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A Picture Is Worth a Thousand Words : = Teachers' Reflections on Using Visualizations in an English Language Arts Classroom to Build Reading Comprehension and Critical Thinking Skills.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Picture Is Worth a Thousand Words :/
Reminder of title:	Teachers' Reflections on Using Visualizations in an English Language Arts Classroom to Build Reading Comprehension and Critical Thinking Skills.
Author:	Walker, Taiwana.
Description:	1 online resource (107 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381166651

A Picture Is Worth a Thousand Words : = Teachers' Reflections on Using Visualizations in an English Language Arts Classroom to Build Reading Comprehension and Critical Thinking Skills.
Walker, Taiwana.

A Picture Is Worth a Thousand Words :Teachers' Reflections on Using Visualizations in an English Language Arts Classroom to Build Reading Comprehension and Critical Thinking Skills. - 1 online resource (107 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Northeastern University, 2023.

Includes bibliographical references

The purpose of the study was to explore the use of visuals as it applied to English Language Arts instruction for teachers in suburban and urban middle and high schools in a metropolitan area in the state of Georgia. This study was implemented to address the reading needs of students in response to the changing context of literacy in an age of digitalization. This study was qualitative and followed an interpretivist-constructivist paradigm. The unit of analysis was the experiences of English Language Arts teachers who shared their implementation practices of visual-based instructional strategies gathered from semi-structured interviews and an open-ended survey. The central questions that guided the study were, how and why do English Language Arts teachers use visuals in their classrooms, and do English Language Arts teachers receive adequate training and professional development incorporating visuals in their classroom instruction? Four themes were revealed through the data. Key findings include that English Language Arts teachers use a variety of visual-based instructional strategies effectively enough to observe reading comprehension, critical thinking, and information retention.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381166651Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Visual informationIndex Terms--Genre/Form:

554714
Electronic books.

A Picture Is Worth a Thousand Words : = Teachers' Reflections on Using Visualizations in an English Language Arts Classroom to Build Reading Comprehension and Critical Thinking Skills.
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520 $a The purpose of the study was to explore the use of visuals as it applied to English Language Arts instruction for teachers in suburban and urban middle and high schools in a metropolitan area in the state of Georgia. This study was implemented to address the reading needs of students in response to the changing context of literacy in an age of digitalization. This study was qualitative and followed an interpretivist-constructivist paradigm. The unit of analysis was the experiences of English Language Arts teachers who shared their implementation practices of visual-based instructional strategies gathered from semi-structured interviews and an open-ended survey. The central questions that guided the study were, how and why do English Language Arts teachers use visuals in their classrooms, and do English Language Arts teachers receive adequate training and professional development incorporating visuals in their classroom instruction? Four themes were revealed through the data. Key findings include that English Language Arts teachers use a variety of visual-based instructional strategies effectively enough to observe reading comprehension, critical thinking, and information retention.
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