By: Courtney Kosky and Reagan Curtis
Journal : J Soc Stud Res Vol. 32 No.1 ( 2008)
Abstract: Action research study undertaken to explore how integrating the Arts in social studies education can increase student participation and motivation, and impact student achievement throu0h that increased motivation and participation. Initial lesson plans addressed multiple intelligences while integrating Arts activities and were adjusted based on the teacher's reflective notes and student feedback. Although not anticipated, we found that giving students' choice in what type of activities to complete had the greatest perceived impact on their motivation and participation. Many students' social studies grades increased in response to the integration of Arts activities and student choice.
By: Faith H. Waters, Patricia S. Smeaton and Todd G. Burns
Journal: Am Second Educ Vol. 32 No.3 (2004)
Abstract : The purpose of this article is to share classroom action research studying the perception of students to a differentiated, alternative assessment model in a secondary science classroom. Results of the study indicated the ma]ority of the students preferred the differentiated, alternative assessment model to solely traditional assessment. The elements of choice, increased learning, and extended experience were significant factors in student preference.
Journal 3
Title: The Effects of Pictures and Prompts on the Writing of Students in Primary Grades: Action Research by Graduate Students at California State University, Northridge
By : Marilyn Joshua et.al.
Journal : Action in Teacher Education Vol. 29, No. 2, (2007)
Abstract: Nine graduate students (teacher-researchers) with an average of 6 years teaching experience (1-15 years) participated in action research to examine the influence of teacher-chosen visual aids (pictures) on children's writing. A total of 165 elementary students participated in the two phases of the research project: 83 boys and 82 girls in kindergarten through second grade. The data indicate that when teachers are selecting writing assignments as a part of students' writing development, it is important for them to know whether prompts alone or prompts paired with pictures are more advantageous. For younger students and, possibly, second-language learners, the picture aided writing and drawing. However, beyond kindergarten, the picture paired with the prompt did not positively affect writing. Teacher-researchers concluded that although pictures can provide context and background information for student writers of all ages, they may also hinder creativity. This was an unexpected finding; the deciding factor appears to be students' background experience and knowledge of the English language.
No comments:
Post a Comment