Date of Award

5-1-2000

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Educational Leadership

First Advisor

Dr. Sheri Rogers

Abstract

This study sought to determine what, if any, effect the use of graphic organizers had on concept internalization. The study participants were high school freshmen and sophomores in language arts class. The students read several pieces of literature and journaled during their reading. The control group utilized a reader response section in their journals, while the treatment group used graphic organizers. The study determined that the use of graphic organizers increased the level of distancing to a greater degree than did the use of reader response journaling. The study held distancing as evidence of internalization. The data, therefore, indicated that the degree of internalization was greater among the group using graphic organizers.

Comments

A Thesis Presented to the Department of Teacher Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha. Copyright Aaron F. Smeall May, 2000

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