Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)

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Sonst. Personen	McCoy, Leah P. (Hrsg.)
Institution	Wake Forest University, Department of Education
Titel	Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)
Quelle	(2017), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Video Technology; Teaching Methods; Listening Comprehension; Spanish; Second Language Instruction; Action Research; Learning Modalities; Films; Cultural Influences; Writing Skills; Secondary School Students; Foreign Countries; Educational Technology; Technology Uses in Education; Academic Achievement; Social Studies; Metacognition; Civics; Problem Based Learning; Student Attitudes; Audience Response Systems; Learner Engagement; Interpersonal Communication; Speech Communication; Oral Language; Feedback (Response); High School Students; Citizenship Education; History; War; World History; Empathy; Performance Based Assessment; Educational Games; Elementary School Mathematics; Costa Rica; North Carolina + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Spanisch; Fremdsprachenunterricht; Projektforschung; Lernumgebung; Film; Cultural influence; Kultureinfluss; Writing skill; Schreibfertigkeit; Sekundarschüler; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Gemeinschaftskunde; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Staatsbürgerkunde; Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Interpersonale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Geschichte; Geschichtsdarstellung; Krieg; Weltgeschichte; Empathie; Leistungsermittlung; Educational game; Lernspiel; Elementare Mathematik; Schulmathematik
Abstract	This document presents the proceedings of the 22nd Annual Research Forum held June 29, 2017, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Using Captioned Video to Teach Listening Comprehension in a Spanish Classroom (Michelle Allen); (2) Multimodal Instruction: How Film Affects Interpretation of Literature (Ethan Cagle); (3) Cultural Knowledge and Writing Ability in the Secondary Spanish Classroom on the Topic of Pura Vida (Pure Life) in Costa Rican Culture (Amanda Taylor MacCormac); (4) Instruction Driven by Usage of Digital Primary Sources and Its Effects on Student Achievement (Harry McNeil, Jr.); (5) The Impact of Mindset Training Techniques on Academic Performance in a Social Studies Classroom (Edgar Simon Mercado); (6) Current Events in a Civics Classroom: Using Problem-Based Learning to Assess Awareness of and Attitudes Towards Current Events (Lee Miller); (7) The Impact of Anonymous Student Response Systems on Student Engagement and Achievement (Eric Steven Neal); (8) The Use of Interpersonal Speaking Strategies and Oral Feedback to Support the Development of Students' L2 Ability in the High School Spanish Classroom (Elizabeth F. Ottenjohn); (9) Citizenship Education: Critical Investigations into History, Theory, and Pedagogy and Researching Students' Conceptions of Citizenship (Laura Nicole Parsons); (10) Studying World War I and Evaluating Student Growth in (Historical) Empathy (Robert W. Shafer); (11) The Effects of Performance Based Assessment on Student Attitude and Achievement in Historical Writing (Nathan Tulburt); and (12) Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics (Kyli White). Individual papers contain references, tables, and figures. [For the 2016 Research Digest, see ED567774.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01