Culminating Experience Action Research Projects, Volume 8, Part 1, Spring 2006

Sonst. Personen	McAllister, Deborah A. (Hrsg.); Fritch, Sarah C. (Hrsg.)
Institution	Tennessee Univ., Chattanooga.
Titel	Culminating Experience Action Research Projects, Volume 8, Part 1, Spring 2006
Quelle	(2007), (251 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Certification; Masters Programs; Student Teaching; Online Courses; Management Systems; Case Studies; Scoring Rubrics; Research Projects; Reading Programs; Reading Skills; Rewards; Surveys; Teaching Experience; Teacher Effectiveness; Grade 5; Tennessee + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Magister course; Magisterstudiengang; Teaching practice; Unterrichtspraxis; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Scoring formulas; Auswertungsbogen; Forschungsvorhaben; Reading skill; Lesefertigkeit; Reward; Belohnung; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05
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. The following papers are included in this document: (1) Winning the Accelerated Reader Game: The Effects of Student Choice and Peer Sharing on Attitudes toward Independent Reading in an Accelerated Reader Program (Chris Bailey); (2) Incorporating Visual Arts into the Language Arts Classroom (Jordan Bischell); (3) Improving Confidence Levels through Grouping Methods (Susan Bothman); (4) Motivated to Motivate (Lori Bragg); (5) Effects of Groups Choice Methodology on Cooperative Learning (Melissa G. Felts); (6) Effectiveness of Reading Comprehension During Small Groups (Kristie Ferriss); (7) Use of Roles in Cooperative Learning Groups (Anita Forrest); (8) The Effects of Having 6th Grade Math Students Raise Their Hands to Decrease Excessive Talking (Julie Hallum); (9) The Effects of Standardized Testing on Classroom Curriculum (Carrie B. Hazlewood); (10) Better Questions in the Science Classroom (Jason C. Kibler); (11) Classroom and Behavior Management (Stephanie R. Laymon); (12) A Comparison of Perspective: How Teachers and Administrators View Standardized Test Scores and Their Effects on the Classroom (Benjamin Schulz); and (13) Teachers' Attitudes Towards Technology in the Elementary Classroom (Tony Stokes). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10