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Schema Theory And Application For The Content Teacher, June Allen Carpenter Darling
Schema Theory And Application For The Content Teacher, June Allen Carpenter Darling
All Graduate Projects
Schema theory, research, and implications for the classroom were studied. Based on research, teacher resources, and curriculum demands, instruction was designed for a secondary teacher of United States History. During a workshop, four secondary teachers from three districts reacted to research and instruction. A video tape was developed showing schema theory concepts, related research, application for the content teacher, and reactions from secondary teachers. Implications for the content teacher are discussed.
One School's Emergence Toward Participatory Decision Making, Terry W. Bloomquist
One School's Emergence Toward Participatory Decision Making, Terry W. Bloomquist
All Graduate Projects
A look at the development of participatory decision making, in one high school, was described in this study from a historical perspective. Kent-Meridian High School, in the Kent School District, was the studied school. Between the years 1979 and 1992 KentMeridian had three principals with very different and distinct styles. During this time span the emergence of a shared decision model, called "Empowerment", developed as a result of faculty expectation and pressure. Conclusions, implications, and recommendations are discussed.
Experience-Based Dialogues In Secondary English-As-A-Second-Language Classrooms, Carlina V. Lobos
Experience-Based Dialogues In Secondary English-As-A-Second-Language Classrooms, Carlina V. Lobos
All Graduate Projects
An informal study was conducted to explore the effectiveness of experience-based dialogues in the promotion of oral language use in secondary-level English-As-A-Second-Language classrooms. The twenty-one dialogues field-tested in the project were developed interactively, by teacher and students, in the sociocognitive context of each of the learner's background knowledge, experience and immediate communication needs. Experience-based dialogues are a method of language teaching and learning that focuses on the communicative act rather than on isolated or discrete grammatical items. An overview of the results of the informal study was presented here. Strategies for teachers to develop and implement, using this approach, were …
Metacognitive Prereading Activities To Enhance Reading Comprehension, Katherine Laws
Metacognitive Prereading Activities To Enhance Reading Comprehension, Katherine Laws
All Graduate Projects
This study investigated metacognitive prereading strategies content area teachers might utilize for process emphasis reading comprehension. The literature review showed the shift in reading comprehension instruction from a word based emphasis to an interactive process emphasis, described content area reading instruction and metacognition. A selection of metacognitive prereading activities was included for use by teachers in content area classrooms. Implications of using the activities were discussed.