ERIC Number: ED474071
Record Type: RIE
Publication Date: 2002-Feb
Reference Count: N/A
Culminating Experience Action Research Projects, Volume 2, Fall 2002.
McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.
As part of the graduate teacher licensure program at the University of Tennessee at Chattanooga, candidates are required to complete an action research project during a course that coincides with the student teaching experience. The syllabus for the course, "Education 590 Culminating Experience," is included, followed by action research projects from fall 2002. The projects are: "Components in a High School Wellness Class: The Relationship between Curriculum Planning and Pre- and Post-Testing" (Ryan Bandy); "Can Exercise Improve Stress Levels for High School Students?" (Corey Hall); "Geography Evaluation: An Evaluation of Pre-Test/Post-Test Learning Assessment of a Latin America Unit" (Brad Irwin); "Analysis of a Pre-Post Test for the Unit The Five Senses" (Patti Lewis); "Pre- and Post-Test Analysis for U.S. History: Chapter 2" (James H. Mahoney); "Teacher Preparedness for Inclusion: An Examination of Special Education Preparedness for Regular Education Teachers in Inclusive Classrooms" (Amy Marshall); "Effects of Being Labeled Gifted in Elementary Students" (Johnna G. Milsaps); "A Comparison of Pre- and Post-Testing for Both Academic and Physical Education" (Michelle T. Taravella); "A Pre-Test/Post-Test Analysis of Techniques in Teaching Literary Terms" (Alisa Blochowiak Thornhill); and "Case Study Option A" (Drew White). (SM)
Descriptors: Academically Gifted, Action Research, Case Studies, Curriculum Development, Elementary Secondary Education, Exercise Physiology, Geography, Graduate Study, Higher Education, History Instruction, Inclusive Schools, Literature, Physical Education, Planning, Preservice Teacher Education, Special Education, Stress Management, Student Evaluation, Student Projects, Student Teachers, Teacher Competencies, Wellness
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: N/A