Education Commons^™

Teaching Three-Digit Addition With Differentiated Instruction And Assessment Strategies, Regan Catterson, Saundra Shillingstad

Theses/Capstones/Creative Projects

This capstone project includes a synopsis of the differentiated instructional and assessment strategies that were integrated throughout a second-grade math unit. The unit of instruction focused on three-digit addition with regrouping. The unit was taught over six days between the pre-test and post-test. Students were tested on their understanding of place value with three-digits, regrouping with addition, and solving three-digit addition from an equation. Following the analysis of student data, it was noted that students’ understanding, and performance increased throughout this unit by using a variety of instructional strategies and assessment methods. I collected and analyzed the pre- and post-assessment …

Teaching Story Problems To First-Grade Students Utilizing A Variety Of Differentiated Instructional Strategies And Assessment Methods, Shelby Decker

Theses/Capstones/Creative Projects

This capstone project reports the differentiated instructional strategies implemented throughout a math unit in a first-grade classroom. The capstone will report the effectiveness of two instructional strategies and two assessment methods that were integrated into a math unit that focused on students’ understanding of story problems with a missing addend or subtrahend. The math unit had 13 lessons taught over four weeks between the pre- and post-assessment. Based on student data, students’ understanding and performance increased throughout this unit by using a variety of differentiated instructional strategies and assessment methods. In this capstone, I will report what the instructional strategies …

Shades Of Gray: The Nuances Of Telling Among Elementary Preservice Teachers In The Mathematics Classroom, Montana Smithey

Georgia Educational Research Association Conference

Mathematics teacher educators (MTEs) often prepare preservice teachers (PSTs) to teach in ways they may not be familiar—including facilitating conversations that are responsive to children’s mathematical thinking (Robertson et al., 2016). Specifically, MTEs support PSTs in understanding what it means to take on the mathematical work for children and ways children can engage in sense-making (Baxter & Williams, 2010; Wood, 1998). Telling, a teaching move that can be used to take on the mathematical work for children, is often used by PSTs (Moyer & Milewicz, 2002). Thus, MTEs focus PSTs learning of more productive teaching moves such as exploring details …

Stuck With The Blooz, Olivia Buck

Diverse Families Bookshelf Lesson Plans and Activities

No abstract provided.

Teacher Questioning Practices In Early Childhood Science Activities, Erin Hamel, Yuenjung Joo, Soo-Young Hong, Anna Burton

Department of Child, Youth, and Family Studies: Faculty Publications

This study explores teachers’ use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science- or non-science-related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored …

Influence Of Questioning On Development Of Clinical Reasoning In Prelicensure Nursing, Teresa Maria Brown

Walden Dissertations and Doctoral Studies

Clinical reasoning is the basis for every clinical decision a nurse makes; however, only 23% of newly graduated nurses are safely able to recognize urgent clinical patient problems and demonstrate appropriate management of those problems. Furthermore, new nurses make 50% of medical errors. This leaves nurse educators looking for evidenced-based teaching/learning strategies to help their students develop clinical reasoning skills. The purpose of this study was to investigate the influence of questioning as a problem-based teaching/learning strategy on clinical reasoning in undergraduate nursing students. The theoretical framework used to guide this study was Tanner’s clinical judgment model. Using Lasater’s clinical …

Why Students Seek Help, Blake Rasmussen

Dissertations, Theses, and Projects

This project researched why students do and do not seek help in a high school class. Typically, when a student is more confident in their abilities, they are more likely to seek out help from a class teacher. Students who are less confident will conversely avoid looking for help, as they are afraid of what their peers and teachers will think of them for asking for help. This invites instructors to come up with ways to increase confidence and self-efficacy in these learners so they will then feel better about asking for help when needed.

Keywords: Self-efficacy, questions, help

Question 1: Plowing Snow; Question 2: Wasted Food, Larry Weinstein

Physics Faculty Publications

[Extracted from the article] How much snow is shoveled or plowed in the U.S. in a typical winter? How much food is wasted at school cafeterias every year in the U.S.? For more Fermi questions and answers, see Guesstimation 2.0: Solving Today's Problems on the Back of a Napkin, by Lawrence Weinstein (Princeton University Press, 2012).

