1337 research outputs found
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The effects of music therapy on social behaviors of African American males with emotional behavior disability in elementary school
Get PDFThe purpose of this study was to determine if music therapy had an effect on behavior of students with emotional behavior disorder during independent work time. In order to prove this hypothesis, suspension/incident referral data, pre and post-surveys, as well as tally and anecdotal behavior collection were discussed and analyzed. Prior to the intervention, the students were regularly showing negative behaviors as supported by the suspension and incident referral data and behavioral data from week one in the intervention. In the suspension and incident referral data, all students decreased their referrals/suspensions post-intervention. Students self-identified their progress with the use of the pre and post-survey. Where every student identified growth in at least two areas of behavior. In addition, the behavioral data showed dramatic increases in positive behavior and decreases in negative behavior throughout the eight-week period in all observed behaviors. On average, every student was engaging in positive behaviors over 80 percent of the 30-minute intervention time. Over all the various data collections, each student made positive progress in their own individual way. The behavioral data was essential to at the core of identifying if the music therapy was successful. This data indicates that music therapy did have an effect on the increase of positive behaviors and the decrease of negative behaviors for students with emotional behavior disorder during independent work time
Making Teachers Better Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth
No full textIn too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components: Reliable and valid evaluation. Empoweringand focused supervision. Meaningful and purposeful reflection.
Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors\u27 experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they\u27re not done well—and what they could look like if done more effectively.
Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.https://digitalcommons.stritch.edu/facultybooks/1003/thumbnail.jp
Dramatic play and its effects on math achievement and student outlook in an early childhood classroom
No full textThis quasi-experimental study investigated the effects of purposefully framed dramatic play on math achievement and outlook on self and community for kindergarteners. The quasiexperimental study used convenience sampling from an urban school in the Midwest. The findings of this research indicated that children who took part in the dramatic play center had a more positive outlook on both themselves and their school community than those who did not participate in the intervention. In regards to math achievement, the scores of the children who took part in the intervention increased by a slightly higher percentage and those that did not take part in the intervention. The research indicated that children who take part in dramatic play centers had the opportunity to solve problems more productively, think more abstractly, use multiple methods to understand math concepts, and had a more positive view on themselves and school
Lowering global consumption of petroleum, while increasing profit: Tesla Motors ridesharing
Get PDFDemonstrating profitability has been a major challenge for Tesla Motors. This research explored the creation of a rideshare service as a short-term and long-term instrument for growth. Information was gathered and analyzed from successful and unsuccessful businesses to determine viability and potential for success. The research question asked, what are the existing technologies, services, and or business models that can be implemented by Tesla Motors to both innovate and improve profitability? This study used a qualitative research approach to assess available published data and to evaluate possible options to answer the research question. The findings conclude that Tesla should enter the rideshare industry; it would be feasible and attractive in terms of ROI, and require minimal initial investment. Further suggestions outline disruption and encroachment into the multibillion dollar healthcare industry
Mixed Methods Research for Improved Scientific Study
No full textThe clear division between quantitative and qualitative research methods becomes problematic when students begin conducting extensive research for the first time, often as part of a masters thesis or dissertation. In order to handle such complexities in the selection of research methods, a Mixed Methods Research (MMR) approach is one proposed solution.
Mixed Methods Research for Improved Scientific Study seeks to demonstrate how mixed methods research designs can address a wide array of scientific questions across disciplines. Focusing on essential concepts and methods for a hybrid approach to quantitative and qualitative research methods for real-world implementation, this publication is ideally designed for students and researchers interested in refining their research skills as well as educators seeking to integrate research methods coursework into the graduate curriculum.https://digitalcommons.stritch.edu/facultybooks/1011/thumbnail.jp
The effectiveness of a structured note taking and written retell intervention on increasing overall reading comprehension
Get PDFThis study was designed to determine the effectiveness of a structured note-taking and written retell intervention on improving reading comprehension in high school age students. The participants for this study were two freshmen, one male and one female, at a high school in a large urban Midwestern city. In order to qualify for the study, participants needed to score at least two levels below their current grade level on the Qualitative Reading Inventory (QRI-5: Caldwell & Leslie, 2011). Reading comprehension growth was measured using the QRI-5 as the pretest and the posttest. One student was chosen at random to participate in the experimental condition, while the other student only attended typical coursework as the control condition. The student in the experimental condition participated in ten one-to-one intervention sessions over the course of five weeks. Each intervention session included modeling of the note-taking skill, practice retelling a text, and answer comprehension questions. After the intervention, both participants were given a posttest to determine growth. The participant in the experimental condition increased her reading comprehension level more than the student in the control group. This suggests that the intervention was successful at improving reading comprehension in high school age students
Hmong American home literacy environments and parent participation in a first grade classroom
Get PDFResearch on Hmong American childrens’ Home Literacy Environments (HLEs) is limited. Further, although parent participation is increasingly encouraged in the American school system, Hmong American families may face significant barriers to school participation. This study investigated the Home Literacy Environments (HLEs) of 18 Hmong American first graders in an urban Midwestern city through parent interviews. The relationship between home literacy practices and reading achievement data was analyzed using codes from parent interviews and archival reading achievement data to identify emerging patterns and potential relationships. Further, barriers and supports to parent participation in the classroom were explored using parent responses and interviews with Hmong American staff members. Three primary findings emerged from the data, including: (a) nature of the students’ HLEs, (b) emerging patterns between students’ home literacy practices and progress on reading assessments, and (c) barriers and supports affecting parent participation in the classroom. Implications of the study are discussed in relation to future research and practice
The effects of a taped-problems intervention on multiplication fact fluency of fourth grade title I math students
Get PDFThe purpose of this action research study was to increase multiplication fact fluency for a small class of fourth grade students by implementing an efficient intervention model. The research question was: What are the effects of a Taped-Problems (TP) intervention on multiplication fact fluency of fourth grade Title I math students? This study applied a quantitative, quasiexperimental, one-group pretest-posttest design. To test the effect TP intervention had on student multiplication fact fluency, mean DCM scores on baseline assessment probes were compared to mean DCM scores on maintenance assessment probes with a two-tailed dependent t-test. For two of the three problem sets, the maintenance mean DCM scores increased significantly over the baseline mean DCM scores. Furthermore, analysis of individual student mean DCM scores indicated an increase from either frustration level to instructional level or instructional level to mastery level (Deno & Mirkin, 1977). The data moderately supported the hypothesis that TP intervention affected student multiplication fact fluency. Based on the results of this study, further research would be merited on examining the number of intervention sessions as related to sustained maintenance DCM scores. It would also be advantageous for future research to investigate the effects of efficiency modifications such as training students or developing computer software for independent administration of the TP intervention
The effectiveness of creative writing on lowering mathematics anxiety and increasing standardized test scores in middle school
Get PDFThis study was designed to determine whether or not creative writing prior to “high-stakes” mathematics examinations was affective in reducing mathematics stress, anxiety, and/or worry. The participants chosen for the study were 26 sixth grade students in a middle school mathematics class. All participants were assigned to either a High Anxiety or Low Anxiety distinction based on an anxiety survey requiring students to rank the level of math anxiety they felt in various mathematics scenarios. Participants were then screened for mathematics ability by scores on standardized and district mathematics exams, and assigned to experimental and control conditions. Results were comprised of individual test scores on two high stakes exams, and analyzed specifically for growth across two installments of each exam. Analysis of growth scores showed that exposure to the experimental creative writing condition was successful for some groups