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Full-Text Articles in Education

Learning Global Citizenship: Students And Teachers In Belize And The U.S. Take Action Together, Sara Fry, Shari Griffin, Jean Kirshner Nov 2012

Learning Global Citizenship: Students And Teachers In Belize And The U.S. Take Action Together, Sara Fry, Shari Griffin, Jean Kirshner

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

We are a group of educators who have taken our passion for literacy and commitment to active citizenship to a global level. As part of a small, teacher-led non-profit organization called the Belize Education Project, we have made a long-term commitment to improve literacy and education in the Cayo District of Belize, Central America. For each of the past five years, we have travelled to Belize for a week in October to work with children and provide professional development for up to 40 teachers at three primary schools in the Cayo District. We also bring Belizean educators to the United ...


Engaging In Learning Together: A Theory Of Undergraduate Nursing Students’ Political Learning, Pamela Marie Gehrke Oct 2012

Engaging In Learning Together: A Theory Of Undergraduate Nursing Students’ Political Learning, Pamela Marie Gehrke

Boise State University Theses and Dissertations

Health care and nursing are political, and nurses need to be at policy decision-making tables. Graduate nursing education prepares nurses for policy roles, but little research exists about what political and policy education is taught to undergraduate nursing students or how they learn the concepts, skills, and disposition for political and policy work. Nurses need education for civic engagement and political advocacy in their undergraduate professional education. A study was done to learn how undergraduate nursing students made sense of civic engagement concepts like political advocacy and policy making in an online blended, required Policy, Power & Voice course in one ...


Writing To Learn: Benefits And Limitations, Sara Winstead Fry, Amanda Villagomez Sep 2012

Writing To Learn: Benefits And Limitations, Sara Winstead Fry, Amanda Villagomez

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Writing to learn (WTL) is the act of making a subject or topic clear to oneself by reasoning through it in writing; it is a pedagogical approach that uses writing to facilitate learning (Zinsser 1988). Some researchers have reported favorable results associated with the approach (Balgopal and Wallace 2009; Bullock 2006; Hand, Hand, Gunel, and Ulu 2009). However, others have indicated that studies supporting WTL pedagogy tend to lack comparison groups, pre/posttest data, or the rich description that contributes to a rigorous qualitative study (Hübner, Nückles, and Renkl 2010; Kieft, Rijlaarsdam, and van den Bergh 2006; Klein 1999). Thus ...


Conceptual Understanding Of Fractions And Decimals For Fourth Grade Students, Sarah J. Appleton Aug 2012

Conceptual Understanding Of Fractions And Decimals For Fourth Grade Students, Sarah J. Appleton

Boise State University Theses and Dissertations

A study was conducted in two 4th grade classrooms based on current research of foundational concepts of fraction and decimal knowledge, socio-cultural learning theory, cognition and international mathematics education. The goal of this study was for students to acquire conceptual and procedural knowledge of fraction and decimal concepts. When students have multiple experiences delving into rigorous tasks with fractions and decimals, researchers (Lamon, 2006; Siegler & Alibali 2005) suggest students will show an increase in understanding. Cognition and developmental stages were examined and incorporated within the suggested tasks of the instructional unit. With assistance from current research, this study demonstrated students ...


Elementary School Experience With Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh And Eighth Graders, Keith W. Thiede, Joshua S. Redford, Jennifer Wiley, Thomas D. Griffin Aug 2012

Elementary School Experience With Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh And Eighth Graders, Keith W. Thiede, Joshua S. Redford, Jennifer Wiley, Thomas D. Griffin

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through eighth grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and inference building, and they regularly assess deep comprehension with summarization, discussion, dialogic reasoning and prediction activities throughout the elementary years. The school recently expanded, doubling enrollments in 7th and 8th grades. Thus, approximately half of the students had long-term exposure to the curriculum and the other half did not ...


Concept Mapping Improves Metacomprehension Accuracy Among 7Th Graders, Joshua Redford, Keith W. Thiede, Jennifer Wiley, Thomas Griffin Aug 2012

Concept Mapping Improves Metacomprehension Accuracy Among 7Th Graders, Joshua Redford, Keith W. Thiede, Jennifer Wiley, Thomas Griffin

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group—a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse ...


The Beat Goes On: The Connections Between Pitch Matching And Beat Competency In The Reading Proficiencies Of Third Graders, Lori Conlon Khan May 2012

The Beat Goes On: The Connections Between Pitch Matching And Beat Competency In The Reading Proficiencies Of Third Graders, Lori Conlon Khan

Boise State University Theses and Dissertations

Children who are poor readers in their early years generally remain poor readers in their later years. Research questions explore positive connections between learning music and learning to hear, understanding the spoken word, and, ultimately, reading the printed word. A series of 12 lessons created to improve internal rhythmicity and practice pitch matching skills were administered by general music specialists to a treatment group of third grade students (n=15) reading below grade level, over a period of 12 weeks. Treatment group results were compared to a control group (n=10) who did not receive musical intervention. The research examined ...


Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar May 2012

Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar

Boise State University Theses and Dissertations

Metacognitive knowledge has been linked to use of metacognitive strategies and effectiveness in reading (e.g., Flavell, 1979). In the present research, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve English as a Second Language (ESL) students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight non-English speaking students completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three ...


I-Stem Summer Institute: An Integrated Approach To Teacher Professional Development In Stem, Louis S. Nadelson, Anne Seifert, Amy J. Moll, Brad Coats Apr 2012

I-Stem Summer Institute: An Integrated Approach To Teacher Professional Development In Stem, Louis S. Nadelson, Anne Seifert, Amy J. Moll, Brad Coats

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The importance of STEM education to societal developments provides justification for assuring K–12 teachers are prepared to teach the related content. Inservice teacher professional development is critical to achieving the goal of enhanced student knowledge of STEM. Combining the need for increased capacity to teach STEM and the extant literature on teacher development, we created a four-day residential summer institute for 230 grade 4–9 teachers. The institute was designed to enhance the participants' content knowledge, use of inquiry for instruction, and efficacy for teaching STEM. A combination of content strands, plenary sessions, field trips and planning time were ...