1337 research outputs found
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The Troubadour, Issue 136 (April 22, 2010)
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The Troubadour, Issue 152 (September 9, 2010)
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The Troubadour, Issue 150 (August 12, 2010)
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Relationship between school-related burnout in psychology graduate students and attitudes toward seeking therapy
No full textGraduate school is a stressful time for a number of students, many of whom may be prone to experiencing a psychological phenomenon referred to as burnout. Personal psychotherapy is one component that can help students to alleviate psychological distress. This study examined the relationship between psychology graduate students’ burnout levels and attitudes toward seeking personal therapy. One hundred nine participants completed a questionnaire assessing burnout symptoms related to exhaustion and cynicism, and attitudes toward personal therapy related to importance for professional growth/effectiveness, concern with professional credibility, and concern with confidentiality. Results indicated that students with higher levels of burnout reported more negative attitudes toward therapy, whereas students who had received therapy reported more positive attitudes toward receiving therapy. First year graduate students reported lower burnout scores regarding cynicism than students who completed two or more years. However, both groups reported similar exhaustion levels. Implications of these findings for students and faculty and directions for future research are discussed
Using explicit vocabulary instruction to improve reading comprehension
No full textThe research presented here examined the use of explicit vocabulary instruction and its effects on comprehension. The purpose of the intervention was to determine if explicit vocabulary instructional strategies would improve the comprehension levels of fourth and fifth graders reading below grade level. Data included pre-and post-assessments as well as writing samples. The instruction took place for about 30 minutes per day for five weeks. Results indicated that students increased their comprehension each week. Findings suggest that this type of explicit instruction was an appropriate intervention for this group of fourth and fifth grade students
Effects of using think-alouds and graphic organizers to improve the inferencing abilities and comprehension of 4th and 5th grade students with special needs.
No full textIn an urban Midwestern school district, six students with special needs participated in a six-week study which evaluated the effects of using think-alouds and graphic organizers to improve their inferencing abilities and overall reading comprehension. Prior to the research, these six students were given two formal assessments. These assessments measured students\u27 inferencing abilities along with their ability to comprehend both implicit and explicit questions about the text. Research began with students observing as the teacher modeled the use of think-alouds while reading text. Students then gradually began to participate in the think-aloud process and eventually were able to use think-alouds with graphic organizers as they read various texts with a partner. Throughout the research, students were given four different informal quizzes to measure progress. At the end of the study, students were given the same assessments as those prior to the study, however, they were asked to read different passages. The results showed that all students made progress in the assessment in which they were to answer implicit and explicit questions. However, one student did not make progress in the assessment that measured his ability to make inferences in the text. This study further explains the results and conclusions of this study along with the strengths and limitations. Effects of Using Think-Alouds and Graphic Organizer
How phonological awareness concepts embedded in a teacher\u27s use of language during classroom routines and transitions affects students\u27 development of phonological awareness
No full textThe purpose of this study was to see how phonological awareness concepts embedded in a teachers\u27 use of language during classroom routines and transitions affects students\u27 development of phonological awareness. The researcher took a sample of four students from an urban kindergarten classroom from the Midwest. The students chosen for the sample were students who were in need of phonological awareness intervention according to scores that they received on an assessment. The study took place from January 2010 -March 2010. All of the students received phonological awareness instruction in rhyme, syllable segmentation, initial phoneme isolation, onset and rime, as well as blending and segmenting. Data showed that by the end of the study all four students showed an increase in phonological awareness skills
Literacy coaching content area reading strategies in the high school history classroom
No full textMany high school content area teachers struggle with integrating explicit literacy instruction into their classrooms. One way to provide teachers with the guidance to succeed is by utilizing a literacy coach or reading specialist to work closely to integrate the strategies. In the following study, one high school social studies teacher and 12 students within his World History classroom participated in six weeks of explicit literacy instruction. Students were assessed throughout the study to determine the effect ofinstruction. At the end of the study, the teacher and students were surveyed to show their beliefs in the effectiveness of the instruction. This study demonstrates that gains can be made by utilizing a literacy coach in the content area classrooms
The Troubadour, Issue 139 (May 13, 2010)
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The Troubadour, Issue 146 (July 15, 2010)
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