Education Commons^™

Motivating The Unmotivated: How Are We Supporting Struggling Readers In Upper Elementary Classrooms?, Maci V. Wood

Honors College Theses

Motivating struggling students to read is a question considered by many general education reading teachers and special education teachers alike. Since student classroom experiences today differ greatly from classrooms of the past in terms of instructional practices and learning supports, scripted materials that seldom cater to student interest have often been promoted due to the pressure of standardized assessment. With little to no student engagement present in the classroom, it is up to the student to find the will to read or to the teacher to utilize alternative strategies in increasing student motivation (Cambria & Gunthrie, 2008). However, there is …

"It's My Closest Friend And My Most Hated Enemy": Students Share Perspectives On Procrastination In Writing Classes, Jennifer Gray

The Journal of Student Success in Writing

This article presents the results from an IRB-approved study that researched student perspectives on procrastination. Qualitative and quantitative data from over 200 surveys administered to first-year writers illustrated multiple reasons why students procrastinated, and these reasons are much deeper than a strong desire to do something else. Results indicated that when students perceived a lack of engagement with their topic (whether the engagement was actually there or not), they were more likely to procrastinate. In addition, students who had fewer choices in their writing assignments, such as topic choices or format choices, were more likely to procrastinate and avoid the …

Introduction, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

Introduction

Curriculum Integration: Twenty Questions- With Answers, Gert Nesin, John Lounsbury

Becoming: Journal of the Georgia Association for Middle Level Education

This is a digital edition of the book Curriculum Integration: Twenty Questions- With Answers, first published in 1999 by the Georgia Middle School Association.

ISBN-13: 978-0967508108
ISBN-10: 096750810X

Poetically Composed, Educationally Imposed: Exploring Imagination And Poetics In Curriculum—A Memoir, Whitney J. Presnal

Electronic Theses and Dissertations

Through the use of memoir, my work centers on how poetry is situated within public education curriculum. I explore the curricular context of poetry through the lenses of my lived experiences in early childhood, as a K-12 student, and as an early career classroom teacher. My dissertation draws upon a wide array of literature, honing in on the poetic perspectives of philosophers (Aristotle, 1996; Heidegger, 1947 & 1971/2013; Plato, 1955/2007), poets (Hall, 2003; Eliot, 1920 & 2009), and curriculum theorists (Leggo, 1997 & 2018; Pinar, 1994; Sameshima, 2007). The foundation of my work is drawn from my own circular experiences, …