Education Commons^™

The Effects Of Using Computer And Ipad Story-Writing Applications For Creative Writing With Kinder Year Students In A Montessori Early Childhood Program, Ruth Ann Christensen

Masters of Arts in Education Action Research Papers

This study investigated the viability and implications of technology-assisted story writing with kinder year students. Seven kinder year students at a private Montessori school participated in the study. Pre- and post-study conferences and Likert scales determined story writing skills and attitudes. These were followed by one-on-one storywriting sessions using a variety of story-writing tools. Students were given the choice of story-writing method at each session. Individual sessions were evaluated and completed stories compared to a rubric of fundamental story-writing elements. Stories written by the students improved with the use of computer and iPad programs, but independent story writing was not …

The Effects Of Technology On Ell Students Writing Fluency, Aristea Goundouvas

Masters of Arts in Education Action Research Papers

This action research project explored whether the iPad application ‘Book Creator’ could impact the written fluency of English Language Learners (ELL). It also monitored the impact the application would have on non-ELL students. It was conducted in a public Montessori elementary school with students aged six to eight years old at the beginning of the school year. Out of twenty students, ten were ELL. Data tools included writing rubrics, personal evaluation rubrics and tallies of written output. While results showed some nominal improvement in writing output, it is difficult to assess if the results reflected students settling into the new …

The Importance Of Student Talk And Strategies For Promoting Classroom Conversations, Danelle Imbertson

Masters of Arts in Education Action Research Papers

The purpose of this research was to improve ELL and low-income students outcomes in

mathematics through the use of Accountable Talk® enhanced by consistent integration of higher-order questioning and technology to track student fidelity to the Accountable

Talk® model and competency in their evolving math skills. To evaluate the impact of the

intervention, previous year’s students’ outcomes were compared with student outcomes

following implementation of the enhanced Accountable Talk strategy in an urban fourth

grade classroom. After learning and practicing the strategy, students worked in groups to respond to higher-order questions tied to the mathematics lesson weekly. They recorded these …