Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 5 of 5

Full-Text Articles in Education

Alternativeness In Art Education: Case Studies Of Art Instruction In Three Non-Traditional Schools, Karin Lee Tollefson-Hall Jul 2009

Alternativeness In Art Education: Case Studies Of Art Instruction In Three Non-Traditional Schools, Karin Lee Tollefson-Hall

Theses and Dissertations

In this study I present case studies of the art classes at three private schools in the Midwest. The schools include a Catholic school, a Mennonite school and a Transcendental Meditation school. In the study I spent time observing art classes at each school for eighteen weeks totaling an average of thirty hours in each school. At the schools I observed the art classes and interviewed the art teachers, administrators and students in order to be able to describe the history and philosophy of each school as well as the art teaching and learning that occur in the art classes ...


Task-Based Instruction: The Effect Of Motivational And Cognitive Pre-Tasks On Second Language Oral French Production, Svetlana Borisovna Dembovskaya May 2009

Task-Based Instruction: The Effect Of Motivational And Cognitive Pre-Tasks On Second Language Oral French Production, Svetlana Borisovna Dembovskaya

Theses and Dissertations

The study investigated the effects of a motivational and cognitive pre-tasks on oral task production by intermediate and low advanced college learners of French at a large public university in the United States. The motivation and cognitive groups engaged in an information-gap group discussion task in French following brief motivationally and strategically oriented pre-tasks conducted in the participants' native language, while the control group completed the discussion task without a pre-task. In addition, all groups completed a dictation as a measure of proficiency and a post-task motivation survey.

The results of the study did not show any significant differences between ...


Sponsoring Literacy: Borderland Communities And Student Identities In An Academic Support Program, Aimee Cheree Mapes May 2009

Sponsoring Literacy: Borderland Communities And Student Identities In An Academic Support Program, Aimee Cheree Mapes

Theses and Dissertations

While much has been written about the efficacy of academic support programs for increasing the retention rates of university students deemed academically underprepared, few studies examine how students engage the support classroom with an emphasis on expressions of literacy. This qualitative study responds to recent calls in student development literature for more studies into particular practices of university support programs. Focused on an exemplar support program at a larger, public university in the American Midwest, the study gathered perspectives about the support of academically underprepared students, teasing out the differences in administrators', instructors', and students' voices. Insights from the perspectives ...


The Fles Teacher's Voice: A Case Study Examining The Impact Of The No Child Left Behind Act On Elementary School Foreign Language Teachers, Monica Lee Vuksanovich May 2009

The Fles Teacher's Voice: A Case Study Examining The Impact Of The No Child Left Behind Act On Elementary School Foreign Language Teachers, Monica Lee Vuksanovich

Theses and Dissertations

This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived ...


The Emergence And Development Of Preservice Teachers' Professional Belief Systems About Reading And Reading Instruction, Deanna Mariea Floy Stoube May 2009

The Emergence And Development Of Preservice Teachers' Professional Belief Systems About Reading And Reading Instruction, Deanna Mariea Floy Stoube

Theses and Dissertations

Research about preservice teachers' beliefs indicates that the educational beliefs they have developed over time will have an impact on not only how they respond to the various experiences they have while enrolled in a teacher education program, but also their receptiveness to future professional development opportunities. I investigated the developing and emerging beliefs regarding reading and its instruction of four preservice elementary teachers during their participation in two university reading methods courses and the accompanying field-based experiences in the elementary teacher education program that was the site of my study. Two purposes framed the qualitative, longitudinal design of my ...