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Using Schema-Based Instruction to Improve Mathematical Word Problem Solving Skills
No full textThis case study analyzed the effect of Schema-Based Instruction on mathematical word problem solving skills. One student, who had just completed the fourth grade in a Midwestern urban charter school, participated in this study. Twelve items from the Test of Mathematical Abilities-Second Edition (Brown, Cronin, & McEntire, 1994) were used as a pre- and post-test to determine growth in mathematical word problem solving skills. Informal, researcher-designed assessments were on-going and used as additional means of assessing the effectiveness of the intervention. This 15-session summer intervention was delivered in a one-on-one setting over the course of four weeks. Results indicated a significant improvement in mathematical word problem solving skills as a result of the Schema-Based Instruction Intervention
Role Home Visits Play in Creating Positive Attitudes and Increased Literacy Skills in Young Readers
Get PDFThis study explored the effectiveness that positive home-school relationships had on increasing first graders’ reading attitudes and literacy achievement in the classroom. This research intended to refute the popular belief that low income minority students did not receive academic support at home, nor did these households provide resources helpful to classroom instruction. Home visits were made in order to foster positive relationships between the teacher and student families. Five first graders participated in a four week thematic unit intervention, which was designed from the information collected from the home visits with the intent to increase reading attitudes and literacy achievement for the participants. Data were collected from student and parent surveys, literacy assessments, anecdotal notes, and communication journals. Findings indicated parents were willing to participate in activities in the home and share feedback which could be used in the classroom. Findings also confirmed students experienced positive attitudes towards reading and made literacy progress after participating in the thematic units
Educational Interventions for Postpartum Depression: an Integrative Review
No full textPostpartum depression can have devastating consequences for the new mother, her infant and family. Consequences range from cognitive impairments and behavioral issues in the child to death or harm to the infant and mother. Reports of postpartum depression (PPD) indicate that it affects 10 to 20% of all new mothers; however experts estimate that PPD may be as high as 50%. Research indicates that current PPD patient education materials are often inaccurate, unreadable, and minimize symptoms. The integration of PPD into patient teaching by providers is also variable. Currently, there are no standardized nursing guidelines or consensus regarding the best method to educate mothers about PPD. While this review clearly demonstrates that no specific interventions can be strongly recommended for clinical practices many specific implications for education and research were presented
Effects of science vocabulary instruction beyond the curriculum text
Get PDFThis action research sought to answer the question: Will students develop a deeper understanding of science vocabulary with instruction in content vocabulary beyond the curriculum text? The population was 6 first grade students attending an urban public school. Students completed a pretest to determine understanding of target vocabulary words prior to instruction. Explicit instruction was provided for 12 science vocabulary words. A posttest assessed gains in understanding of target science vocabulary words. Results show students made gains in understanding of science vocabulary after explicit instruction
Sentence construction infused with vocabulary intervention: the impact of self-regulation strategies on one student\u27s sentence-construction skills
No full textThis case study explores the effects of an intervention focused on sentence construction and vocabulary on the writing abilities of an eight-year-old English Language Learner. The intervention incorporated elements of sentence-combining strategies and self-regulation. The student learned how to self-regulate her sentence writing. Vocabulary words were taught using a context-based approach. The student made growth in many measured areas of writing and vocabulary. Self-regulation was a vital aspect that contributed to growth in her sentence construction skills. More research is needed on the use of self-regulation with other areas of writing
Raising writing achievement: a writer\u27s workshop approach
No full textThis study investigated the use of a writer\u27s workshop writing intervention on increasing a student\u27s ability to write complex sentences and his attitude towards writing. The participant is this study was a 13 year-old with a health impairment disability. The intervention included instruction in planning, free writing, editing and transitions while utilizing a high-interest writing topic. The author used archival, pre-and post-test data, and sentence counts to measure progress; as well as surveys to assess the student\u27s attitude towards writing. Results showed small gains in complex writing and relative strong gains in the participant\u27s attitude towards writing
Increasing Literacy and Language Development
