Skip To Main Content

Select a School

Madison Metropolitan School District

Select a School

CAR Abstracts A to E

Author:

Abbott, Barbara
Title: How Can Writers' Workshop Stimulate First Graders To Develop Their Potential In Writing?
Volume: 1995 Integrated Curriculum
Location: Frank Allis Elementary
Grade(s): Grade 1
Study Descriptors: Cooperative Learning , Literacy , Writing
Abstract: Although Writers' Workshop got off to a slow start for this first grade teacher, she tried a Cooperative Story Writing experiment that worked like "magic" to enrich student's writing. Four insights that emerged from the year long reflection on writing that Barbara calls her "nuggets of wisdom:" letting go of her agenda, why and how of conferencing, pictures versus print, and time. Action research provided time for reflection that led to the realization that in spite of active children, an overfilled curriculum and a difficult schedule this teacher can change and be a better teacher. A Nancie Atwell quote sums up the experience, "a teacher's best is transformed when we are learners in our own classrooms, asking questions together. When the answers are our own, our curriculum is transformed." Samples of student work and a bibliography are included.
Data Collection Methods: Literature Review , Questionnaire

Return to Abstracts Page 

Author:

Abbott, Barbara
Title: How Do Hands-On and Role Playing Activities Impact Kindergartners' Problem Solving Strategies in Math
Volume: 1998 CGI Math
Location: Frank Allis Elementary
Grade(s): Grade K
Study Descriptors: Instructional Strategies , Math
Abstract: In an effort to first engage her kinesthetic kindergartners in math problem solving and study their development in applying their own strategies, this teacher implemented a variety of hands-on math activities involving daily routines such as lunch count, graphing with foods and role playing story problems. After a preliminary CGI interview in January with each child, the researcher chose two particular students to follow more closely as they developed more strategies for solving problems. Another CGI interview was given at the end of April to these two students to determine growth in mathematical thinking. In addition to describing the techniques used and sharing the results of implementing hands-on activities and role playing, this paper focuses on this teacher's growth as a CGI facilitator. Appendices include the CGI interview questions, student response reports, student work samples, CGI problems role-played and some samples of graphing activities.
Data Collection Methods: Interview , Observation/Field Notes, Teacher Research Journal

Return to Abstracts Page  

Author:

Adelson, Freddi
Title: Program Support Nurses: How District Staff Value this Role
Volume: 2002 Health Services
Location: MMSD District Office
Grade(s): Grades K - 12
Study Descriptors: Health , Staff Development , Support Staff
Abstract: The model for providing health services in the Madison Metropolitan School District (MMSD) uses a differentiated staffing pattern involving nurses, nurse assistants, and program support nurses. While there is a formal job description for the program support nurse position, this researcher was curious to investigate which roles and functions were most valued by district staff. She designed and distributed a survey to collect information about how nurses, nurse assistants, and school administrators ranked a variety of functions carried out by the program support nurse such as community liaison, funding, staff development, data collection, resource to nurse and nurse assistant, policy/procedures/standards, and employee health. The survey provided a wealth of information, and the highest rated function was one-to-one support in complex student situations. The lowest rated functions were those in the employee health area.
Data Collection Methods: Discussion , Interview , Survey

Download PDF Version of Paper

Return to Abstracts Page 

Author:

Allers, DeLona
Title: The Use of Extrinsic Motivators to Increase English Output in the ELL Classroom Internal ID: 4
Volume: 2003 English Language Learners II
Location: Cherokee Middle
Grade(s): Grades 6 - 8
Study Descriptors: ESL/ELL/Bilingual, Motivation
Abstract: How does the implementation of an incentive program affect the amount of English spoken in the English Language Learner (ELL) classroom? This researcher observed her students for a period of nine weeks, noting the amount of English spoken "above and beyond" what is required during lesson time. Students were given a lotto ticket every time they did so. On Fridays, one "lucky ticket" was drawn and the student was awarded a prize. The amount of English generated by this approach varied weekly, but overall it increased. Included in the appendices is the DPI English Proficiency chart, student and parent surveys, lotto tickets and brochures, and a graph showing the results.
Data Collection Methods: Observation/Field Notes, Survey , Teacher Research Journal

Download PDF Version of Paper

Return to Abstracts Page 

Author:

Anderson, Gail and Skuhra, Linda
Title: Are There Any Significant Differences in the Attitudes of Children When They Are Heterogeneously or Homogeneously Grouped for Reading Instruction? Internal ID: 5
Volume: 1992 C.A.R.
Location: Orchard Ridge Middle
Grade(s): Grade 6
Study Descriptors: Grouping , Literacy , Reading , Special Education
Abstract: This pair, one regular ed. 6th grade teacher and one eighth grade LD teacher, explores student attitude differences when heterogeneously vs. homogeneously grouped for the teaching of reading. At the beginning of the project, they subscribed to two totally different philosophies of instruction regarding the teaching of reading to students with learning disabilities. A team made up of two teachers and three specialists had varied responses to the change in grouping. After heterogeneous grouping there was a noticeable increased interest in reading by most students, and LD students responded positively to the challenge of working with peers at all levels of competency in reading. Specialists saw benefits of using both types of grouping, depending upon the assignment and the skills to be addressed. Copies of the reading inventories and surveys are provided.
Data Collection Methods: Interview , Student Journal , Survey

