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Full-Text Articles in Education

Comparison Of Readability Indices With Grades 1-5 Narrative And Expository Texts, Susan Beth Harden Jan 2018

Comparison Of Readability Indices With Grades 1-5 Narrative And Expository Texts, Susan Beth Harden

Wayne State University Dissertations

The problem that exists when using one or more readability indexes to ascertain a text grade level is the varied outcomes received on any given text from readability indexes that purport to measure the same construct. This study aims to provide practitioners with data to make informed decisions regarding interchangeability of readability indexes. A total of n = 244 narrative (n = 116) and expository texts (n = 128) passages from grades 1-5 were evaluated using the following readability indexes: Flesch-Kincaid Grade Level, Fry Graph, Spache, Dale-Chall, Gunning Fog, and Smog. Fifteen (15) comparison sets were analyzed using Bland-Altman method to assess for ...


Reflections On Social Emotional Learning And Academic Success In Early Childhood Education, Emily Wagner May 2016

Reflections On Social Emotional Learning And Academic Success In Early Childhood Education, Emily Wagner

Honors College Theses

Throughout my experiences in different classroom settings during my teacher education, I noticed many differences in the ways teachers approached the social emotional education of young children. The goal of this paper is to examine the difference between a classroom where social emotional learning is explicitly taught to children, and a classroom where it is not, and consider how social emotional learning impacted the students’ social and emotional abilities in the context of the classroom.


Student, Teacher, School, And District Determinants Of Elementary School Accountability Classification In The Detroit Metropolitan Region, Embekka Nakia Thompson Jan 2016

Student, Teacher, School, And District Determinants Of Elementary School Accountability Classification In The Detroit Metropolitan Region, Embekka Nakia Thompson

Wayne State University Dissertations

Legislators have implemented an accountability system in an effort to increase school quality for all students. Policymakers assume that rewards and sanctions, based on results from high-stakes testing, can improve student achievement. The accountability system does not consider environmental factors that impact student outcomes. This study examines student, teacher, school and district determinants and their impact on student achievement, school designation, and school ranking. Data was collected from 333 elementary (K-5) schools in 56 public school districts and 18 charter schools in three counties: Macomb, Oakland, and Wayne. Two research questions were developed for this study.The first research question ...


Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall Jan 2016

Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall

Wayne State University Dissertations

Balanced Literacy Activities in Ontario JK – Grade 8

Comprehensive Literacy Classrooms:

Examining Self-Reported Frequency of Classroom Activities

By

Elizabeth Louise Pearsall

August 2015

Advisor: Dr. G. Oglan

Major: Reading, Language & Literature

Degree: Doctor of Education

The purpose of this study was to discover the Frequency of Use rates for balanced/ comprehensive literacy activities as described in 46 survey statements across the four Ontario elementary school divisions (Early Years, JK/SK; Primary Division, Grades 1, 2, & 3; Junior Division, Grades 4, 5, & 6; and Intermediate Division, Grades 7 & 8). In addition another purpose of this study was to discover any similarities or differences of sources of balanced literacy instruction information when considering teachers’ ages. The research questions were:

Q #1: To what extent are activities of balanced literacy instruction used in elementary divisions (Early Years: Junior Kindergarten & Senior Kindergarten; Primary: Grades 1, 2, & 3; Junior Grades 4, 5, & 6; and Intermediate: Grades 7 & 8)?

Q #2: To what extent do teachers in different elementary classrooms (Primary: Grade 1, 2, & 3 and Junior: Grades 4, 5, & 6) employ common balanced literacy activities?

Q#3: To what extent are the self-reported information source of balanced literacy instruction by teachers across age categories similar or dissimilar?

An email was sent out to Elementary School principals of one SW Ontario School Board asking them to forward a link to an on-line survey to the teachers on their staff. Data collection included: (1) demographic information; (2) quantifying the amount of information gained from 47 possible sources of balanced literacy instruction (None, Minimal Amount, Some Information, Substantial Information, and Does Not Apply); (3) quantifying the frequency of use of the classroom activities listed in 46 statements (Never, Rarely, Monthly ...


Creating Opportunities For Learning: Play As A Scaffold For Format Based Informational Text Features, Susan Fisher Dandalides Jan 2015

Creating Opportunities For Learning: Play As A Scaffold For Format Based Informational Text Features, Susan Fisher Dandalides

Wayne State University Dissertations

Abstract

A play intervention was used with second grade students to help them develop a deeper understanding of format based informational text features. On Day 1 of the intervention, groups of students role played as reporters as they observed classmates at play. During Days 2 - 5 of the intervention, the same students wrote an informational book about the play they had observed. A pre-interview was used to determine which format based informational text features were noticed and/or explained by the students in an informational trade book. The text features that were included in the trade book were: table of ...


The Impact Of A Professional Development Program On Teachers' Practice And How Context Variables Influenced Such Practice: A Case Study, Sandra Lynn Yarema Jan 2015

The Impact Of A Professional Development Program On Teachers' Practice And How Context Variables Influenced Such Practice: A Case Study, Sandra Lynn Yarema

Wayne State University Dissertations

This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support ...


The Effectiveness Of Manipulatives In The Elementary School Classroom, Holly A. Berkseth May 2013

The Effectiveness Of Manipulatives In The Elementary School Classroom, Holly A. Berkseth

Honors College Theses

What are the best teaching strategies? How can educators help children learn most effectively? Are there strategies that can be used to teach children in meaningful and engaging ways while still keeping up with state standards? Questions like these have been raised by parents and educators for many years and are widely discussed and debated topics in the educational realm. The following paper attempts to answer these questions by investigating the effectiveness of elementary school classroom manipulatives. It outlines a research study that was conducted by Holly Berkseth, an undergraduate student from the College of Education at Wayne State University ...


Teachers' Perceptions And Realizations Of Critical Literacy, Kelly Winney Jan 2012

Teachers' Perceptions And Realizations Of Critical Literacy, Kelly Winney

Wayne State University Dissertations

This dissertation examines teachers' perceptions and realizations of critical literacy learning as they engaged in collaborative inquiry into their students' learning. Participants used critical discourse analysis (CDA) of student writing and student talk to uncover the ideologies at work in their classrooms. This study also investigated teachers' perceptions of tensions related to their work with critical literacy. This study extends ideas from the research literature about teachers' perceptions and realizations of critical literacy and the potential of CDA for critical literacy and professional learning.

This qualitative study was guided by ethnographic principles to understand participants' perspectives through their experiences with ...


Cultural Enrichment: Connecting African American Elementary Children To Academic Achievement, Deborah L. Winston Jan 2011

Cultural Enrichment: Connecting African American Elementary Children To Academic Achievement, Deborah L. Winston

Wayne State University Dissertations

A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior to permanently dropping out of school. Additionally, to further underscore the importance of successfully educating African American students are the debilitating effects brought about after incarceration. About 4 million people in the United States, including 1.4 million Black men (13 percent of the adult male Black population ...


Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers, Glorianne Lopata-Prosperi Jan 2010

Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers, Glorianne Lopata-Prosperi

Wayne State University Dissertations

This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.

The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions ...