PINES (Bemidji State University)
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Children\u27s Book: PANDAS
No full textCapstone submitted as a graduation requirement for the BSU Honors Program
Mementos and Memoirs Associated with Grieving in College Students
No full textCapstone submitted as a graduation requirement for the BSU Honors Program
Red Lake DNR Website
No full textCapstone submitted as a graduation requirement for the BSU Honors Program
A Comparative Analysis of the Transitional Effect of Democratic Regime Change on Human Rights Development
No full textCapstone submitted as a graduation requirement for the BSU Honors Program
Mathematics Classrooms at the Middle School Level: Does Grouping Make a Difference in Achievement
No full textThis paper reviewed related research on student achievement based on how students were grouped, homogeneously or heterogeneously. Questions examined were whether students performed better in heterogeneous or homogenous groupings and to what extent did high-, average-, and low-ability students perform better in a particular group. Results showed that high-ability students in homogeneous groupings had higher gains in achievement when compared to their counterparts in heterogeneous groupings. However, gains for these high-ability students were not statistically significant. On the contrary, average-, and low-ability students did show statistically significant gains in achievement in the heterogeneous groupings. Yet, despite their effectiveness, implementation of heterogeneous groupings was shown to be difficult. When successful heterogeneous groupings were implemented, they provided a high quality of instruction for all students and incorporated cooperative learning, differentiated instruction, flexible groupings, curriculum modification, and support for educators and students involved
Effects of Tracking Students in a Secondary Mathematics Classroom
No full textThis paper evaluates current research on the effect of grouping students of comparable abilities, a process known as tracking, in a secondary mathematics classroom. The research explores questions regarding the advantages and the disadvantages of tracking students by ability; the manner in which tracking affects the achievement of students in homogeneous and heterogeneous settings, and the ways tracking affects the achievement gap. In addition, this paper answers the question of how tracking affects students’ self- concept and self-esteem. Lastly, it examines changes in teacher attitude with respect to each track level and the impact of ability grouping on classroom structure and the curriculum being taught. The results show that tracking has a negative effect on achievement for lower ability students and has produced no significant achievement advantage for higher ability students. Consequently, tracking has effectively increased the achievement gap. In addition, the research has demonstrated that students in the lower track have lower self-esteem but no demonstrable change in self-concept. Lastly, the research shows that teachers of the lower tracked students had lower expectations for their students and had a disparaging attitude towards the lower track
Debt and Its Effects on College Students\u27 Well-Being at Bemidji State University
No full textCapstone submitted as a graduation requirement for the BSU Honors Program
Cognitively Guided Instruction (CGI): Whats the Point? A Look into CGI and CGI’s Potential Role in an 8th Grade Mathematics Class
No full textThis study examined the current research that exists on Cognitively Guided Instruction (CGI) and how it would look when implemented into an 8th grade mathematics classroom. Additional questions examined are if CGI would develop strong student understanding between mathematical concepts and their real world applications; if CGI techniques and questioning impact the interest level of mathematics students; and what type of extra resources would be needed by teachers to implement Cognitively Guided Instruction into their curriculum. Although much of the CGI research has been done on elementary students, by also examining key algebra practices the author was able to synthesize what a Cognitively Guided Instructional classroom would look like in an 8th grade setting. CGI was found to positively impact the interest level of students; with real world application as a motivator. Because students are engaged with the problems, they are able to establish connections between their own knowledge and the concepts being presented. These connections lead to stronger understanding of the mathematical procedures and produce deeper understanding
School Age Children: The Effects of Hunger
No full textCapstone submitted as a graduation requirement for the BSU Honors Program