Western Connecticut State University
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EFFECTS OF CONCEPTUAL ASSESSMENTS USING TEST DEBATE AND TEST ANALYSIS ON CRITICAL THINKING SKILLS AND LITERARY ANALYSIS
No full textThis study examined the impact of the conceptually designed assessment, test debate and test analysis, on students’ critical thinking and ability to analyze literature. The test analysis and test debate process involved three steps: (a) teachers created and administered a multiple-choice exam that asked conceptual questions; (b) students participated in a Socratic test debate in which they were required to support their answers using specific textual references; and (c) students wrote a metacognitive reflection of the evolution of their thought process including an initial interpretation of the question, the points gleaned during the debate, and their final interpretation of the course concept or theme addressed in the question.
Using a sample of convenience (n = 157), this study assessed the use of test debate and test analysis in six separate classes among heterogeneously and homogeneously grouped students in grades 6 through 11. The quasi-experimental research design of this study used The California Measure of Mental Motivation (CM3), Advanced Placement English Language and Composition raw scores, and New York State English Language Arts assessments to consider how well the process enhances students’ critical thinking skills and students’ ability to read and analyze literature.
A two-group and three-group multivariate analysis of variance (MANCOVA) with the Literature Pretest covariate was conducted on the six dependent variables: Literary Analysis, Mental Focus, Learning Orientation, Creative Problem Solving, Cognitive Integrity, and Scholarly Rigor. The data set was analyzed using an independent variable with two levels and three levels.
The two-group MANCOVA data analysis revealed statistically significantly group difference on three of the six dependent variables (Creative Problem Solving, Scholarly Rigor, and Literary Analysis). The three-group MANCOVA produced similar results with regard to significance level, but examination of mean scores was not consistent with the findings of the two-group MANCOVA. A statistically significant effect of the independent variable three groups (trained and treatment, trained no treatment, and no treatment) existed for Mental Focus, Creative Problem Solving, Scholarly Rigor, and Literary Analysis. It can be concluded that the statistically significant multivariate effect was driven in part by the impact of grouping on these dependent variables.Doctor of Education (EdD)Education & Educational Psycholog
Vincent Cascio (interview)
No full text8 Files; File 1- 11 min; File 2- 1 min; File 3- 2 min; File 4- 2 min; File 5- 6 min; File 6- 14 min; File 7 - 2 min; File 8 - 20 minInterviewed WWII Veteran, Vincent Cascio. He was stationed in a Philippines camp where he interacted with fellow civilians, Japanese POWs, and aided in constructing trenches, reconstructing major buildings in the Philippines. Can provide pictures if contacted also
Five of Connecticut's Finest: Surprisingly Close to Home
No full text"Five of Connecticut's Finest: Surprisingly Close to Home" is a journalistic collection of five travel features, each reviewing a different activity or attraction located in Connecticut. Reviews include both indoor and outdoor activities that are appropriate for all ages.
Become acquainted with life under the sea at The Maritime Aquarium.
Enjoy tours of the Connecticut River Valley aboard an authentic 19th century steam engine and a Mississippi-style riverboat.
Walk through the towering corn stalks of Larson's Farm Market corn maze in search of the elusive exit.
Tour a fairy tale castle and learn about the man who lived there, William Gillette.
