The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change.
","abstract_html":"<p>The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change.</p>","abstract_has_math":false,"creators":["Lynch, Meghan"],"institution":null,"degree_name":"M.S. in Teaching: Collaborative Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-16T07:00:00Z","date_published":"2007-07-16T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Language arts (Elementary); Social change","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/830","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Lynch, Meghan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching: Collaborative Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language arts (Elementary); Social change","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change.
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