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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
An Examination of Preservice Literacy Teachers' Initial Attempts to Provide Instructional Scaffolding
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Many, Joyce E.; Taylor, Donna Lester; Wang, Yan; Sachs, Gertrude Tinker; Schreiber, Heidi – Reading Horizons, 2007
In today's diverse schools, meeting individual literacy needs of students is one of the most challenging aspects of teaching. Instructional scaffolding is a powerful tool that many literacy teachers use to meet the challenge. While the term denotes a wide array of strategies, most teachers use scaffolding in some form or another in their…
Descriptors: Teacher Improvement, Scaffolding (Teaching Technique), Preservice Teachers, Literacy
Developing a Sense of Audience: An Examination of One School's Instructional Contexts
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Many, Joyce E.; Henderson, Susan D. – Reading Horizons, 2005
The purpose of this naturalistic study was to extend our understanding of the ways in which consideration of audience may be salient in diverse students' and teachers' approaches to literacy. Data related to literacy interactions in one school were collected from the preschool class and three multiage elementary classrooms. Findings indicated that…
Descriptors: Teaching Methods, Classrooms, Audiences, Audience Awareness
Gender, Epistemology, and Education: An Exploration of the Knowledge Construction of Female and Male Pupils.
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Many, Joyce E.; Howard, Frances; Cardell, Melanie J.; Lewis, Geoff – Reading Horizons, 2002
Explores gender differences in the knowledge constructed about World War II by 11- and 12-year-old Scottish pupils. Reveals the young women's work showcased individuals while the young men framed World War II information using a world view. Illustrates the epistemological differences that can exist between male and female students as they…
Descriptors: Concept Formation, Elementary Education, Epistemology, Foreign Countries
Constructing Meaning from Literature: Examining Discourse in Departmentalized, Multidisciplinary, and Interdisciplinary Contexts.
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Many, Joyce E.; Hutchingson, Rebecca; Nicklow, Lisa – Reading Horizons, 1997
Examines literary discourse that occurred in a sixth-grade language arts classroom within a departmentalized, multidisciplinary, and then an interdisciplinary, context. Identifies discourse elements. Organizes elements into the following broad themes: (1) the text and the story world; (2) the reader and the story world; and (3) discipline…
Descriptors: Classroom Research, Discourse Communities, Grade 6, Integrated Activities
Living through Literacy Experiences versus Literacy Analysis: Examining Children's Response to Literature.
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Many, Joyce E. – Reading Horizons, 1992
Analyzes the effect of grade level on stances students take when responding to literature. Finds that a two-way analysis of variance for grade and text on the variable of stance reveals no significant main effects for grade. (PRA)
Descriptors: Analysis of Variance, Childrens Literature, Grade 4, Grade 6
An Analysis of Children's Responses to Storybook Characters in Non-Traditional Roles.
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Anderson, Dianna D.; Many, Joyce E. – Reading Horizons, 1992
Analyzes, from a reader-response perspective, children's free responses to story characters in nontraditional roles. Investigates the relationship of gender for these responses. Finds that only 20-30 percent of the responses expressed opinions regarding appropriateness of nontraditional gender roles and that the most common response type was…
Descriptors: Children, Grade 3, Primary Education, Reader Response
Transactional Criticism and Aesthetic Literary Experiences: Examining Complex Responses in Light of the Teacher's Purpose.
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Many, Joyce E.; And Others – Reading Horizons, 1995
Examines the effects of literature discussion approaches on preservice teachers' purpose in writing. Explores the viability of the instruments developed by D. Wiseman using responses from older students. Contends that a transactive criticism approach can be a valuable way of incorporating literary analysis without negating the reader's experience…
Descriptors: Content Analysis, Elementary Education, Higher Education, Literary Criticism