Your search found 1742 results.

Descriptors:
Data Collection; Information Literacy; Classroom Environment; Data Analysis; Preservice Teachers; Inquiry; Teacher Researchers; Language Arts; English Curriculum; Secondary Education; Difficulty Level

Abstract:
Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Action Research; Teaching Methods; Cooperation; Urban Schools; Faculty Development; Graduate Students; Creativity; Teacher Researchers; Elementary School Teachers; Elementary Schools; Interpersonal Communication

Abstract:
This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher's experience of agency and their ability to work creatively depended upon a clear articulation of structures and the identification of areas of flexibility and possibility. Further, participants endeavored to promote avenues for ongoing communication and collaboration between teachers and the principal with the view that creativity based in communication would sustain transformative dialogues in the school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Difficulties; Student Behavior; Elementary School Students; Grade 4; Middle School Students; Grade 7; Action Research; Teacher Researchers; Educational Strategies; Interest Inventories; Student Empowerment; Reading Material Selection; Relevance (Education); Content Area Reading; Student Interests; Social Experience; Books; Clubs; Reading Achievement; Parent Influence; Questionnaires; Check Lists; Learner Engagement; Reading Materials; Reader Text Relationship; Instructional Effectiveness; Modeling (Psychology); Role Models

Abstract:
The purpose of this action research project report was to increase engagement during independent reading for 32 fourth-grade students and 26 seventh-grade science students. At Site A, data was collected from August 27, 2012 through December 14, 2012. At Site B, data was collected from September 24, 2012 through December 14, 2012. Students' struggles with engagement during independent reading were apparent through observation of off-task reading behaviors. These behaviors included but were not limited to staring at books, flipping through pages, and browsing bookshelves. To document evidence of the problem, Teacher Researchers A and B used a Student Questionnaire, Reading Disengagement Checklist, Parent Questionnaire, and Teacher Questionnaire. To document evidence of the problem Teacher Researcher C used a Journaling Framework. Teacher Researchers A and B found the most prevalent off-task behavior revealed during pre-documentation was staring at books and flipping through pages (n = 17, 33%). Also results from the Student Questionnaire showed that students were only sometimes able to choose reading material at their level (n = 16, 52%), which could have affected students' abilities to engage during independent reading. Due to a change in school, subject, and grade level, Teacher Researcher C altered her project and used a Journaling Framework to reflect on feelings, thoughts, and student behaviors during pre-documentation. Teacher Researchers A and B implemented teacher conferencing, teacher modeling, and student choice. Teacher conferencing was conducted once a week during the daily reading block, which included individual conferencing with students, and students engaging in book talks with their peers. Teacher modeling included independently reading alongside students as a means of modeling reading behavior. Student choice involved opportunities to choose their independent reading material. Teacher Researcher C implemented teacher modeling and vocabulary development strategies. Teacher modeling encompassed demonstrating for students how to use non-fiction text features and think-aloud strategies. Vocabulary development strategies incorporated semantic mapping and Venn-diagrams. At the conclusion of the study, 59% (n=19) of students reported that they loved to read independently. The data also revealed that staring at books and flipping through pages had the largest decrease in off-task behaviors students exhibited from pre- to post- documentation. In conclusion, Teacher Researchers A and B found that teacher conferencing, modeling reading behaviors, and student choice in reading materials played an integral role in students' reading engagement. Due to changes of academic placement, Teacher Researcher C discovered more about classroom management than the original project intention of independent reading and engagement. The following are appended: (1) Student Questionnaire; (2) Reading Disengagement Checklist; (3) Parent Questionnaire; (4) Teacher Questionnaire; (5) Journaling Framework; (6) Non-Fiction Text Feature Scavenger Hunt; (7) Semantic Mapping; (8) Lost Headings; (9) Photosynthesis and Cellular Respiration Venn-diagram; (10) Jumbled Summary; and (11) Think-aloud Strategy Chart. (Contains 8 tables and 27 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1715K)

Descriptors:
Violence; Action Research; Teacher Researchers; Physical Activity Level; Physical Education; Physical Activities; Student Attitudes; Parents; Prosocial Behavior; Research Projects; Elementary School Students; Elementary School Teachers; Elementary Schools; Sportsmanship; Grade 5; Parent Surveys; Student Surveys; Teacher Surveys; Observation; Check Lists; Intervention; Classroom Techniques; Role Playing; Journal Writing; Group Discussion; Worksheets

