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Educational Assessment, Evaluation, and Research Commons™

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Educational Methods

Central Washington University

2000

Articles 1 - 8 of 8

Full-Text Articles in Educational Assessment, Evaluation, and Research

Phonological Awareness Activities For The Elementary Classroom, Susan Diane Au Jan 2000

Phonological Awareness Activities For The Elementary Classroom, Susan Diane Au

All Graduate Projects

The purpose of this project was to create a manual for teachers to guide decision making about how and when to include phonological awareness instruction in the elementary classroom. The manual includes assessments and sample activities to facilitate acquisition of phonological awareness. Activities were designed based on research which suggests that phonological awareness be taught in the following order: rhymes & alliteration, oddity tasks, blend & split syllables, phonological segmentation, and phoneme manipulation. Many of the activities were field tested with a class of 19 first graders in the last quarter of the school year.

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Effective Homework For Primary Students: A Handbook For Parents And Teachers, Gillian Buchanan Jan 2000

Effective Homework For Primary Students: A Handbook For Parents And Teachers, Gillian Buchanan

All Graduate Projects

After serving on a committee to create a homework policy for my school, I found that both teachers and parents need clarification about issues surrounding homework. I discovered many misconceptions about the effects of homework on student learning, and saw a need to explain these. I compiled research on the history of homework, and the main purpose of homework. As well, I gathered information to understand the positive and negative effects of homework, and homework at the elementary level compared to middle and high school. I found research on guidelines for parents, teachers, schools, and districts. Based on the research, …

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Infusing The Multiple Intelligences Into Fifth Grade Curriculum, Kelly Eugene Mattson Jan 2000

Infusing The Multiple Intelligences Into Fifth Grade Curriculum, Kelly Eugene Mattson

All Graduate Projects

Howard Gardner's theory of Multiple Intelligences involves eight different ways to learn (linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, naturalistic, interpersonal and intrapersonal). These categories of intelligence, along with the guidelines of Washington State's Essential Academic Leaming Requirements, were applied to thirty lessons that were derived from the fifth grade curriculum at Tieton Middle School in Tieton, Washington. The lessons reflect the fields of reading, writing, mathematics, science, social studies and health/fitness.

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A Model Continuous Learning Progress Program Designed For K-6 Students In Easton School District #28, Sara J. Mccoy Jan 2000

A Model Continuous Learning Progress Program Designed For K-6 Students In Easton School District #28, Sara J. Mccoy

All Graduate Projects

The purpose of this project was to develop a model continuous learning progress program, aligned with the Washington State Essential Academic Learning Requirements designed specifically for elementary students, grades kindergarten through sixth grade in Easton School District 28, Easton, Washington. To accomplish this purpose, current research and literature concerning serving students in nongraded continuous progress learning programs were reviewed, and assisted in the development of student profiles, student learning plans, learning continuums, and student assessment portfolios.

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A Balanced Reading Program For The Primary Grades, Hope Kranz Mcdonald Jan 2000

A Balanced Reading Program For The Primary Grades, Hope Kranz Mcdonald

All Graduate Projects

The focus of this project was to create specific.activities that teach children various tools that assist in learning how to read. The project implements a balanced reading curriculum with an emphasis in kindergarten and first grade. Throughout this project the students will be exploring a variety of ways to acquire the knowledge of reading. The project concentrates on two philosophies of how to teach reading; phonemic awareness and whole language. The final product encompasses both philosophies and creates a curriculum that links the two into a balanced approach to reading.

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An Individualized Spelling Program, Rashelle Noreen Pratz Jan 2000

An Individualized Spelling Program, Rashelle Noreen Pratz

All Graduate Projects

Spelling is a subject taught in school that is often in debate about the most effective way to teach it. There has been vast research about the correct way to teach spelling. Traditionally, spelling has been taught with word lists compiled of isolated words that students don't often use in everyday writing. Advocates for new ways to teach spelling suggest the use of high frequency words and words students will most often use in their writing experiences. This project report provides an individualized spelling program to fit the needs of each student, in which learning to spell plays a significant …

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Effective In-Car Driver Education, Michael L. Smith Jan 2000

Effective In-Car Driver Education, Michael L. Smith

All Graduate Projects

The relationship between young drivers' driving habits and the time of day in which they received their Behind-The-Wheel instruction was studied. Three hundred and ninety-five junior and senior level high school students were surveyed on their personal driving histories. The results showed differences between those students that received instruction after regular school hours and those that received instruction before or during school hours. Implications for Traffic Safety Education are discussed.

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Perceptions Of Interns And Mentors About The Yearlong Internship In The Central Washington University Masters/Certification Program (1997-2000) Wenatchee University Center, Tracy Mills Day, Sara Joanne Ferry Jan 2000

Perceptions Of Interns And Mentors About The Yearlong Internship In The Central Washington University Masters/Certification Program (1997-2000) Wenatchee University Center, Tracy Mills Day, Sara Joanne Ferry

All Graduate Projects

The purpose of this project is to determine the perceptions of the yearlong internship by Interns and Mentors in the Central Washington University Masters/Certification Program (1997-2000) at the Wenatchee Center. To accomplish this purpose, questionnaires were sent to all Interns and Mentors of Central Washington University Masters/Certification pilot Program at the Wenatchee Center. Additionally, related information from selected sources was obtained and analyzed.

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