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Full-Text Articles in Education
Putting The “Inter-” In Interdisciplinary Education, Angel Sanchez, Leah Nillas, Faculty Advisor
Putting The “Inter-” In Interdisciplinary Education, Angel Sanchez, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
According to the National Council of Teachers of English (1995) an interdisciplinary approach to education “encourage(s) students to become active learners equipped with analytical, interpretative and evaluative skills needed to solve real-life problems” (National Council of Teachers of English [NCTE], 1995). The implementation of interdisciplinary programs is essential for students to view that knowledge is not static; knowledge is always growing and connected. Education must move in the direction where there is interaction and fusion of different content knowledge rather than compartmentalizing knowledge in single discipline categories. This literature review conceptualizes practices in interdisciplinary teaching by looking at current interdisciplinary …
The Incorporation And Effects Of Dynamic Geometry Software On Students In A Geometry Classroom, Gwenyth Naftzger, Leah Nillas, Faculty Advisor
The Incorporation And Effects Of Dynamic Geometry Software On Students In A Geometry Classroom, Gwenyth Naftzger, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Concepts in a high school Geometry classroom can be difficult for students to understand without a visual representation. By incorporating Dynamic Geometry Software (DGS) into the classroom, students will be given the opportunity to create and provide visual representations of the concepts they are learning about. DGS also gives students the opportunity to explore the concepts, so they can understand what the concepts really mean and also why the theorems of the concepts have been proven. In this literature review, I explored the impact DGS had on both students and teachers and how best it can be incorporated into the …
Differentiation Strategies Through Reading Centers, Shelby Kottemann, Leah Nillas, Faculty Advisor
Differentiation Strategies Through Reading Centers, Shelby Kottemann, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
“As the diversity of the K-12 student population increases, it is critical that teachers differentiate their instruction to meet all students’ needs” (Parsons, 2013, p.42). In an effort to determine how I can differentiate language arts instruction for a diverse group of students, I conducted a self-study through reading centers in a first grade classroom. I began by assessing my students’ intelligences according to Gardner’s Multiple Intelligences Theory, and I observed each student, taking note of their habits and tendencies in the classroom. I used this data collected on students’ learning tendencies and intelligences to place them into groups and …
Tech-Talk: Using Technology To Teach Bilingual Students, Erica Vrkljan, Leah Nillas, Faculty Advisor
Tech-Talk: Using Technology To Teach Bilingual Students, Erica Vrkljan, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Technology used in a constructive way, such as the interactive whiteboard (IWB), effectively diminishes the reading achievement gap between English language learners (ELL) and non-ELL students (Lopez, 2009). Within the last decade, the variety of available technologies for the classroom has grown significantly, while the presence of English language learners and English as a second language (ESL) students has also experienced a significant increase within our nation’s schools. This self-study was designed in response to these changes by investigating how technology can be used to teach language arts skills to bilingual students. The technologies of SMARTboard, iPad, and Internet websites …
Snails? Incorporating The Nature Of Science And Primary Literature Into The High School Biology Classroom, Elizabeth Smith, Jeanne Koehler, Faculty Advisor
Snails? Incorporating The Nature Of Science And Primary Literature Into The High School Biology Classroom, Elizabeth Smith, Jeanne Koehler, Faculty Advisor
John Wesley Powell Student Research Conference
In the high school Biology classroom, science is taught to be fixed, unchanging, and uninteresting to students. By incorporating the Nature of Science and primary literature articles into the science classroom, students can delve deeper into the ever-changing biology curriculum while also becoming a part of the scientific community. Teachers who incorporate these aspects into their academic teaching are finding that students are retaining the curriculum as well as probing deeper into the content by asking more thought-provoking questions (Handler & Duncan, 2006; Brill & Yarden, 2003). In this literature review of educational research, I explored how incorporating the Nature …
Teaching Social Justice Issues Using Informational Texts, Baylie Gregurich, Leah Nillas, Faculty Advisor
Teaching Social Justice Issues Using Informational Texts, Baylie Gregurich, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
In response to the increasing diverse population of the world and in our schools, it is necessary that teachers modify their instruction to prepare students to become accepting and respectful citizens in our society. For this self-study, I designed lessons to accommodate the new requirement of using informational texts in the classroom while simultaneously enriching my elementary students’ knowledge on social justice issues. I implemented a three-lesson language arts unit with a focus on identifying the main idea and details of informational text. Each informational text introduced one of the following social justice issues — family differences, world’s children, …
Total Physical Response: Shaking Up The Classroom, Cassandra Anderson, Tara Drazner, Leah Nillas, Faculty Advisor
Total Physical Response: Shaking Up The Classroom, Cassandra Anderson, Tara Drazner, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Traditional classroom settings cater towards audio and visual learners and often ignore the needs of kinesthetic learners. This may cause students to fall behind due to content lessons not being aligned with their learning styles. During Cassandra and Tara’s student teaching experience, they addressed the diverse needs of all students in their classrooms. They conducted self-studies in which they integrated Totally Physical Response (TPR) in first and fifth grade classrooms. Cassandra integrated TPR into five lessons and Tara integrated TPR into three lessons. They content analyzed major data sources such as video and audio recordings, photographs, lesson plans, and field …
Using Mobymax To Differentiate Elementary Mathematics Instruction, Athena Cocallas, Leah Nillas, Faculty Advisor
Using Mobymax To Differentiate Elementary Mathematics Instruction, Athena Cocallas, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