Abstract:
This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing classroom time for students to be physically active. The purpose of this research project was to increase positive sportsmanship behaviors in 54 fifth-grade students, between August 27th and December 10th, 2012. Students' performance in physical education was being negatively affected by negative sportsmanship behaviors. Students would spend time arguing, yelling, and sometimes even physical violence would ensue. As a result students were losing time when they could be physically active. The teacher researcher collected data from a student survey, teacher survey, parent survey, and weekly observation behavior checklist. During pre-documentation the teacher researcher found through the parent survey that 55% (n = 17) of parents feel that sportsmanship is a problem at school. Through the student survey, many students 70% (n = 38) reported that they would always tell the truth even if it means that their team would not win. Through the observation behavior checklist, the teacher researcher found that the most common incidents of negative sportsmanship were participants blaming their teammates for poor play and arguing. After reviewing the literature, the teacher researcher decided upon weekly interventions including creating classroom rules, role-playing, journaling, and class discussions. Creating classroom rules allowed students to have ownership. Role-playing allowed students to interact with their classmates while learning methods to handle themselves in class situations. Journaling allowed students to reflect on their current level of sportsmanship and how they can improve and set goals for the future. Class discussions were guided by the teacher researcher to facilitate good conversation, and hopefully allowed students to realize ways in which they could improve their sportsmanship behaviors in certain situations. The teacher researcher found that the students' feelings about their sportsmanship behaviors decreased as evidenced by the student survey results. After compiling the post-documentation results from the student surveys, there was a decrease in students' feelings of their sportsmanship behaviors as students reported 57% (n = 31) that they make decisions that are fair for everyone involved. This is compared to 80% (n = 43) of students reporting this in the pre-survey. Students also reported 63% (n = 34) would always tell the truth even if it means their team would not win the game after the intervention period. This is compared to 70% (n = 38) of students reporting this during the pre-survey. Both scores decreased from the pre-documentation results, which may have been caused by an increased awareness of students' perceptions of their sportsmanship behaviors. Ten appendixes present: (1) Parent Survey; (2) Student Survey; (3) Teacher Survey; (4) Observation Behavior Checklist; (5) Classroom Sportsmanship Rules; (6) Pictures of Students' Poster Boards with Sportsmanship Rules; (7) Sportsmanship Scenarios Worksheet; (8) Roleplaying Worksheet; (9) Being a Good Sport Worksheet; and (10) Sportsmanship Situations Worksheet. (Contains 6 tables and 20 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (16746K)

Descriptors:
Action Research; Teacher Researchers; Test Anxiety; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Elementary School Science; Secondary School Science; Social Studies; Language Arts; Student Attitudes; Testing; Story Grammar; Teacher Surveys; Student Surveys; Parent Surveys; Test Wiseness; Intervention; Pretests Posttests

Abstract:
Throughout this action research project report, the teacher-researchers explored the problem of test anxiety among students. The purpose of this project was to alleviate test anxiety among students with various interventions in grades five through seven in the subject areas of social studies, science, and language arts. There were 66 student participants in this study which occurred between August 20, 2012 and December 21, 2012. Students exhibited behaviors to illustrate test anxiety such as sweating, tapping, and poor achievement. The three tools used to document further evidence of the problem of include a student survey, parent survey, and teacher survey. The student survey affirmed that students felt negatively about taking tests in school and were uncomfortable taking tests in certain subject areas. The parents of the above-mentioned students also noted they had witnessed their children experiencing such feelings when faced with a test in school. Additionally, the teachers surveyed expressed noticing behaviors of students that may be related to test anxiety such as tapping, refusal to work, and nervousness. The teacher-researchers implemented various interventions in order to address the problem area. These interventions included teaching test-taking strategies, collaborative testing, and differentiated tests. Students were taught how to best take a test by using strategies that included, but were not limited to highlighting important words in the question, eliminating wrong answers, and planning extended responses. Pretests were given at the start of each unit to show the teacher-researchers how much or little students knew about the topic. Through collaborative testing, students first took a test individually. The following day, students were put into groups based on their pre-determined knowledge of the subject or ability to illustrate a skill. In groups, students were able to revisit their test and work together in order to change or affirm their answers. These tests were also used to group students during collaborative testing as well as design differentiated tests. The teacher-researchers created three levels of tests per unit in order to best assess the students at their levels, but still demanded students to demonstrate what they had learned. By the end of the study, the teacher-researchers found that the students experienced a positive change in the way they viewed taking tests in school. More students reported feeling good or prepared for tests after being a part of the interventions. This information was especially pleasing because the students also stated that the way they prepared for tests did not change; thus confirming that the interventions implemented did help reduce the students' test anxiety. The following are appended: (1) Student Survey; (2) Parent Survey; (3) Teacher Survey; (4) Hands-On Experiments; (5) Revolutionary War Pre-Test; (6) Sequencing Activities; (7) Group Roles; (8) Story Elements Pre-Test; (9) Sequencing Post Tests; (10) Revolutionary War Test; (11) Story Elements Graphic Organizers; and (12) Story Elements Post Test. (Contains 12 tables and 24 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (7076K)

