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Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom, Michelle Pope
Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom, Michelle Pope
Theses and Dissertations
This dissertation addresses a problem of practice stemming from the accountability movement and its emphasis on high-stakes testing in the social studies classroom. An examination of the problem of practice led to the research question: How does the use of the scientifically based method of historical inquiry affect student perceptions of cultures other than their own? The purpose of this action research study was to examine the use of historical inquiry as a means of combating the lack of depth in a formal curriculum focused on high-stakes testing and a hidden curriculum that promotes a “top-down,” Eurocentric approach to history …
The Impact Of Project-Based Learning On Critical Thinking In A United States History Classroom, Craig E. Cash
The Impact Of Project-Based Learning On Critical Thinking In A United States History Classroom, Craig E. Cash
Theses and Dissertations
This present quantitative action research study compared the test scores of one group of students who experienced a project-based instruction United States history unit with one group of students who experienced a traditional lecture style United States history unit at a suburban high school in South Carolina. The problem of practice that guided this study arose from the lack of critical thinking that the essentialist curriculum and teach-to-the-test instructional strategy foster in this school and the social studies classroom. The identification of the problem of practice led to the development of a research focus examining the impact of project-based instruction …
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Theses and Dissertations
The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and hands-on, active learning. Data are comprised of surveys, field notes, semistructured interviews, and focus group insights about the IMRP over an 8-week period in the spring of 2017 at a southern, low-socioeconomic status high school. Findings include: (1) greater comprehension; (2) increased engagement and math-related discussions; (3) increased motivation; (4) egalitarian principles; and (5) high-quality reciprocity. A nine-step action plan designed to enable other math teachers at …