Literaturnachweis - Detailanzeige
| Sonst. Personen | McAllister, Deborah A. (Hrsg.) |
|---|---|
| Institution | University of Tennessee at Chattanooga, College of Health, Education and Professional Studies |
| Titel | Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 2 |
| Quelle | (2021), (77 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Educational Research; Secondary Education; Social Studies; Outdoor Education; Kindergarten; Elementary School Students; Reading Tests; Reading Fluency; Emergent Literacy; Technology Integration; Citizen Participation; STEM Education; College Readiness; Reading Instruction; Reading Ability; Tennessee (Chattanooga); Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| Abstract | As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2017, are presented. This Action Research Project includes: (1) Effect of Social Perspective Taking in Secondary Education Social Studies Classrooms (Leah Flowers); (2) A Comparison of Classroom Settings: Does Outdoor Education in Kindergarten Increase Student Growth in DIBELs? (Jason Hobbs); (3) Incorporating Technology in an Open-classroom Social Studies Lesson and its Impact on Likely Political Participation (Erica D. Kelley); (4) A Casual-Comparative/Ex Post Facto Study of STEM Education on College Readiness (Nathan McKinley Maples); and (5) The Relationship between Guided Reading and the Reading Abilities of Elementary Students (Rachel van de Bovenkamp). (Individual papers contain references and figures.) [For "Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 1," see ED603453.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
