Winona State University Anthology of K-12 Action Research Papers

Sonst. Personen	Sherman, Thomas F. (Hrsg.); Lundquist, Margaret (Hrsg.)
Institution	Winona State Univ., Rochester, MN.
Titel	Winona State University Anthology of K-12 Action Research Papers
Quelle	(2004), (360 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Research Papers (Students); Elementary Secondary Education; Action Research; Teacher Education Programs; Academic Achievement; Conferences; Special Education; Lesson Plans; Librarian Teacher Cooperation; Homework; Test Format; Special Needs Students; Individualized Education Programs; Second Language Instruction; Learning Centers (Classroom); Nontraditional Education + Suchen Sie Ihr Suchwort? Projektforschung; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lesson planning; Unterrichtsplanung; Hausaufgabe; Testentwicklung; Sonderpädagogischer Förderbedarf; Individualized education program; Individualisierendes Lernen; Fremdsprachenunterricht; Unterrichtsdifferenzierung; Non-traditional education; Alternative Erziehung
Abstract	These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licenser areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Will Including High School Content Area Teachers in The Library Collection Updating Process Increase Circulation of Materials? (Erin Foster); (2) Will Applying Direct Instruction Improve Student Scores? (Carrie Johnson); (3) Will A Morning Check-In Time With Each Student, Along With A Charting Program Requiring A Parent Signature, Improve The Students' Success With Homework Completion? (Melissa Klapperich); (4) Does The Format of A Test Increase or Decrease the Average Performance Level Achieved By Students? (Janelle Lund); (5) How Does A Level System That Includes Having Students With Emotional or Behavioral Disabilities Graph Their Individual Education Plan Goals Increase Progress towards Their Goals? (Nicole Meyer); (6) Will Student-Led Conferences Increase Student Accountability? (Susan Munroe); (7) Will Students' Long-Term Retention of Spanish Vocabulary Improve if The Words Are Presented To Them in A Manner That Is Experiential, Comprehensible, Enjoyable, And Free Of Assessment Related Stress? (Anne Simon); (8) Will Smart Centers Allow Kindergartners To Learn Independently And Stay On Task? (Michelle Spitzack); (9) Does Spending The Ninth Grade in A Small, Alternative, Educational Setting Improve Student Performance Academically? (Molly Thorson); and (10) Will The Transition Training Manual and Transition Training Session Increase The Special Education Teacher's Ability To Write IEPs That Meet Current Law Requirements Under IDEA '97? (Annie Thompson). (Individual papers contain references.) [ERIC abstract modified to meet ERIC guidelines.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10