Curriculum and Instruction Commons^™

Are Teens Able To Articulate A Biblical Understanding Of Christianity?, Sheila L. Bruns

Master of Education Program Theses

The following study uses previous research about the religious and spiritual lives of American adolescents and their beliefs about the Christian faith to survey teenagers at a mid-western, Christian high school. The survey is given to find out what our young people know to be true about Christianity and if they can accurately articulate their beliefs based on Scripture and reinforced in the Heidelberg Catechism.

According to the research, the students surveyed are receiving the information they need to articulate a biblical definition of Christianity. They do, however, have their strengths and weaknesses. The weakest areas would be in the …

Relationship Between Traditional Grammar Terminology And Metacognitive Application Of Grammar Concepts, Annalisa M. Buerke

Master of Education Program Theses

This literature review revisits the debate of whether grammar instruction can improve adherence to written English conventions. However, the paper focuses on the role of traditional definitions rather than on delivery methods. Two questions guide this paper: I. Do traditional terms and definitions hinder students' understanding of grammar concepts? 2. How can teachers define grammar terms in a clearer, more accurate manner? The paper uses prominent grammarians such as C. Weaver, R. Noguchi and M. Kolin and provides a history of methodology, noting researchers' observations of traditional terms and definitions. The paper concludes that secondary teachers can supplement traditional definitions …

Middle School Reading: From Reluctant To Strategic Reader, Amy S. Groetsema

Master of Education Program Theses

Research shows that student attitudes towards school reading declines dramatically as students reach upper elementary grades (Mckenna, 1995), yet as these students reach middle school and high school they will be faced with increasing demands to be critical readers. Reluctant middle school readers must have reading experiences that are successful in order to change their attitudes towards reading. Reading teachers must equip their middle level students to be strategic readers in order to be prepared for the critical reading and thinking demands of middle school and high school. This means that reading instruction must be organized in a way that …

Attitude Changes Resulting From A Course In Middle East History, Aaron Imig

Master of Education Program Theses

This study explored the change in high school students' cultural acceptance of Islamic peoples after a semester long course in Middle East History. Ten senior high school students in a small Christian high school were tested in knowledge, visual perception, and cultural attitudes before and after the semester course. Final data collection suggests that the population size for this study needed to be larger and more diverse. The results were not significant enough to indicate attitudes were changed over the course of the semester. There was not a positive correlation found between knowledge gained by the students and the resulting …

Role Of Explicit Teaching Of Cognitive/Metacognitive Reading Strategies To Improve Reading Comprehension At The Elementary Level, Sheila R. Deboer

Master of Education Program Theses

This paper presents a summary of selected research on teaching cognitive and metacognitive reading strategies and their correlation to improved reading comprehension at the elementary level. It also reviews instructional programs, and describes implications for teaching. Study findings indicate that explicit teaching of cognitive/metacognitive reading strategies are effective in improving reading comprehension for students at the elementary level.