No full textA case study was conducted to determine if intervention in phonological awareness skill development can effectively support a struggling reader. One third grade male student was used for this study. The intervention design for this case study incorporated the use of Phoneme Grapheme Mapping (Grace, 2007) to strengthen phonemic awareness while simultaneously building an association of sounds to the spellings of words. An intensive five-week intervention design yielded positive gains in the areas measured by the Phonemic-Awareness Skills Screening (PASS) (Crumrine & Lonegan, 2000), Qualitative Reading Inventory - 5 (Caldwell & Leslie, 2011), and Dr. Seuss Words (Santa & Hoien, 1999). According to the growth shown in assessments, the use of Phoneme Grapheme Mapping increased phonological awarenes
Stability balls as an intervention: effect of frequency and duration of out-of-seat behavior
Get PDFThe purpose of this study was to determine whether or not the use of stability balls as a classroom seating option in a third grade classroom increased the total time students spent properly in their seats. Using stability balls as chairs may allow for safe student movement while remaining seated. The hypothesis was that with this increased movement, students would be less restless and therefore able to remain attentive and focused. If successful, this easily implemented, relatively inexpensive strategy could be used by educators to improve time in seat in their classrooms. This study could also potentially be applied in special education classrooms and classrooms at the middle and high school level. Unlike other literature I have read, this study was quasi-experimental rather than anecdotal. Video evidence was collected prior to the implementation of the alternative seating and again afterward. Frequency of instances out of seat and total duration of out of seat time was determined for each situation
Association between emotional intelligence and family dynamics in adolescents
No full textThe present study attempted to evaluate an association between emotional intelligence and the family dynamics of adolescents. Historically, emotional intelligence has been conceptualized as a predictor for future positive or negative personal experiences and behaviors, while the present study is concerned with the factors that may predict or influence emotional intelligence. Specifically, factors relating to the family were examined to determine if there was any relationship to emotional intelligence in an adolescent population. In particular, the study sought to determine if the emotional intelligence of adolescents was associated with 1) whom the adolescent lives 2) the number of siblings the adolescent has 3) the parenting style which the adolescent experiences 4) the acceptance of emotional expression within the household and 5) the reward and punishment style used within the home. The participants consisted of 54 women and 32 men. All of the participants were enrolled students at Hartford High School, in Wisconsin, and were between the ages of 16 and 18. Participants provided basic demographic information and completed two surveys, the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), and a family dynamics analysis. Interactions with emotional intelligence were found when examining the number of siblings that an adolescent had, as well as with the type of reward or punishment used within the household. Significant associations between emotional intelligence and family dynamics were only observed when considering the type of reinforcement (i.e. tangible or emotional) used by parents within a household
Nancy Drew: The Case of the Changing Definitions and Ideals of Twentieth Century American Girlhood
No full textThese two descriptions, made eighty-two years apart, of a best friend vary in significant ways and reflect the changes in the ideals of twentieth century American girlhood. There is a shift from individual leadership and self-reliance to valuing the contributions of all team members. As the century progresses, beauty becomes more broadly defined and less important than loyalty. An analysis of the Nancy Drew novels and contextualizing them within the historical events of the twentieth century reveals the changing definitions of girlhood in twentieth century America and the ideals to which white middle class girls aspire. The historiography of girls in twentieth century America is elusive. It is difficult to ascertain the thoughts, ideas and preferences of children, because they are not generally part of the official historical record. With the advent of twentieth century professions like social work, we gain access to what adults observing children record, but little of the children’s own thoughts. Nevertheless, children’s history is a logical place in which to seek the historiography of American girlhood, yet the classics of children’s history prove insufficient. Philippe Aries’ 1962 groundbreaking work, Centuries of Childhood: A Social History of Family Life was the first to assert childhood as a social construct rather than a biological category. But it is not helpful in this case because his sources were from French public schools that did not admit girls. Other drawbacks apply to Joseph Kett’s, 1977 work, Rites of Passage: Adolescence in America, 1790 to the Present which focuses on the ways in which adults tighten their control over the events of childhood rather than the experiences of children themselves. David Nasaw’s Children of the City, 1986, addresses the correct time period and attempts to examine the experience of childhood from the point of view of the child. However, it relegates girls quite literally to the sidelines, watching over younger siblings, while boys take to the center of the street for play, or leave the block altogether to work selling newspapers or running errands