Framing Questions And Modes Of Inquiry In Illustration Process And Critique, Robert Brinkerhoff

Faculty & Librarian Work

Every creative act begins with a question—whether consciously or unconsciously formed—and illustrators may enhance their approaches to visual problems by framing a line of critical inquiry that invigorates conceptualization. While inventories and lists of questions are suitable ways to begin, there exist many different modes of questioning—verbal and non-verbal, manual and cognitive, linear and discursive, intuitive and rational, integrative and deconstructive. This chapter explores diverse methods for inquiry in problem definition and resolution, describing a variety of models and incorporating observations by professional artist-educators to expose different strategies for illustrators.

(Re)Learning To Question: Curriculum Studies And (Re)Thinking Science For The 21st Century, Anthony Jerome Stawiery

Electronic Theses and Dissertations

This dissertation proposes a science literacy which revisits the nature of science and how it has fallen away from its inquiry-based roots and has become a tool for oppression and exclusion. The epistemological roots of science begin with curiosity and questioning. Asking questions is also foundational to democratic society. A critical science literacy emphasizes the need to question and to remain curious. Such skills can be incorporated across multiple disciplines. Therefore, this dissertation proposes science literacy not as a literacy in the life or physical sciences, but as a methodology of inquiry, a skillset that nurtures curiosity and strengthens critique. …

The Role Of Teacher-Child Verbal And Nonverbal Prompts In Kindergarten Classrooms In Ghana, Aaron Osafo-Acquah

USF Tampa Graduate Theses and Dissertations

While previous studies have examined the educational system in Ghana, there seemed to be very little or no studies that had explored participation and engagement through teacher-child interactions in early childhood education in Ghanaian classrooms (Twum-Danso, 2013). The purpose of this video-based multiple case studies qualitative study of three Kindergarten classrooms in Cape Coast in the Central Region of Ghana was to identify verbal and nonverbal prompts that related to children’s participation in Ghanaian Kindergarten classroom settings. The data for the study were secondary, having been collected by a team of researchers for the New Civics Grant Program in an …

The Importance Of Student Talk And Strategies For Promoting Classroom Conversations, Danelle Imbertson

Masters of Arts in Education Action Research Papers

The purpose of this research was to improve ELL and low-income students outcomes in

mathematics through the use of Accountable Talk® enhanced by consistent integration of higher-order questioning and technology to track student fidelity to the Accountable

Talk® model and competency in their evolving math skills. To evaluate the impact of the

intervention, previous year’s students’ outcomes were compared with student outcomes

following implementation of the enhanced Accountable Talk strategy in an urban fourth

grade classroom. After learning and practicing the strategy, students worked in groups to respond to higher-order questions tied to the mathematics lesson weekly. They recorded these …

Emerging Pathways: A Teacher/Researcher's Reflexive Journey Implementing Literacy-Based Science Interventions With Adolescent English Language Learners, Jeffrey Mihlon

Dissertations

This study explored the impact of instructional interventions with four Middle School English Language Learners in Science. The initial focus was to determine the impact of explicit academic vocabulary instruction, including cognates, and small-group guided discussions in order to facilitate the acquisition of cognates, academic vocabulary, and comprehension of scientific concepts. To accomplish this, various methods were implemented to gather data: observational and reflective field notes, a cognate-circling task, along with group and individual interviews. Upon the initial data analysis, an emerging question surfaced which added an additional dimension to the research, and shed light on the complexity of the …

How Higher Order Questioning And Critical Thinking Affects Reading Comprehension, Lindsay A. Samelian

