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Full-Text Articles in Education
Creative Teaching Strategies And Student Learning, Emma Moris, Leah Nillas, Faculty Advisor
Creative Teaching Strategies And Student Learning, Emma Moris, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
This research is conducted in the style of a synthesis, in which selected articles are analyzed to examine various methods of creative teaching and their implications on student learning. Often, teachers rely on textbooks and worksheets to deliver lessons; however, this technique neglects to meet the diverse learning needs of each student in the classroom. Creative teaching strategies, such as dance, creative movement, drama, and creative writing, are considered some of the innovative ways for students to be presented with content material. Research reveals that not only do students respond well to these teaching strategies, they are also more inclined …
Fostering Engagement In A Middle School Classroom, Lauren Mcanally, Leah Nillas, Faculty Advisor
Fostering Engagement In A Middle School Classroom, Lauren Mcanally, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
The purpose of this qualitative study is to investigate how to properly implement and create a classroom that fosters engagement. This study looks at the practices, strategies, roles, and relationships that are necessary in order to fully engage all students in the classroom. During the course of this research, engagement is found to be a very broad term. In this study, engagement is defined as students synthesizing information in student-directed learning environments where they are physically and mentally involved (Edwards, 2015; Trowler, 2010). The hope of this study is to emphasize the need for educators to understand the meaning of …
Using Strategies To Promote Students’ Critical Thinking Abilities, Kellie Pilalis, Leah Nillas, Faculty Advisor
Using Strategies To Promote Students’ Critical Thinking Abilities, Kellie Pilalis, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Teachers are helping prepare students for the future by implementing critical thinking strategies daily in the classroom. Taylor and Peterson (2012), Duesbery (2015), and D’Angelo (1978) showed evidence that students’ reading scores consistently grew, their thoughts, questions, and ability to make connections, and their understanding for how to form critical thinking questions increased. In this qualitative self-study, I discuss different strategies to promote and increase critical thinking abilities in the classroom. Specifically, I focus on achievement and improvements in English Language Arts (ELA). I collected and analyzed data from field notes, pre- and post- self-assessments, and classroom observations. Relating to …
Making Academic Language Accessible For English Language Learners, Frank Toland, Leah Nillas, Faculty Advisor
Making Academic Language Accessible For English Language Learners, Frank Toland, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
One of the most troubling aspects of school for English Language Learners (ELLs) is academic language. Dicerbo, Anstrom, Baker and Rivera (2014) define academic language as "the language used in school to help students acquire and use knowledge" (452). As the academic rigor increases and content knowledge becomes more important than language development, ELL’s academic language falls further behind resulting in high dropout rates. The purpose of this research is to find ways in which teachers can help ELLs adjust to academic language. This literature review highlights ELL student backgrounds, the standards and assessments used for ELLs, teacher and ELL …
One-To-One Computers In The Classroom: One Size Fits All?, Anna Oliveri, Leah Nillas, Faculty Advisor
One-To-One Computers In The Classroom: One Size Fits All?, Anna Oliveri, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Students today are considered to be “Digital Natives,” as they are growing up in a technologically rich environment (Prensky, 2010). However, not all children have equal access to technology in and out of the classroom, thus creating the potential for pervasive inequality. This study investigates the role of one-to-one computing implementation in students’ learning experiences and equity and autonomy for students from low-income homes. Four sources of data were collected from twenty-six fifth grade students from primarily low-income homes: field notes, student work samples, student surveys and lesson plans. One-to-one computing enhanced engagement, collaboration, and autonomy and heightened students’ overall …