Whole language implementation : the impact on grade one teachers and students
Thesis (M.Ed.)--Memorial University of Newfoundland, 1989. Education Bibliography: leaves 135-143. The present study investigated the implementation of the Nelson Networks language arts program, a whole language approach to the teaching of language arts. Specifically, the investigation was two-fold:...
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ftmemorialunivdc:oai:collections.mun.ca:theses2/271680 2023-05-15T17:23:31+02:00 Whole language implementation : the impact on grade one teachers and students Payne, Abraham Memorial University of Newfoundland. Faculty of Education 1989 ix, 153 leaves : ill. Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/271680 Eng eng Electronic Theses and Dissertations (18.73 MB) -- http://collections.mun.ca/PDFs/theses/Payne_Abraham.pdf 76038598 http://collections.mun.ca/cdm/ref/collection/theses2/id/271680 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries English language--Study and teaching (Primary) Reading (Primary)--Language experience approach Language arts (Primary) Language experience approach in education Text Electronic thesis or dissertation 1989 ftmemorialunivdc 2015-08-06T19:17:32Z Thesis (M.Ed.)--Memorial University of Newfoundland, 1989. Education Bibliography: leaves 135-143. The present study investigated the implementation of the Nelson Networks language arts program, a whole language approach to the teaching of language arts. Specifically, the investigation was two-fold: to investigate the relationship between teacher experience with whole language instruction and student achievement in reading comprehension, vocabulary, and writing, and to investigate how each teacher responded to the implementation of the program. -- Three classes comprised of 69 grade one students were selected from three schools in the Deer Lake Integrated School Board. The classes were identified by the Primary Language Arts Coordinator on the basis of teacher experience with whole language instruction. Each of the three teachers in the study had a different background in the whole language approach to teaching language arts. -- The student component of the study involved pretesting in November 1988 and posttesting in April 1989. The teacher component involved a case study of each teacher in an attempt to determine the satisfaction/dissatisfaction level with the Networks program. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) Deer Lake ENVELOPE(-129.004,-129.004,53.126,53.126) |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
op_collection_id |
ftmemorialunivdc |
language |
English |
topic |
English language--Study and teaching (Primary) Reading (Primary)--Language experience approach Language arts (Primary) Language experience approach in education |
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English language--Study and teaching (Primary) Reading (Primary)--Language experience approach Language arts (Primary) Language experience approach in education Payne, Abraham Whole language implementation : the impact on grade one teachers and students |
topic_facet |
English language--Study and teaching (Primary) Reading (Primary)--Language experience approach Language arts (Primary) Language experience approach in education |
description |
Thesis (M.Ed.)--Memorial University of Newfoundland, 1989. Education Bibliography: leaves 135-143. The present study investigated the implementation of the Nelson Networks language arts program, a whole language approach to the teaching of language arts. Specifically, the investigation was two-fold: to investigate the relationship between teacher experience with whole language instruction and student achievement in reading comprehension, vocabulary, and writing, and to investigate how each teacher responded to the implementation of the program. -- Three classes comprised of 69 grade one students were selected from three schools in the Deer Lake Integrated School Board. The classes were identified by the Primary Language Arts Coordinator on the basis of teacher experience with whole language instruction. Each of the three teachers in the study had a different background in the whole language approach to teaching language arts. -- The student component of the study involved pretesting in November 1988 and posttesting in April 1989. The teacher component involved a case study of each teacher in an attempt to determine the satisfaction/dissatisfaction level with the Networks program. |
author2 |
Memorial University of Newfoundland. Faculty of Education |
format |
Thesis |
author |
Payne, Abraham |
author_facet |
Payne, Abraham |
author_sort |
Payne, Abraham |
title |
Whole language implementation : the impact on grade one teachers and students |
title_short |
Whole language implementation : the impact on grade one teachers and students |
title_full |
Whole language implementation : the impact on grade one teachers and students |
title_fullStr |
Whole language implementation : the impact on grade one teachers and students |
title_full_unstemmed |
Whole language implementation : the impact on grade one teachers and students |
title_sort |
whole language implementation : the impact on grade one teachers and students |
publishDate |
1989 |
url |
http://collections.mun.ca/cdm/ref/collection/theses2/id/271680 |
long_lat |
ENVELOPE(-129.004,-129.004,53.126,53.126) |
geographic |
Deer Lake |
geographic_facet |
Deer Lake |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (18.73 MB) -- http://collections.mun.ca/PDFs/theses/Payne_Abraham.pdf 76038598 http://collections.mun.ca/cdm/ref/collection/theses2/id/271680 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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1766113023449104384 |