Educational Studies Poster Session

Promoting Academic and Social Success by Creating a Positive Learning Environment

Kathleen Zeman, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

In my study I aimed to investigate how to create a classroom environment that is caring and encourages academic higher learning. Additionally, I explored how such a classroom impacts the social and academic success of students. The study is a result of the ongoing development of a learning environment during my student teaching experience. In regards to classroom environment, I focused on teacher-student relationships and classroom management strategies. Through the initial and ongoing creation of a classroom, close observation, and extensive reflection, I discovered the effects relationships and management style have on students and their learning environment. I conclude that forming a relationship with each student based on trust, genuine interest, and support allows students to feel more comfortable taking academic and personal risks in the classroom. My research exposed me to a variety of management styles and allowed me to reflect on which is the most effective for me and my students, as well as gain ideas for my future as an effective educator.

Self-Study Inquiry in Individualized Instruction

Genevieve Zachas, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Students learn in different ways and at different levels. To meet the needs of all students, effective teachers incorporate learning preferences and differentiated instruction into daily lessons. With this knowledge of effective teaching, we incorporated these principles during our student teaching experience. This study was completed using a qualitative self-study approach and included varying data collection methods such as learning style inventories, field notes, relevant assignments, student work, and student teaching evaluations. Throughout our student teaching experience, we found that a consciousness of students' ability levels and learning preferences influenced their engagement with the material. However, we noticed two tensions. Offering students a variety of assignment options sometimes causes some students to work more strenuously than others to receive the same grade. Also, learning style inventories do not provide a full insight into learning preferences. Overall, planning lessons with attention to learning preference and differentiation is an effective practice, and we will continue to research ways to bring these strategies into our classrooms.

Shying Away from Questioning: Discourse and Participation in Mathematics Classrooms

Sarah Wilson, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Classroom discourse is a well researched instructional practice that has yet to be incorporated into many mathematics classrooms across the United States. Research has shown that "78% of mathematical content is taught without discourse activities or incentives" (Forrest, 2008, p. 23). My goal for this self-study was to investigate my questioning and discourse practices as well as the role of students' participation in discourse in relation to their mathematical understanding. I conducted research in One geometry and two algebra I classes which consisted of approximately fifty five students from a local high school. Through several surveys, video-taped lessons, and various exit slips, I found trends on discourse techniques, student comfort, and overall academic comprehension. Students' understanding was strengthened by discourse activities that were carried out in a classroom environment in which students felt comfortable conjecturing and explaining ideas.

The Light Bulb Lab: A Creative Writer's Workshop―Integrating the Fine Arts and Fiction into Second Grade Literacy Curriculum

Ariana Wilkey, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

This self-study was motivated by my passion for reading, writing, and the fine arts. My goal was to incorporate the fine arts into second grade literacy curriculum to encourage students to become more enthusiastic about their writing. I developed and taught lessons designed to encourage students to approach writing with a playful and creative attitude. I prompted student writing through activities inspired by the fine arts. The activities ranged from listening to Beethoven's music to exploring the magical lands of Dr. Seuss. Throughout my study I collected extensive field notes, audio recorded student feedback, and student work. I conclude that the creative writer' s workshop permits one-on-one writing conference time, encourages students with low self-confidence to find pride in their work, celebrates creative and critical thinking, and promotes students' passion for writing.

Lesson Study: A Collaborative Process of Improving Instruction and Facilitating Students' Motivation

Danielle Wall, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Incorporating Literacy Strategies into the Freshman Literature and Composition Classroom

Claire Shoup, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Parental Involvement in Elementary School and its Effects on Academic Achievement

Jacqueline Schwarzentraub, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Readers for Life: How Differentiation in Reading Affects Motivation to Read

Kimberly Schuetz, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Learning and Making Connections: Content Integration on the Secondary Level

Rachel Rock, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

Integrating the Fine Arts into the Science Curriculum

Katelyn Robisky, '11 et al. — Sat, 09 Apr 2011 09:00:00 PDT

This inquiry was motivated by my student teaching experiences during which I observed that science wasn't as big of a priority as other subjects. I wondered if by integrating the fine arts, science could be more doable. I wanted to observe whether integrating the fine arts into the science curriculum would help to improve student learning, engagement, and interest in the science curriculum. This self study involved developing and teaching a science unit integrated with the fine arts that was designed to introduce students to habitats. Through my observations, whole class discussion, and individual conferences, I conclude that the fine arts integrated with science can be beneficial in that students are able to creatively express themselves. By using this creativity and expression, students were generally more engaged in learning and had more interest in the science curriculum.