Descriptors:
Educational Environment; Homework; Educational Technology; Student Motivation; Action Research; Teacher Researchers; Class Activities; Learning Activities; Student Attitudes; Teaching Methods; Urban Areas; Elementary School Students; Elementary School Teachers; Elementary Schools; Middle School Students; Middle School Teachers; Middle Schools; Learner Engagement; Technology Uses in Education; Behavior Problems; Evidence; Electronic Equipment; Handheld Devices; Student Surveys; Teacher Surveys

Abstract:
This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To define the problem of the lack of student motivation and engagement, behaviors that were targeted included disruptions, lack of participation, homework completion, coming to class unprepared, asking to leave the class, engagement in personal interests, asking off topic or inappropriate questions, sleeping or putting the head down in class, and showing up tardy to class. These observations led the teacher researchers to document evidence of the problem through a Student Survey, which assessed students' perceptions of technology usage in and out of the classroom. In analyzing data from the Student Survey, about one third of students felt class activities were not related to their interests nor did they incorporate technology in ways that motivated and engaged them to learn. A Teacher Survey was administered regarding their usage of technology at school and at home. The results depicted the amount of time their students used technology in classes during the day, student motivation when using technology, as well as the amount of time allotted by teachers for planning in and out of the classroom. Teacher researchers noted that students were more likely to engage in classroom activities when technology was used, however, 47% of teachers responded by asserting their students used technology for less than 80 minutes per day. Furthermore, 57% of teachers stated they spend more than one hour per day using technology for school-related purposes. In addition, there was a second Teacher Survey regarding adverse student behaviors as they relate to motivation and engagement. The teachers were asked to check the five most frequently observed adverse behaviors in class, with the highest frequency of observations being unpreparedness, 83%, followed closely by disruptiveness 80%. In order to increase student motivation and engagement, teacher researchers implemented a technology-supported learning environment. Technology-supported lesson plans which featured technology tools such as computers, laptops, iPods, iPads, interactive whiteboards, student response systems, overhead projectors, document cameras, video and audio recording devices, computer software, etc. were created and implemented during the project action plan. After analyzing the data, the most notable results concluded that students felt teachers provided activities related to their interests and students were more likely to engage in classroom activities when technology was used. Based on the results of the action research project, the teacher researchers concluded that students were more motivated and engaged in learning when using technology. The technology-supported learning environment improved student motivation and engagement by 9% after the intervention period. The following are appended: (1) Student Survey; (2) Teacher Survey--Technology; (3) Teacher Survey--Motivation and Engagement; (4) Who's Who?; (5) Vocabulary Review Lesson 2; (6) Making Inferences from Pictures; (7) Favorite Animal; (8) Create Unique Spelling Words; (9) Novel Questions Google Doc; (10) La Tour Eiffel Google Doc; (11) "Sign of the Beaver" Character Web; (12) La Toussaint Wiki Assignment; (13) Penguin and Bird Venn Diagram; (14) "Sign of the Beaver' Survival Guide; (15) La Famille iMovie Comprehension; (16) Album de Famille Sample Project Slide; (17) Inflectional Endings; (18) Les Indices-QR Code Clues Who Stole the Eiffel Tower?; (19) Egypt Google Presentation; and (20) Vocabulary Test Google Form. (Contains 6 tables and 14 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (5099K)

Descriptors:
Action Research; Teacher Researchers; Literature; Cultural Relevance; Parent Surveys; Teacher Surveys; Student Surveys; High School Students; Grade 10; Student Diversity; Self Esteem; Student Attitudes; English Curriculum; English Instruction; Discussion (Teaching Technique)

