The Esther Forbes Papers

The Esther Forbes Papers contain original manuscripts written by Forbes during her childhood and college years. They also contain manuscripts for The Running of the Tide, Rainbow on the Road, and Paradise. With the papers are housed bibliographic material about Esther Forbes collected by Jack Bales and published as: Esther Forbes: A Bio-Bibliography of the Author of Johnny Tremain, by The Scarecrow Press, Inc., Lanham, Md., 1998, Scarecrow Author Bibliographic Series, No. 98

Disney’s American revolution

This essay adopts an innovative interdisciplinary approach to the analysis of Disney's representations of the American founding in television and movie productions as secondary works; that is, as works of historical interpretation. “The Liberty Story” (1957), Johnny Tremain (1957) and The Swamp Fox (1959–60) are analysed in the context of contemporaraneous historiographical trends. The essay demonstrates that despite certain flaws and weaknesses, Disney's representations sometimes presented innovative themes and insightful interpretations, which at the height of the Cold War influenced popular understanding of the American founding and the society that it produced

The construction of a survey test in literature for grades four, five and six

Thesis (Ed.M.)--Boston Universit

Featured Piece

This year the General Editors decided to create a feature piece to show our appreciation for the History Department. We selected four professors from the faculty to answer a question about history: what figure/event/idea inspires your interest in history? Reading their responses helped give us insight into the thoughts of these brilliant minds and further help us understand their passion for the subject we all share a common love and interest in. We hope that you enjoy reading their responses as much as we did. The four members of the faculty we spoke with are Dr. Timothy Shannon, Dr. Ian Isherwood, Dr. Jill Titus, and Dr. Scott Hancock

The Search for Values: Young Adults and the Literary Experience

published or submitted for publicatio

A bibliography for use in bibliotherapy

Thesis (Ed.M.)--Boston University, 1949. This item was digitized by the Internet Archive

Teachers Reflect on their Experience As Readers: The Literacy Club Luncheon

Just as teachers who write are best able to act as guides for less experienced writers (Graves, 1983; Murray, 1985; Calkins, 1991; Atwell, 1985), teachers who see them selves as readers - who are aware of the requirements and strategies of the reader\u27s role - are best able to guide young readers (Smith, 1982; Bleich, 1985; Hansen, 1987). For this reason, it is important for teachers to keep their membership in the literacy club (Smith, 1985) current by attending regular meetings

A Comparison of Book Choices of Fifth-Grade Pupils Today with Those of a Generation or More Ago

Questionnaires containing the names of ten books, two series, and spaces for titles to be written in were distributed to 482 fifth-grade pupils to obtain data on the following questions: Are trade books that were popular with fifth-grade pupils a generation or more ago maintaining their popularity: Which new titles of children\u27s books have emerged and gained popularity? Are selected series books popular with today\u27s fifth-graders? To what extent do reading interests of boys and girls differ at the fifth-grade level? Interest scores were computed on all titles rated by as many as ten subjects Only King of the Wind and Wonderful Wizard of Oz, from the list of books popular twenty-five years ago, were popular with the subjects surveyed today. Of the books written in and rated, The Mouse and the Motorcycle received the highest score. The Hardy Boys series met the standard of the study, with the score of the Nancy Drew series being only slightly below. Only King of the Wind of the predetermined books was popular with both boys and girls. There were no books written in and rated by ten boys and ten girls

Read Aloud Effectiveness on Comprehension and Attitude in Junior High Social Studies Classroom

The purpose of this study was to determine if reading aloud to eighth-grade students would have a more beneficial effect on students in the areas of comprehension and attitudes toward reading in comparison to students reading to themselves. Forty-one eighth-grade students in two separate classrooms were involved ina literature-based social studies unit. During a three-week time period one class had the historical novel Johnny Tremain read aloud to them while the other group read the same novel to themselves. Three comprehension quizzes were given as well as a pre-test and post-test using Estes Scale to Measure Attitudes Toward Reading. The results indicated that reading aloud to eighth-grade students does not significantly result in greater comprehension or positive changes in attitudes toward reading