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Full-Text Articles in Education
Effects Of The Remind App On Parent-Teacher Communication At A Mixed-Income Middle School, Kelsey Nisbet, Allison Opp
Effects Of The Remind App On Parent-Teacher Communication At A Mixed-Income Middle School, Kelsey Nisbet, Allison Opp
Masters of Arts in Education Action Research Papers
The purpose of conducting this research project was to gain insight on using text messaging as an effective communication tool with parents/guardians through the use of the Remind Application. The intervention took place over a four week period at a public school in North Dakota. Two hundred and seventy seventh grade students and one hundred and sixty-three parents/guardians participated in this study. Qualitative and quantitative data was collected via a pre and post parent/guardian survey, student presurvey, weekly Remind Application messages, and a teacher reflection journal. Analysis of the data revealed easy and convenient messages resulted in a higher response …
The Effect Of Implementing Hess' Cognitive Rigor Matrix Within Fifth-Grade Independent Learning-Contracts Upon Student Engagement And Time-On-Task, Andrea Carlson
Masters of Arts in Education Action Research Papers
The purpose of this research was to determine whether or not implementing Hess' Cognitive Rigor Matrix within fifth-grade independent learning contracts would increase student time on task. There were 25 fifth-grade student participants in the study and the study took place over four-weeks. Data was collected through a pre/post-assessment on specific topic, student engagement observation, student/teacher conferences, and the Student Data Gathering Tool. While initial research suggests that the implementation of Hess’ Cognitive Rigor Matrix with independent-learning contracts increases student engagement, further research should be done to determine whether or not engagement would be sustained throughout a longer period of …
The Effects Of Montessori’S “Walking On The Line” Activity On Student Engagement And Concentration, Emily S. Leutgeb
The Effects Of Montessori’S “Walking On The Line” Activity On Student Engagement And Concentration, Emily S. Leutgeb
Masters of Arts in Education Action Research Papers
This paper investigates whether and to what degree Montessori’s “Walking on the Line” activity affected student engagement and concentration. This study took place in a private Montessori classroom serving twenty students, aged 33 months through five years. Data was collected using four tools on line usage, engagement, and concentration: a tally of how many times students walked the line, a tally measuring how engaged students appeared while working in the classroom, how long students concentrated following a lesson, and a professional journal. All but the line usage tool gathered baseline data five days before the intervention. Results were inconclusive. While …
Effects Of Grading On Student Learning And Alternative Assessment Strategies, Roxanna M. Krawczyk
Effects Of Grading On Student Learning And Alternative Assessment Strategies, Roxanna M. Krawczyk
Masters of Arts in Education Action Research Papers
The purpose of this study was to investigate what effect an alternative assessment strategy would have on students’ engagement, motivation, and overall learning in an urban, private Montessori middle school program located in the Midwest. Two teachers and 13 students participated in two phases (one social studies and one science unit) over the course of six weeks. Teacher-assigned grades on class and homework were removed and replaced with student-determined final grades based on self-assessment using collaboratively created rubrics and individual portfolios. Students kept daily learning logs and completed a pre- and post-unit survey designed to measure their level of engagement, …
Choice And Growth Mindset, Neysa B. Matt
Choice And Growth Mindset, Neysa B. Matt
Masters of Arts in Education Action Research Papers
This study sought to determine if lessons in growth mindset would improve engagement and thus positively affect elementary students in finishing work, and if enhanced engagement would enrich work quality. Prior to implementation, a tally of incomplete work cycles and an assessment of students’ overall persistence were gathered. Student interviews regarding their views on unfinished work were conducted. Five students were randomly selected to provide work samples which were assessed by the students and their teacher. Twenty-six, six to nine years-olds in a private, lower elementary Montessori classroom received four lessons to promote a growth mindset and were assessed for …