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Full-Text Articles in Education

Integrating Comprehension Instruction Within The Middle School Ela Curriculum, Ulyana Udyak Dec 2015

Integrating Comprehension Instruction Within The Middle School Ela Curriculum, Ulyana Udyak

Education and Human Development Master's Theses

Reading comprehension, influenced by factors such as fluency and vocabulary, is a struggle among K-12 students, but especially middle school students. Since the implementation of the CCSS and a push for more rigorous reading material, the task of ensuring students comprehend complex texts is a challenging one for teachers. Due to the nature of reading comprehension, it’s a skill difficult to assess, leaving teachers unsure when and how to implement it into their already demanding curriculum. But reading comprehension is not a skill that necessarily needs to be taught, it’s one that has to be practiced independently by ...


Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan Nov 2015

Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan

Journal of Pre-College Engineering Education Research (J-PEER)

The present study examines middle school teachers’ beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of ...


A Meta-Analysis Of The Effects Of Problem- And Project-Based Learning On Academic Achievement In Grades 6-12 Populations, Kimberly J. Jensen Aug 2015

A Meta-Analysis Of The Effects Of Problem- And Project-Based Learning On Academic Achievement In Grades 6-12 Populations, Kimberly J. Jensen

Education Dissertations

Researchers and proponents of problem- and project-based learning (PBL) indicate that PBL as a curriculum and instruction approach (Savery, 2006; Schmidt, Loyens, Van Gog, & Paas, 2007) provides an effective way for teachers to respond to students’ needs, provides opportunities for students to actively engage in and take responsibility for learning by engaging in meaningful and relevant work, and provides students opportunities to directly apply their knowledge and skills (Hmelo-Silver & DeSimone, 2013; McCombs, 2010; Parker et al., 2011). Although primary research within secondary (6-12) contexts indicated that problem-and project based learning (PBL) is often superior to traditional, lecture-based instruction (Mergendoller, Maxwell, & Bellisimo, 2006; Wirkala & Kuhn, 2011) and meta-analyses at the post-secondary level indicated that PBL is at par with or superior to traditional, lecture-based instruction (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Vernon & Blake, 1993; Walker & Leary, 2009), a synthesized and quantified exploration of the strength of relationship between PBL and academic achievement within middle high school student populations (Grades 6-12) was needed. The results in this meta-analysis indicate that overall, PBL students outperformed traditionally instructed students, g = 0.54, on content and skills exams across academic subject types and grade levels. Analysis of the funnel plot suggests publication bias; however, an adjustment of the mean effect using Duval and Tweedie’s (2000) Trim and Fill rendered a similar summary effect of g = 0.50. Although the mean summary effect is relatively robust, effect sizes varied depending on subject area and specific types of ...


Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman Aug 2015

Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman

Journal of Inquiry and Action in Education

This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from ...


An Investigation Of The Factors That Influence Students’ Long Term Application Of Environmental Literacy Skills, Helena Nitowski May 2015

An Investigation Of The Factors That Influence Students’ Long Term Application Of Environmental Literacy Skills, Helena Nitowski

Education Dissertations

Schools today are commissioned to provide students with a solid foundation in global citizenship. Future leaders must be knowledgeable problem solvers who can apply those skills to better the world. An awareness of global issues along with a sense of urgency and strength to act are needed for the welfare of all. The achievement of these goals must promote active involvement both at the personal and community levels. This research study investigated the factors related to the long-term environmental literacy skills of students who attended a school with an international and global studies curriculum. Within that curriculum, focus was placed ...


Zoom: The Changing Nature Of Middle School Shared Instructional Leadership On The Way To The Common Core, Ann M. Yanchura Apr 2015

Zoom: The Changing Nature Of Middle School Shared Instructional Leadership On The Way To The Common Core, Ann M. Yanchura

Dissertations

The complexities, diversity, and nuances of schools today require the shared leadership of the best and brightest that education has to offer. All across the country, school districts are embarking on the challenging journey toward higher and better standards and performance found in the adoption of the Common Core State Standards. This dissertation describes the early CCSS implementation efforts of the middle schools in a Midwest suburban district. In particular, it examines the instructional leadership that was shared among the administrators and literacy coaches who led the adoption and implementation of the new Standards. The research was conducted during their ...


Computational Thinking For Middle School: A Case Study Of An 8th Grade Multimedia Outreach Project, Brittany Ann Kos Jan 2015

Computational Thinking For Middle School: A Case Study Of An 8th Grade Multimedia Outreach Project, Brittany Ann Kos

ATLAS Institute Graduate Contributions

We describe the STEM Careers Infographic Project (SCIP), an outreach project for 8th grade students. The goal of SCIP was to get students interested in STEM by letting them research their own careers and create infographics. We utilized the CSTA’s Computational Thinking definition and progression chart to help develop the curriculum; and Sandoval’s conjecture mapping framework to structure and evaluate the project. This project was implemented in spring of 2015 with 153 students, 68% of which were from traditionally underserved communities. SCIP encountered theoretical and design obstacles during deployment that helped us modify the final project design. In ...


Bringing The Outside In: Connecting Literacy Practices In A Layered, Technologically-Driven Seventh Grade Honors English Curriculum, Geneva L. Scully Jan 2015

Bringing The Outside In: Connecting Literacy Practices In A Layered, Technologically-Driven Seventh Grade Honors English Curriculum, Geneva L. Scully

Wayne State University Dissertations

As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors ...


Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas Jan 2015

Bringing Space Science Down To Earth For Preservice Elementary Teachers, Toni A. Ivey, Nicole M. Colston, Julie A. Thomas

Faculty Publications: Department of Teaching, Learning and Teacher Education

This article reports on a collaborative enterprise between Oklahoma State University’s (OSU) NASA Education Projects and OSU’s College of Education preservice elementary teachers (PSTs) to engage approximately 400 middle school students for a 20-minute live downlink with Commander Kevin Ford from the International Space Station (ISS). NASA supports this opportunity through a competitive proposal process (National Aeronautics and Space Administration, 2014). The project’s theme, Pioneers in Space: STEM Careers on the Space Frontier, engaged both PSTs and middle school students in discussing the benefits of space research, while drawing on themes relevant to students’ regional history. PSTs ...