School of Education and Leadership Student Capstone Theses and Dissertations

The research question was, how I can increase fifth graders’ reading comprehension through the use of higher-order thinking questions and critical thinking? This qualitative action research was based on Anderson, Krathwohl, and Bloom’s (2001) work on the six levels of cognitive thought, Walsh and Sattes’ (2005) and Morgan and Saxton’s (2006) research on quality questioning, and Brookhart’s (2010) critical thinking assessments and rubrics. Their research incorporates into a fifth grade reading classroom while using Fountas and Pinnell’s (2001) guided reading model. The author creates higher ordering thinking questions for three WWII novels. She studies the types of questions and uses …

Questioning For Critical Thinking, Karen Conner, Ashton Coppley, Betsy Furr

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Effective questioning is essential for learning. This module will explore questioning for learning and critical thinking. This module was designed for use by teachers of all grade levels. It is intended for the benefit of teachers in designing their instruction and for the benefit of the students they teach. Participants in this PLM will consider the importance of which questions are asked, who gets to ask them, and what role they play in student achievement.

Visit professional learning module.

Forensic Information Literacy: The Csi Approach To Inquiry And Scholarly Communication, Bernadette Maria Lopez-Fitzsimmons

Georgia International Conference on Information Literacy

Teaching Information Literacy using the CSI Investigation Methodology fulfills two ACRL Frameworks: No. 4, Research as Inquiry, and No. 5, Scholarship as Conversation. This methodology requires structuring lessons so that students use different sources. Students will experience the research process as they uncover new and unexpected information which may or may not confirm their original thesis statement, problem or question. They will realize that researching and critical thinking depend on consistently and continuously asking questions from different perspectives. Like a CSI, students will experience research as inquiry (ACRL No. 4).

Although this type of lesson requires structure, it also demands …

Creating Spaces For Literacy, Creating Spaces For Learning, Christy M. Howard

Reading Horizons: A Journal of Literacy and Language Arts

This study represents the practices of a middle school social studies teacher as she focuses on integrating questioning, reading, and writing in her content area. This teacher uses literacy strategies to engage students in practices of reading multiple texts and writing to showcase learning. She creates opportunities for students to make connections to their learning, posing questions to enhance critical thinking and the use of multiple sources to support responses. Through these actions, she creates spaces for student reading, writing, and learning to occur.

Patterns Of One-Course Cohort Participation In Online Teacher Education Programs, Janeal Crane Smith

Walden Dissertations and Doctoral Studies

Online higher education is a field that can benefit significantly from further research on innovative pedagogical methods designed to support students and decrease attrition rates. One method shown to improve engagement and retention of students in online environments is to include interactive engagement. This case study explored the patterns of students' interactions and assessment performance in an introductory teacher education one-course cohort. The study used a conceptual framework incorporating Bandura's social learning theory and Siemens' theory of connectivism. The study assessed archival data, from Adobe Connect recordings and records of competency pass rates, on the interactions and patterns of behavior …

Using Socratic Questioning As An Instructional Tool To Help High School Students At Grade Twelve Improve Their Perceptions Of The Writing Process, Rana Houshmand

Dissertations and Theses

The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process? Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process. Findings from the study support that Socratic questioning can …

From With–In The Black Diamond: The Intersections Of Masculinity, Ethnicity, And Identity–An Epistolary Autoethnographic Exploration Into The Lived Experiences Of A Black Male Graduate Student, Vincent Tarrell Harris

LSU Doctoral Dissertations

From With-In The Black Diamond: (Black Diamond) autoethnographically explores the lived experiences of a Black male who navigates his way through a predominately white higher education institutions while existing within marginalized spaces related to his gender, ethnicity, and identity. Black Diamond uses epistolary writing techniques to explore question research question: 1. How has a Black Gay male graduate student studying Higher Education negotiated his way to and through predominately white higher education institutions? In order to support the answering of this question I will argue that the most influential reasons higher education literature rarely addresses controversial topics related to GLBTQ …

Exploring The Relationship Between K-8 Prospective Teachers’ Algebraic Thinking Proficiency And The Questions They Pose During Diagnostic Algebraic Thinking Interviews, Leigh A. Van Den Kieboom, Marta T. Magiera, John C. Moyer

Mathematics, Statistics and Computer Science Faculty Research and Publications

In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. …

An Exploratory Critical Study Of Questioning Strategies Posed By Early Childhood Teachers During Literacy Blocks, Angela H. Baker Ms.