Using technology as a tool to differentiate instruction in a classroom meets the needs of many students by increasing interest and motivation and connecting the students to the material (Morgan, 2014). The purpose of my self-study is to determine the benefits of using technology as a tool in differentiating mathematics instruction. I implemented MobyMax, an online intervention program with progress monitoring, into a 4th grade classroom every day for three weeks. MobyMax provides differentiated curriculum based on a test each student takes at the beginning and a series of ability level dependent assessments students take throughout the year. The …
Valuing Learning Styles' Role In Stimulating Positive Learning Experiences, Danielle Burge, Leah Nillas, Faculty Advisor
Valuing Learning Styles' Role In Stimulating Positive Learning Experiences, Danielle Burge, Leah Nillas, Faculty Advisor
John Wesley Powell Student Research Conference
“The basic idea of learning styles is that different people have different ways of learning, and if instruction is matched to the individual’ styles, he or she should learn better” (Bishka, 2010, p. 10). Students establish these personal ways of learning by determining which method of learning best suites them. Educators can assist students in seeking their personal preferences by providing them with different learning environments and finding which one best suites them. In this review of literature on learning styles, I analyzed and synthesized several research studies focusing on the significance of different learning styles, student preferences and approaches …
Improving Language Comprehension In The French Classroom: The Role Of Active Learning Strategies, Samantha Calhoun, Jeanne Koehler, Faculty Advisor
Improving Language Comprehension In The French Classroom: The Role Of Active Learning Strategies, Samantha Calhoun, Jeanne Koehler, Faculty Advisor
John Wesley Powell Student Research Conference
Foreign language classes are all too often a practice in rote memorization exercises. Research has shown that rote exercises are not the most effective method for learning a foreign language or improving students’ reading comprehension. Active learning strategy research argues for having more hands-on, project-based opportunities that increase student learning outcomes. As a high school French student teacher, I sought to find ways to implement active learning strategies to aid students’ reading comprehension. This self-study was completed using a qualitative approach and included data from field notes, projects, student feedback, and student grades. The findings indicate that targeted active learning …
Emerging Writers Learn To Revise And Edit, Elizabeth Exo, Jeanne Koehler, Faculty Advisor, Robin Leavitt, Faculty Advisor
Emerging Writers Learn To Revise And Edit, Elizabeth Exo, Jeanne Koehler, Faculty Advisor, Robin Leavitt, Faculty Advisor
John Wesley Powell Student Research Conference
Writing instruction at the early elementary-level has often been reduced to one-size-fits-all prompts, which encourage limited student engagement or creativity. In response to this, many elementary classrooms have seen a push for workshop models that teach students to think of writing as a process. Through a modified Writers’ Workshop model, this study investigates first grade students and their journey through the revising and editing stages of the process. This three month study includes qualitative data collection methods such as field notes and student work samples. The findings of this study suggest that although revising and editing may seem a daunting …
Readers' Workshop Conferences: Fostering Relationships And Reading Ability, Ashley Nykolajiszny-Desantis, Jeanne Koehler, Faculty Advisor
Readers' Workshop Conferences: Fostering Relationships And Reading Ability, Ashley Nykolajiszny-Desantis, Jeanne Koehler, Faculty Advisor
John Wesley Powell Student Research Conference
The ability to support each student’s individual reading development in an elementary classroom is a challenge faced by educators. Implementing a Readers’ Workshop model enables teachers to work one-on-one with students during student-teacher conferences to individualize instruction. This study investigates how student-teacher conferences aid reading development and foster relationships among the teacher and students. This study was completed using a qualitative self-study approach and included varying data collection methods such as field notes and conference forms. The findings indicate that student-teacher conferences during Readers’ Workshop allow for the differentiation of instruction, however, gains in reading ability were not necessarily observed. …
Giving Students A Voice In The Grading Process, Scott Meyers, Sumer Seiki, Faculty Advisor
Giving Students A Voice In The Grading Process, Scott Meyers, Sumer Seiki, Faculty Advisor
John Wesley Powell Student Research Conference
Throughout a student’s academic career a strong emphasis is placed on grades. Because of this students are often pressured to perform to standards and expectations created by the teacher. Through implementing contract grading, a more democratic approach to grading, students and teachers co-create a tentative syllabus and evaluation system. This study examines the positive and negative effects of contract grading implemented at the undergraduate level through analysis of case studies and teacher action research studies. Special attention is given to how contract grading affects a student’s academic performance, how a more student-centered classroom influences teacher-student relationships, and how this approach …
Connections And Reflection: Examining A Structured, Socialized Curriculum In A Kindergarten Classroom, Elise Anderson, Jeanne Koehler, Faculty Advisor
Connections And Reflection: Examining A Structured, Socialized Curriculum In A Kindergarten Classroom, Elise Anderson, Jeanne Koehler, Faculty Advisor
John Wesley Powell Student Research Conference
One challenge to creating a safe learning environment in the classroom is deciding how to implement classroom management strategies that support the diverse student population. In order to face this challenge, teachers must steer away from prescribed methods of behavior management and focus on individual student needs. This study investigates the benefits and downfalls of behavior management systems, and the ways in which these programs affect the formation of student identities in the classroom. Examples of behavior management materials as well as extensive field notes were collected to inform the study. The findings indicate scripted behavior management plans undermine teacher …
Teacher Immediacy, Daniel Larocca, Sumer Seiki, Faculty Advisor
Teacher Immediacy, Daniel Larocca, Sumer Seiki, Faculty Advisor
John Wesley Powell Student Research Conference
Actively engaging students within the classroom is one of the most challenging aspects of the classroom environment. Behaviors that depict an instructor as relatable and understandable can have positive effects upon student engagement in class. An instructor acting with these types of behaviors is said to have teacher immediacy. The desired outcomes connected to teacher immediacy are effective increases in a student’s learning and motivation. The research lacks a conclusive evidence of a direct link between immediacy and student progression, however, an instructor’s awareness of proper immediate behaviors has shown to have a positive effect on a student’s perception of …