching concept development on ninth grade students' attitudes toward the mentally handicapped; (8) a curriculum plan for problem solving using children's literature; (9) male and female sex roles in literature for adolescents; (10) the theory, style, and politics of feminist literary criticism; (11) changes in adolescent literature with homosexual motifs, themes, and characters; (12) goals for teaching literature to college bound students as perceived by high school teachers, college professors, and college students; and (13) the portrayal of Blacks, Mexican Americans, and American Indians in selected secondary school American literature textbooks adopted in Texas. (HTH)
Publication Type: Reference Materials - Bibliographies
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
Note: Pages may be marginally legible.