Abstract:
The action research project report was created to remedy a lack of multicultural literature within the regular level sophomore English class and to assist regular level sophomore students' connection to their reading. The teacher-researcher also examined her students' own ethnic backgrounds, cultures, religions, economic status, gender, and/or sexual orientation in order to reinforce the students' abilities to feel comfortable; like they mattered in class. A total of 82 students participated in the study between August 2012 and January 2013. The teacher-researcher believed that the students did not feel connected to what they were reading in English class and was concerned that they might feel disconnected from classmates and teachers due to the perceptions regarding their backgrounds, cultures, religions, economic status, gender, and/or sexual orientation. The teacher-researcher used three tools to document evidence: a teacher survey (n = 18), a parent survey (n = 52), and a student survey (pren = 82/postn = 81). The teacher-researcher found that in English classes, 85% of students did not feel judged by peers during English while 75% did not feel judged by peers in other classes. Students felt judged by all of their teachers based on their ethnic backgrounds, race, culture, gender, or, religious beliefs, gender, or sexual orientation, students feel judged about the same by all teachers. Students felt that teachers did not take the time to get to know them on a more individual basis (n = 53, 68%). Lastly, students wanted to be recognized by their gender, ethnic backgrounds, and cultural backgrounds by their teachers. The interventions and strategies were created by more pieces of literature into the curriculum ("By Any Other Name," "Miss Rosie," ("Lamb to the Slaughter," "Ex-Basketball Player," "Sierra Leone," "A Long Way Gone," and "Gangsta Girl."); changing the emphasis on pieces that were already in the curriculum "The Pedestrian," "Twelve Angry Men," and "Inherit the Wind"; adding videos and clips from MTV or YouTube ("A Thin Line"--dealt with sexting as an issue, "A Student, a School and a Case That Made History: Bullied"--a video that discussed bullying connected to sexual orientation, "Hotel Rwanda"--about genocide, "Diamonds from Sierra Leone"-music video by Kanye West); and creating new worksheets/graphic organizers connected to the literature. The researcher also created journal reflections, blog topics (which was an addition to the curriculum), created a new research speech, created a new speech connect with "A Long Way Gone"; small group activities, role playing, and large group discussion. Connected to all of the above, key topics about diversity were stressed. Based on the post data survey completed by the students of the teacher-researcher, more students in the class felt that the teacher-researcher recognized them as being more than just students. The students enjoyed and appreciated the multicultural literature that was incorporated in the class and gained confidence when working in small groups and when it came to voicing their own opinions. Ultimately, the conclusion drawn by the teacher-researcher was the inclusion of more multicultural literature along with more discussion about diversity allows students to feel more connected to what they were reading, to each other, and to the teacher-researcher. The following are appended: (1) Teacher Survey; (2) Parent Survey; (3) Pre-Student Survey; (4) Post-Student Survey; (5) Student Reflection #1--Advertisements; (6) Diversity Quotes; (7) Blog #1--Quote Reflection; (8) Student Reflection #2--"The Ray Bradbury Hour": "The Pedestrian"; (9) Name Speech; (10) Judicial Questionnaire; (11) Peer Pressure; (12) Blog #2--"Twelve Angry Men"; (13) Issues in Music; (14) Bullying Facts and Myths; (15) How Safe is Your School; (16) Bullying Scenes; (17) Rachel's Character; (18) Sierra Leone Response; and (19) "A Long Way Gone" Speech. (Contains 15 tables and 44 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1758K)

Descriptors:
Intellectual Disciplines; Educational Strategies; Educational Technology; Content Analysis; Distance Education; Research Design; Grants; Higher Education; Educational Research; Research Methodology; College Faculty; College Instruction; Research Proposals; Research Needs; Teacher Researchers

Abstract:
Within the field of instructional technology, scholars have long worked to define the scope and purpose of research and its role in informing practice. Increasingly, researchers outside of the instructional technology field are conducting studies to examine their use of technology in educational contexts. Few studies have been done on how researchers in other disciplines are designing such studies. We conducted a content analysis of 60 proposals submitted from 2006 to 2010 to our internal grant competition for faculty research on instructional technology to better understand the kinds of studies being proposed. Categories explored within each proposal included academic discipline, collaboration, knowledge of previous literature, context, goals of study, and research design. A majority of proposals came from outside of the education field and were submitted by individuals rather than collaborative teams. Just under half of the proposals cited previous literature to justify their study, and just over half sought to examine classroom contexts. Roughly a third proposed to study distance education contexts. Most proposals were to examine the implementation of a new instructional strategy (rather than to conduct a media comparison study) and just over half utilized a quantitative research design collecting performance or satisfaction data. We include recommendations for those who may be interested in how better to support researchers in designing effective studies to investigate instructional technology use, highlighting the use of design-based research as a viable methodology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Drama; Action Research; Student Attitudes; Enrichment Activities; Control Groups; Elementary School Science; Grade 4; Grade 5; Science Programs; Creative Activities; Inquiry; Scientific Concepts; Teacher Researchers; Statistical Analysis; Experimental Groups; Scientific Attitudes; Pretests Posttests; Student Surveys; Science Instruction; Instructional Effectiveness; Educational Strategies; Teaching Methods

Abstract:
Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System[TM] (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 x 2 x (2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F = 160.2, p less than 0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F = 14.3, p less than 0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F = 7.5, p less than 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Case Studies; Inservice Teacher Education; Student Evaluation; Formative Evaluation; Content Area Reading; Inquiry; Teacher Collaboration; Communities of Practice; Program Effectiveness; Teacher Researchers

Abstract:
This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' "learning through reading" to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website