Pick delicious fruit from the orchard at Starberry Farm.This is a series of travel articles reviewing various attractions and activities across the state of Connecticut. Destinations include a pick-your-own fruit orchard, visit to The Maritime Aquarium and tour of the historic Gillette Castle. These feature stories, describing indoor and outdoor attractions, are based the reporter's observations and conversations on locale. Pictures aid in "transporting" the reader into moments of the story itself
George Irving (Interview)
No full textThe interview runs 16 minutes in lengthIrving was drafted into the US Army whereupon he arrived in Normandy, France following the main invasion. He and his tank crew fought with the US Army into Germany, including a supporting action at the Battle of the Bulge
Luke Bedini Interview of Jim Weaver
No full textThe first half of the interview is good, it is rather informal but gets into some interesting points. He tends to trail off but then picks up again towards the end.The interview i conducted was with one Jim Weaver. He is a former US army air corps mechanic working on bombers and fighters during the second world war
AN EXPLORATORY STUDY OF INSTRUCTIONAL PRACTICES FOR HERITAGE LANGUAGE LEARNERS IN TRADITIONAL MIDDLE SCHOOL SPANISH
No full textThe national increase of Latinos has resulted in an increase in students who speak Spanish. The major topic in this study was the instructional practices used by Middle School Languages Other Than English (LOTE) Spanish teachers when working with Heritage Language Learners (HLLs). HLLs have different needs from those of the traditional LOTE student. Recent literature has focused on HLLs at the elementary, high school, and university levels. Researchers have suggested activities to meet the needs of HLLs, but there is little evidence that teachers utilize these suggestions.
This multiple case study sought to determine how teachers modify instructional practices to address the unique needs and talents of the HLL through classroom observations, student focus-groups, and instructional scenarios completed by practicing teachers. The study also sought to determine if teachers were aware of the suggested activities for HLLs through coursework, workshops, or professional development. This study provides insight on how to assist teachers when working with HLLs.
Fifteen teachers of Spanish completed an Instructional Scenarios Questionnaire about their instructional practices with HLLs and non-HLLs. These teachers were from New York, New Jersey, and Connecticut, and their native languages were either English, Spanish, or Italian. All had been teaching Spanish for at least two years; some had received training through formal coursework or professional development to work with HLLs. Five Middle School teachers were selected by convenience for classroom observations. An observation form, the Instructional Practices Record (IPR) was developed for use during a total of seven classroom observations. Additionally, 14 students were interviewed in small focus-groups of HLLs and non-HLLs. Data were coded and analyzed for themes to determine which instructional practices were being used in Middle School Spanish classes with HLLs.
Results of this study indicate that teachers understand the needs of HLLs and are familiar with recommended strategies to meet their needs. However, teachers and students reported little difference in the activities assigned to or in learning expectations between HLLs and non-HLLs. Little modification was reported in any part of the study. Using methods adapted from instruction of gifted and talented students, The Curriculum Compactor may be used to help teachers plan accelerated and enriched activities for HLLs.Doctor of Education (EdD)Education & Educational Psycholog
Author Talk
No full textJhumpa Lahiri chats with a member of the audience following her talk in the Ives Auditorium
Rudolph Forte Interview
No full textRudolph Forte served for five years in the Army Air Corps flying over "the hump" in the CBI, China-Burma-India. He discusses his experiences in the forgotten war, comparing his with those who were stationed in Europe. He makes an insightful point at the end about war in general.
(The loud bang at the 2:15 mark was due to the tape recorder falling over when the interviewer reached for a magazine being handed to her.
THE EFFECTS OF A STUDY SKILLS PROGRAM ON SELF-EFFICACY AND SELF-REGULATED LEARNING STRATEGIES USE
No full textThis study examined the impact of a study skills program utilizing daily journal writing and weekly peer-group discussions to facilitate the acquisition of effective learning strategies and to enhance perceptions of self-efficacy. A quasi-experimental, pretest-posttest, control group study with random assignment utilizing a 2 X 2 factorial design was conducted. Instructional method with two levels (Study Skills Program Participation and Non-Participation) and students’ grade point average with two levels (High GPA and Low GPA) were the independent variables. Posttest measures for perceptions of self-efficacy and self-regulated learning strategies use were the dependent variables with pretest measures used as covariates. The sample consisted of sixth grade students (n = 83) from a suburban, northeastern, public middle school. The Self-Efficacy and Self-Regulated Learning Strategies subtests of the Motivated Strategies for Learning Questionnaire (MSLQ), Middle School Level, were administered as pretests and posttests to measure potential benefits of study skills instruction; two-way ANCOVAs (p = Doctor of Education (EdD)Education & Educational Psycholog