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Graphic novels and the common core
Descriptive
TitleInfo
Title
Graphic novels and the common core
Name
(type = personal)
NamePart
(type = family)
Jakubik
NamePart
(type = given)
Tara Lynn
DisplayForm
Tara Jakubik
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Hmelo-Silver
NamePart
(type = given)
Cindy
DisplayForm
Cindy Hmelo-Silver
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Lobman
NamePart
(type = given)
Carrie
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Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Morrow
NamePart
(type = given)
Leslie
DisplayForm
Leslie Morrow
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Education
Role
RoleTerm
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school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2014
DateOther
(qualifier = exact);
(type = degree)
2014-01
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
State tests, which assess reading comprehension, ask students to make inferences and connections beyond the text. The problem of practice in which this study is situated is that students are having difficulty making meaningful connections and developing inferences in relation to the material that is read aloud together in class or assigned for homework. Indicators of their struggle include post-reading assessments such as reading comprehension tests with multiple choice and open-ended questions similar to those used on high-stakes tests. The dissertation describes a research project in which graphic novels were incorporated into the curriculum to provide students with an opportunity to work with a nontraditional literary genre. Data sources included video recordings of student think-alouds, video recordings of literature circles; and the NJ High School Proficiency Assessment (NJ HSPA) test scores. Descriptive statistics informed the analysis of the data. The constructs of the research were examined through forms of behavior such as student performance during individual and small group work (e.g. think-alouds and literature circles.) The think-aloud and the literature circles were coded by text features for the reading comprehension strategies and student behavior and allowed for reflective analysis. Findings suggested that readers made connections to the Common Core Standards when reading graphic novels. The research also found correlations between NJ HSPA scores and reading strategies used and behaviors enacted. The research also indicated that students, of varying Language Arts proficiency levels, supported one another in reading comprehension in small group settings.
Subject
(authority = RUETD)
Topic
Design of Learning Environments
Subject
(authority = ETD-LCSH)
Topic
Reading comprehension
Subject
(authority = ETD-LCSH)
Topic
Graphic novels in education
Subject
(authority = ETD-LCSH)
Topic
Literacy
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_5167
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 132 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Tara Lynn Jakubik
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
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rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T30V89W4
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Jakubik
GivenName
Tara
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2013-11-10 13:02:21
AssociatedEntity
Name
Tara Jakubik
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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Statistical Profile