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A Content Analysis Of Inquiry In Third Grade Science Textbooks, Rebecca Adams Lewis
A Content Analysis Of Inquiry In Third Grade Science Textbooks, Rebecca Adams Lewis
Theses and Dissertations
Since the publication of the National Science Education Standards in 1996 efforts have been made to include inquiry into school science programs. An addendum on inquiry to these standards was published in 2000 presenting five essential features of classroom inquiry as indicators of the active use of inquiry in a science lesson. The purpose of this content analysis was to examine and identify the presence of these five essential features of classroom inquiry within publisher-identified inquiry activities found in the 2000 and 2010 teacher's editions of the third grade science textbooks published by Scott Foresman. The textbooks were read and …
Two Marginalized Adolescents Using The Internet To Complete An Inquiry Project, Jennifer Thomas
Two Marginalized Adolescents Using The Internet To Complete An Inquiry Project, Jennifer Thomas
Theses and Dissertations
This qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival. The participants spent time over a four-week period in three phases—selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants' online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project. Participants used phrases and questions as they decided on key words to locate …
A Challenging And Rewarding Process: Implementing Critical Literacy Instruction In A Middle School Classroom, Amy Michelle Geilman
A Challenging And Rewarding Process: Implementing Critical Literacy Instruction In A Middle School Classroom, Amy Michelle Geilman
Theses and Dissertations
This action research study focuses on a teacher's experiences while implementing critical literacy instruction in a seventh grade language arts class. Throughout the unit, a tension between teacher control and student autonomy emerged in three areas: discussion (teacher-directed and student-directed), curriculum (teacher choices and student choices), and student text comprehension (surface and critical). Finding the balance between teacher control and student autonomy was difficult. When these two elements were not balanced, the classroom experience for everyone was mediocre. When they were balanced correctly the entire classroom community had positive experiences that advanced student learning. Critical literacy instruction, though difficult to …