Notice bibliographique
Résumé
Dissertations of Note Rachel Fordyce (bio) Bade, Faith Polk. "Emergent Readers and Access to Books: An Investigation into the Benefits of Checking out Books to Young Children." Ph.D. diss. Claremont Graduate University, 2000.179 pp. DAI 61:1271A. Bade is concerned about literacy development among children who are just beginning to read, how to increase the time they spend with books, and how to improve their attitudes toward reading. She found that "the checkout process [at libraries] as well as choosing books provides young children with experiences that contribute to [their] motivation to develop into active, engaged or lifelong readers." Bardsley, Doreen Olive. "Boys and Reading: What Reading Fiction Means to SixthGrade Boys." Ph.D. diss. Arizona State University, 1999. 211 pp. DAI 60: 653A. Having asked what fiction reading means to middle school boys, Bardsley finds that students view reading as an important ingredient of their being students. Unfortunately, what she also finds is that "school district policies, teachers' preferences, grading practices and outside commitments" all limited and put constraints on students' ability to read what they wanted to read, as well as when and how much. Bereska, Tami Marie. "The Construction of Masculinity in Young Adult Novels for Boys, 1940-1997." Ph.D. diss. University of Alberta, 1999. 175 pp. DAI 61:1166A. Bereska asks whether or not there is a "crisis in masculinity" in contemporary young adult literature, and determines that the structure of books for adolescent males has not changed in the past fifty years. Its components, "emotional expression, aggression, collectivity, adventure, athleticism, morality, hierarchy, and competition-as well as the conditions within which masculinity is realized (embodiment, heterosexuality, and No Sissy Stuff), are stable in the novels" from 1940 to 1997. Brock-Servais, Rhonda. "Constructing Childhood through the Victorian Fairy Tale." Ph.D. diss. University of South Carolina, 1999. 197 pp. DAI 60: 2501A. In a dissertation that deals with Christina Rossetti, Jean Ingelow, Lewis Carroll, Charlotte Brontë, and Charles Dickens, Brock-Servais takes issue with some of the "commonplaces" of Romantic literature in which childhood is seen as a "haven from the anxieties and appetites of adulthood." She believes that Victorians "only overtly" celebrated the potential freedoms of childhood in literature for adults. Her writers "all found ways of commenting on and sympathizing with the constraint of the impossible idealization of the child, and displaced the resulting complexities with the fairy realm." Bunnell, Gloria Delores Currier. "Stylistic Analysis of the Contemporary Retold Folktale." Ph.D. diss. Mississippi State University, 1999. 115 pp. DAI 61: 114A. Bunnell analyzes seven contemporary retellings of traditional folk tales in an effort to determine what stylistic and dictional choices authors make to create good literature. Her ultimate goal is "to guide teachers and others who share folk literature with children to identify quality folkloric material for use in the classroom and elsewhere." Chance, Rosemary S. "A Portrait of Popularity: An Analysis of Characteristics of Novels from Young Adults' Choices for 1997." Ph.D. diss. Texas Woman's University, 1999. 209 pp. DAI 60: 3306A. [End Page 245] Using Lukens's and Cline's A Critical Handbook of Literature for Young Adults as a model for evaluating plot, character, setting, point of view, style, tone, and theme, Chance asks, "What are the literary characteristics of young adult novels chosen and read by young adults?" She finds that "becoming self-aware and responsible" is the most common theme in young adult novels; that humor is present in more than half of them; that most novels are "character-driven;" that the majority have a serious tone; and that "the focus on character matches Carlsen's developmental stages as outlined in Books and the Teenage Reader 2d edition." Churchill, Sue. "Taken Seriously: American Modernist Children's Poetry." Ph.D. diss. Auburn University, 1999. 292 pp. DAI 60: 2490A. Churchill examines the work that modernist and "crossover" writers Elizabeth Madox Roberts, Vachel Lindsay, Carl Sandburg, Langston Hughes, Gertrude Stein, and T. S. Eliot did for children "in the context of nineteenth-and twentieth-century children's poetry and against the background of their writing for adults." Among other things, she found that "Robert's traditional pastoral, Eliot's mock heroic, and Stein's...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».