{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1831"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1831","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"An Investigation of the Use and Effect of Literacy in Industrial Technology Curricula","abstract":"The purpose of this mixed-design study was two fold: (a) to investigate the effects of The Parke System on independent reading levels and (b) to describe the differences in the way literacy is applied in The Parke System curriculum and traditional industrial technology curriculum. Data were collected from informal reading inventories, student interviews, and teacher interviews. The focal group consisted of nine eighth grade students chosen based on their enrollment in industrial technology courses. This study found The Parke System increased independent reading levels and reqired the application of daily literacy behaviors for classroom success. Recommendations for researchers, industrial technology teachers, and parents are included.","abstract_html":"The purpose of this mixed-design study was two fold: (a) to investigate the effects of The Parke System on independent reading levels and (b) to describe the differences in the way literacy is applied in The Parke System curriculum and traditional industrial technology curriculum. Data were collected from informal reading inventories, student interviews, and teacher interviews. The focal group consisted of nine eighth grade students chosen based on their enrollment in industrial technology courses. This study found The Parke System increased independent reading levels and reqired the application of daily literacy behaviors for classroom success. Recommendations for researchers, industrial technology teachers, and parents are included.","abstract_has_math":false,"creators":["McMains, Zach"],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["Sarah Nixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-01T07:00:00Z","date_published":"2003-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:48Z","subjects":["Other Education"],"languages":[],"rights":["© Zach McMains"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/830","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Nixon"]},{"key":"dc:creator","label":"Author","values":["McMains, Zach"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Zach McMains"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this mixed-design study was two fold: (a) to investigate the effects of The Parke System on independent reading levels and (b) to describe the differences in the way literacy is applied in The Parke System curriculum and traditional industrial technology curriculum. Data were collected from informal reading inventories, student interviews, and teacher interviews. The focal group consisted of nine eighth grade students chosen based on their enrollment in industrial technology courses. This study found The Parke System increased independent reading levels and reqired the application of daily literacy behaviors for classroom success. Recommendations for researchers, industrial technology teachers, and parents are included."]},{"key":"dc:title","label":"Title","values":["An Investigation of the Use and Effect of Literacy in Industrial Technology Curricula"]}]}],"canonical_facts":{"dc:contributor":["Sarah Nixon"],"dc:creator":["McMains, Zach"],"dc:description.abstract":["The purpose of this mixed-design study was two fold: (a) to investigate the effects of The Parke System on independent reading levels and (b) to describe the differences in the way literacy is applied in The Parke System curriculum and traditional industrial technology curriculum. Data were collected from informal reading inventories, student interviews, and teacher interviews. The focal group consisted of nine eighth grade students chosen based on their enrollment in industrial technology courses. This study found The Parke System increased independent reading levels and reqired the application of daily literacy behaviors for classroom success. Recommendations for researchers, industrial technology teachers, and parents are included."],"dc:identifier":["https://bearworks.missouristate.edu/theses/830"],"dc:rights":["© Zach McMains"],"dc:subject":["Other Education"],"dc:title":["An Investigation of the Use and Effect of Literacy in Industrial Technology Curricula"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:48Z"}