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How students who have difficulty with reading understand themselves as learners following theories of intelligence instruction

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TitleInfo
Title
How students who have difficulty with reading understand themselves as learners following theories of intelligence instruction
SubTitle
a qualitative case study
Name (type = personal)
NamePart (type = family)
Boley
NamePart (type = given)
Joyce K.
NamePart (type = date)
1969-
DisplayForm
Joyce K. Boley
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Mangin
NamePart (type = given)
Melinda
DisplayForm
Melinda Mangin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The purpose of this qualitative study was to examine how students who have difficulty with reading understand themselves as learners following theories of intelligence instruction through the online Brainology® Program. Typically, students' learning experiences are organized and directed by adults, with little input from the students themselves. Providing children with an opportunity to express how they feel about learning and about themselves as learners can inform the kinds of learning experiences that should be made available to them. The data for this study were collected from five elementary-aged students who have difficulty with reading from one school, all of whom participated in an after-school tutoring program that included theories of intelligence instruction. Data sources included documents (e.g., teacher comments on report cards, reading journals/notebooks, running records, and standardized test scores), field observations, and pre-intervention and post-intervention interviews with each participant. The findings from this study demonstrate three main ways that the study participants understood themselves as learners after theories of intelligence instruction via the Brainology® program: 1) Intellectually, 2) Emotionally, and 3) Physically. Taken together, these findings indicate that students understand themselves as learners from the whole-child frame of reference. The results suggest that educators should consider ways to incorporate theories of intelligence instruction into the school day for all learners.  
Subject (authority = RUETD)
Topic
Educational Administration and Supervision
Subject (authority = ETD-LCSH)
Topic
Literacy
Subject (authority = ETD-LCSH)
Topic
Academic achievement
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7386
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 196 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Joyce K. Boley
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3KW5J53
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
Boley
GivenName
Joyce
MiddleName
K.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-05-03 16:03:26
AssociatedEntity
Name
Joyce Boley
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

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ETD
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windows xp
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-05-04T11:45:01
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2016-05-04T11:45:14
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