Return to Abstracts Page 

Author:

Anderson, Mindy
Title: What Was I Thinking? Reflections of a First Year Teacher Internal ID: 6
Volume: 2000 Special Education I
Location: Leopold Elementary
Grade(s): Grades K - 3
Study Descriptors: Cross-Categorical , Special Education , Staff Development , Teacher Identity , Transition
Abstract: This first-year, cross-categorical, special educator takes you through the troubles and triumphs of her school year. In her monthly reflections, she examines her attitudes towards her students, instruction methods, curriculum choices, and school atmosphere.
Data Collection Methods: Discussion , Observation/Field Notes, Teacher Research Journal

Return to Abstracts Page 

Author:

Armstrong, Laura
Title: Best Practices in the Music Classroom: Exploring Settings in the Inclusive Music Classroom Internal ID: 7
Volume: 2001 Race, Class, Gender, Culture, Language and Learning
Location: Lowell Elementary
Grade(s): Grades K - 5
Study Descriptors: Behavior/Classroom Management , Climate/Culture , Fine Arts , Inclusion , Special Education
Abstract: Assuming that learning group configurations directly impact classroom climate, students in grades four and five were surveyed for their comfort level in a variety of settings in the classroom. Results showed that overall, students were most comfortable in the large group setting. Higher-achieving students were more engaged in small group activities.
Data Collection Methods: Discussion , Observation/Field Notes, Survey , Teacher Research Journal

Download PDF Version of Paper

Return to Abstracts Page 

Author:

Arnold, Kay
Title: Cooperative Teaching and The Cross-Categorical, Inclusive Classroom: Can We Really Meet the Needs of All Learners? Internal ID: 8
Volume: 2000 Special Education I
Location: Lowell Elementary
Grade(s): Grades 4 - 5
Study Descriptors: Collaboration/Teaming , Cross-Categorical , Inclusion , Special Education
Abstract: One special education teacher reflects on the experiences of the past two years, teaching in a cross-categorical, full inclusion classroom utilizing the cooperative teaching service delivery model. Through data collection, teacher journal, observations, discussion, and student assessment, she looks at the ability of cooperative teaching model meeting a wide range of student needs.
Data Collection Methods: Assessment Data , Discussion , Literature Review , Observation/Field Notes, Teacher Research Journal

Return to Abstracts Page 

Author:

Ashby, Vaunce
Title: Can We Include All When We Integrate?
Volume: 1996 Curriculum Integration
Location: Sherman Middle
Grade(s): Grades 6 - 8
Study Descriptors: Inclusion , Parent Component , Special Education
Abstract: Concerned about whether her LD students were receiving adequate support while staying in a homeroom core most of the day, this researcher turned to her students and their parents to determine the extent to which their needs were being met. She did spend some time in the classroom with the majority of her students. Vaunce's language provides a rich description of her harried day during which she provided different levels of support to two main groups of students. She is pleasantly surprised herself at the level of responsibility her students begin to take for their learning and the degree to which they learn when and how to ask for help.
Data Collection Methods: Survey

Return to Abstracts Page 

Author:

Aten, Linda
Title: Preteaching Science and FOSS Vocabulary to Sixth Grade Students Who Have Language Handicaps Internal ID: 558
Volume: 2006 Wright Middle School: Content Area Literacy
Location: Wright Middle
Grade(s): Grade 6
Study Descriptors: Grouping , Literacy , Reading , Science , Special Education
Abstract: Speech and Language services have been fairly isolated from curriculum in the past, but with updates in federal law IDEA, there has been interest among the Speech and Language community towards inclusion and supporting the academic environment. At the same time there is a growing interest among educators at Wright Middle School in Content Area Literacy, or the interest in how we connect students with the information that is presented to them in text. As a Speech and Language Clinician in a school with this kind of focus, I am interested in combining the knowledge I have of language development with the information available on content area literacy so that I can assist language handicapped students in developing the vocabulary and concepts they needed to experience success in science.
Data Collection Methods: Assessment Data , Evaluation/Feedback , Interview , Teacher Research Journal

Download PDF Version of Paper

Return to Abstracts Page 

Author:

Augusta, Bonnie
Title: An Examination of Fourth Grade LD Students Placed in an LD/Regular Education Team Taught Fifth Grade Classroom 
Volume: 1995 Elementary
Location: Lincoln Elementary
Grade(s): Grades 4 - 5
Study Descriptors: Collaboration/Teaming , Multi-Age/Looping , Self-Esteem , Special Education
Abstract: Through self-esteem surveys and student interviews, this teacher targeted fourth grade students who were placed in a fifth grade classroom due to logistical demands. Although she was convinced that this situation would lead to loss of self-esteem on the part of the fourth graders, her data contradicted her expectations--the children seemed to thrive! She ends her paper by praising the action research process as a gift, a rejuvenating experience. Appendices include her self esteem survey, a peer self esteem scale, and survey questions.
Data Collection Methods: Interview , Survey , Teacher Research Journal

 

Return to Abstracts Page 

 

Return to Abstracts Page