Electronic Theses and Dissertations

The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers from a Northeast Tennessee School District. …

Labor, Vera Bauluz

CGU MFA Theses

I make sacred objects from scratch, from ready mades, from industrial materials, and sometimes from trash or recycling. I treat those objects with love and reverence to embed them with essence and soul. I propose conversations with objects exquisitely executed, that question our social order and the machine, easily understood by everybody, although still challenging our understanding of contemporary art.

The placement of the work and the lighting, as fundamental part of the installation, attempts to generate strokes of conscience that enhance human understanding and capabilities beyond a specific discourse.

Humor and sacred coexist in my installation and in my …

Novice Science Teachers' Thinking About The Purpose Of Teachers' Questions, Gwyndolyn Crittenden

Electronic Theses and Dissertations

Effective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers’ understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers’ enrolled in the University of Central Florida’s job embedded Resident Teacher Professional Preparation Program (RTP3 ). All participants received instruction and guided practice with the use of questions to elicit, probe, and challenge student ideas in the secondary science pedagogy class. Participants completed a questionnaire describing their …

Questions And Answers: Understanding The Connection Between Questioning And Knowledge In Game-Centred Approaches, Gregory J. Forrest

Faculty of Social Sciences - Papers (Archive)

Over the last 20 years, there has been considerable enthusiasm for approaches to teaching games and sports that use a game-centred approach (GCA). GCA is an umbrella term for pedagogical approaches and models that have game play and reflection on game play as central elements of the learning process. However, they should not be confused with the games concept approach used in Singapore and reported on in Chapter 3. The underlying philosophy of the GCA approaches described here is that students need to develop an understanding of how to play rather than an overriding focus on what to do when …

The Responsive Reading Teacher, Gloria R. Latham

Australian Journal of Teacher Education

This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers’ mindsets towards the needs of 21^st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers’ skills in questioning, listening, noticing, and responding to children, as well as explicit teaching and assessing reading for learning in primary school settings.

An Examination Of School Harassment For Middle School Lesbian, Gay, Bisexual, & Questioning Students, Kimberly Megan Indelicato

LMU/LLS Theses and Dissertations

Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students’ experiences with harassment. The study …

Gay And Greek: Supporting Lgbq Fraternity And Sorority Members, Larry D. Long, Monica Crissman

Larry D. Long

No abstract provided.

Helping Primary School Teachers In The Mountainous Valley Of Chitral Pakistan To Enhance Students’ Learning Through Questioning, Mohammad Khan

Professional Development Centre, Chitral

This paper highlights efforts being made to help two primary school teachers introduce questioning as a teaching strategy to maximize learning capacity of their students. Findings of the study indicate that provision of constant technical support is essential in getting the teachers conceptualized and internalized the importance, types and techniques of effective classroom questioning. It further indicates positive changes in the classroom practices of the research participants, as they started planning and executing more interactive lessons through incorporating questions of various levels for the learners. Change in teachers’ attitude towards questioning was also visible. They started believing that questioning is …

Lesbian, Gay, Bisexual, Transgender And Questioning Students: A Qualitative Study Of The Perceived Effects Of Bullying In Schools, Brandy Kelly Richeson

Counseling & Human Services Theses & Dissertations

Bullying research frequently focuses on incidence and prevalence of bullying in schools, often failing to provide detailed accounts of the experiences and perceived impact of harassment and abuse (Poteat et al., 2009) on victimized lesbian, gay, bisexual, transgender and questioning (LGBTQ) students. Further, these studies tend to have small samples of racial and ethnic participants and they fail to address victimization in individuals with multiple oppressed identities (D'Augelli et al., 2002; Gay Lesbian Straight Education Network [GLSEN], 2009). Utilizing a consensual qualitative research (CQR) design, the purpose of this study was to examine the victimization experiences and coping mechanisms utilized …