Dissertations of Note Rachel Fordyce (bio) Barron, Frances Marlene. "Doing Books in the Social Context of Montessori Early Childhood Classrooms: Children 'Reading' Without Teachers." Ph.D. diss. New York University, 1995. 261 pp. DAI 56:4332A. This ethnographic study, involving children aged 2.9 through 5, tries to determine how children respond to books in individual as well as group settings. Not surprisingly her outcome suggests that children's interaction with books is most successful and frequent when teachers create an environment where books are valued and where the classroom is "flooded" with books. Blyn, Roslyn. "The Folkgames of Celtic-Speaking Children: A History and Classification System." Ph.D. diss. University of Pennsylvania, 1995. 350 pp. DAI 56:1924A. Blyn suggests that "children's play activities in the Celtic-speaking areas has been over-represented in print due to the desire to present an image that distinguishes the Celts from other ethnic groups." She includes a classification system that combines native Celtic terms with a folk taxonomy. Bronzel, Patrishajoy. "An Analysis of Selected Gifted Early Adolescent Protagonists in Children's and Young Adult Literature." Ed.D. diss. Columbia University Teachers College, 1995. 282 pp. DAI 56:4301A. Bronzel analyzes five gifted protagonists, aged ten through fifteen, in realistic late-twentieth-century fiction. She finds, in a study that surveys many more works than are focused on in the dissertation, that there is a male gender bias in books about gifted children, that the books tend to be limited "in scope of plot and characterization," but that they do reflect the "chaotic reality that is experienced by the gifted early adolescent." Burmeister, LaVern. "Response to Literature: The Influence of Primary Caregivers' Belief Systems on Eighth Graders' Response to Short Stories." Ph.D. diss. University of California, Riverside, 1995. 154 pp. DAI 56:3034A. The dissertation indicates that children's value systems are clearly influenced by their parents' beliefs, although students may not be fully aware of the influence or the extent of it. Burmeister also finds that students "appear to respond to literature based on the roles they perceive for themselves within the family." Carico, Kathleen Marie. "Responses of Four Adolescent Females to Adolescent Fiction with Strong Female Characters." Ph.D. diss. Virginia Polytechnic Institute and State University, 1994. 266 pp. DAI 55:3119A. Carico's research, based on Mildred Taylor's Roll of Thunder, Hear My Cry and Katherine Paterson's Lyddie, is informed by Louise Rosenblatt's perception of literature "as human experience and a medium for exploration," as well as the work of Richard Beach. She is concerned with "the enhancement of women's confidence by a validation of their experiences . . . through demonstrations of social constructions of meaning." Castañeda, Maria Anita. "A Look at Hispanic Children's Reading Choices and Interests: A Descriptive Study." Ph.D. diss. Texas Woman's University, 1995. 141 pp. DAI 56:3448A. In a semester-long study of five 8- and 9-year-old students Castañeda discovered that the genres they most preferred were realistic fiction, fantasy, and folktales, as well as information and concept books, and that a teacher's influence [End Page 239] on what students read is much more pervasive than a parent's. She also finds that preferences of both sexes are similar although boys had a stronger preference for legends than girls, and girls liked rhymed text better than boys did. Cleary, Beth M. "'Making the Gods' Voices Yell': Performing Theories of the Bread and Puppet Theatre." Ph.D. diss. University of California, Berkeley, 1994. 226 pp. DAI 56:1584A. Cleary's dissertation is an in-depth analysis of the thirty-year history of the Bread and Puppet Theatre and its founder, Peter Schumann, based on the four years she worked with the theatre. She demonstrates how Schumann draws on sophisticated cultural critics, such as Hannah Arendt, Ernst Bloch, and Herbert Marcuse. He "yolks his papier-mache mass spectacle aesthetics to their sophisticated mass culture ideas [and] asserts the necessity and urgency of [a] critical relationship between the individual and mass culture." Collins, Pansy Hillin. "Children Responding to Crisis Literature: Fifth Graders and Bridge to Terabithia." Ph.D. diss. University of Missouri—Columbia, 1993. 217 pp...