Culminating Experience Action Research Projects, Volume 5, Spring 2004

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Autor/in	Bothman, Susan M., Ed
Sonst. Personen	McAllister, Deborah A. (Hrsg.)
Titel	Culminating Experience Action Research Projects, Volume 5, Spring 2004
Quelle	(2005), (356 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Student Teaching; Action Research; Graduate Study; Teacher Certification; Student Research; Preservice Teacher Education; Media Literacy; Reading Comprehension; Interdisciplinary Approach; History Instruction; Economics Education; Research Methodology; Pretests Posttests; Self Control; Social Studies; Art; Student Motivation; Mathematics Education; Student Teachers; Science Education; Learning Centers (Classroom); Academic Achievement; Computer Uses in Education; Literature; French; Teaching Methods; Writing Skills; Educational Games; Inclusive Schools; Curriculum Development; Standardized Tests; Disadvantaged Youth; Ancillary School Services; Tennessee + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Projektforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentenforschung; Lehramtsstudiengang; Lehrerausbildung; Media skills; Medie competence; Medienkompetenz; Leseverstehen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History lessons; Geschichtsunterricht; Wirtschaftskunde; Research method; Forschungsmethode; Selbstbeherrschung; Gemeinschaftskunde; Arts; Kunst; Schulische Motivation; Mathematische Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Naturwissenschaftliche Bildung; Unterrichtsdifferenzierung; Schulleistung; Computernutzung; Literatur; Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Educational game; Lernspiel; Inclusive school; Integrative Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standadised tests; Standardisierter Test; Benachteiligter Jugendlicher
Abstract	As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. Following the Introduction, and the Course Syllabus, Action research project titles and authors are as follows: (1) Media Literacy and Reading Comprehension: An Action Research Project (Joellen K. Archung; (2) Interdisciplinary Instruction in the Middle School American History Classroom (Patty Benson); (3) Economic Evaluation: An Evaluation of a Pre-Test and Post-Test for an Economic Unit (Hoan Bomar); (4) Studio Art and Self-Regulatory Skills: Is There a Connection? (Beth Bradford); (5) Lack of Interest in Social Studies: A Review of the Literature (Brinn Dalton); (6) Investigating the Effects of Motivation on Assignment Completion (David E. Hale); (7) Fourth Grade: The Use of Math Manipulatives in a Decimal Unit (Jeanine Hardin); (8) Analysis of Pre- and Post-Tests: A Kindergarten Unit on Patterns (Nikki Hetzler); (9) Can A Student Teacher Direct Learning Centers in a Science Classroom and Increase Student Achievement? (Kevin L. Horne); (10) Correlational Studies Examining the Relationships Between the Usage of the Web Site, MathClass, Achievement on Tests, and Attitudes of Pre-Calculus Mathematics Students (Rob Lyons); (11) Pre-Test/Post-Test Learning Assessment of The Great Gatsby (Laura B. Marler); (12) An Examination of Supplemental Educational Services in a Targeted, Assisted, Title I School (Lisa Matheny); (13) Motivational Techniques for Middle School Mathematics (Teresa McDonough); (14) Steps to Solving a Pedagogical Dilemma in Preparing Students for Written Assessments in French (Daniel J. Morgan); (15) Patterns (Robin Newberry); (16) The Effects of Participation in an Electronic Pen Pal Project on Second Graders? Writing Achievement (Paula Rich); (17) Using Games in the Classroom to Enhance Motivation, Participation, and Retention: A Pre-Test and Post-Test Evaluation (Xiomara Romine); (18) Elementary Inclusion (Jennifer Shields); (19) Developing an Effective U.S. History Unit for First-Grade Students (Cindy H. Tahler); (20) Traditional Educational Methods: One School's Results as Reinforcement of Research on the Instructional Style with Respect to Underprivileged Students' Mathematics Performance (Davina K. Tompkins); and (21) Are Standardized Tests True Measures of Achievement? (Juanita Wade). (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10