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CAR Abstracts and papers B

Author:

Bailey, Brent R.
Title: Development of an Outcome-Based Orientation & Mobility Rating Scale For Use By IEP Teams Working with Students with Vision Impairments
Volume: 2008 Special Education & Autism
Location: Toki Middle
Grade(s): Grades K - 12
Study Descriptors: Assessment/Evaluation , Collaboration/Teaming , Special Education
Abstract: In order to investigate the value of having IEP teams for students with visual impairments assess travel skills and abilities to determine the need for Orientation & Mobility services, this Vision/O&M; teacher created four separate O&M; rating scales. Specific feedback on the outcome based rating scales, as well as answers to a questionnaire were collected to determine their general practicality. The author then created consensus-gram bar graphs to analyze responses from the surveyed administrators, educators, and parents. Results showed strong support for using a performance-based measurement to review students' travel skills. The author's intent is to draft new versions of the rating scales, with an objective of assisting IEP teams to determine appropriate levels of O&M; services for students with visual impairments.
Data Collection Methods: Evaluation/Feedback , Questionnaire

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Author:

Bailey, Brent R.
Title: An Investigation of Past IEP Information to Help Determine a Role for Outcome Based O&M Rating Scales in the Development of Quality IEP Travel Goals for Students with Vision Impairments Internal ID: 621
Volume: 2009 Collaborative Teaming
Location: Toki Middle
Grade(s): Grades K - 12
Study Descriptors: Collaboration/Teaming , Special Education , Staff Development , Standards
Abstract: This researcher looked at how to create a role for outcome-based O&M rating scales by examining past IEP data for students with vision impairments. The general objective was to recommend ways to improve the quality of Orientation and Mobility (O&M) goals and objectives so that they better addressed the travel needs of students by improving how a student's present level of performance is described. The aim was to explore ways the IEP teams might better connect goals to a more accurate determination of amount and level of O&M services. The research looked at the past IEP data of students with vision impairments to see how information collected from outcome based O&M rating scales might be presented as a student profile, allowing IEP teams to create better quality goals and objectives. The assumption was that improved goal writing should allow teams to better monitor student progress, as well as more accurately gauge an appropriate amount and level of O&M services needed to reach the goals. The data reviewed generated numerous observations as well as recommendations. The intent is that the information gathered through this research will help vision staff improve the way vision information is shared with IEP teams.
Data Collection Methods: Evaluation/Feedback , School Records

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Author:

Bailey, Brent R.
Title: What Effect Does Using Email to Communicate with Staff Have on my Position as an Itinerant Teacher of the Visually Impaired? Internal ID: 502
Volume: 2004 Special Education
Location: Muir Elementary
Grade(s): Grades K - 12
Study Descriptors: Collaboration/Teaming , Special Education , Staff Development , Support Staff , Technology
Abstract: In order to investigate the effects of being an itinerant teacher, this researcher focused on the following research question: What happens if I rely primarily on email as a means of communication? Documentation of email messages between 15 different case managers provided data to assist in analyzing the effectiveness of the researchers ability to meet student and teacher needs in nine different schools while working parttime. Results of the study were used to plan communication initiatives for the following year.
Data Collection Methods: Literature Review , Observation/Field Notes, School Records

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Author:

Baker, Jackie
Title: The Message in the Media: Insult or Realism?
Volume: 1995 Middle/High
Location: West High
Grade(s): Grades 11 - 12
Study Descriptors: Communication , Fine Arts , Race/Equity
Abstract: In an effort to raise awareness in her students about the ways film can perpetuate stereotypes, without making them censors, this film study teacher changed her curriculum to help students discover for themselves the ways a film maker communicates deliberately. She also wanted them to become more literate analyzers of film. After making some observations of student reactions to subtle changes in her first semester curriculum, more explicit changes were made in the second semester curriculum. Student excerpts from exam responses are presented as part of the study findings. In addition, this researcher reflects on the action research process and how it helped her focus on her strengths and weaknesses as a teacher. Appendices include the questionnaires, a list of common race and gender stereotypes seen in film, and a bibliography.
Data Collection Methods: Assessment Data , Observation/Field Notes, Questionnaire , Student Work

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Author:

Barchus, Stephanie
Title: Improving School Attendance: Organizing a Team Approach
Volume: 2001 Attendance
Location: Falk Elementary
Grade(s): Grades K - 5
Study Descriptors: Attendance , Climate/Culture , Collaboration/Teaming , Principal , Support Staff
Abstract: This school social worker investigated ways to address a significant attendance problem in her school. She examined several initiatives ranging from a Buddy Program, an Attendance Team for Case Management, a System with the Teacher as First Contact to Parent, to a School-wide Attendance Raffle. While her initial hypothesis was that the first three initiatives would result in the highest impact, in fact, the Raffle became the clear "stand-out" for effectiveness in improving attendance, at least in the form of significantly reducing tardiness. This information has practical application for schools and staff who would like to create a more systematic and comprehensive approach to address attendance problems.
Data Collection Methods: Assessment Data , Evaluation/Feedback , Observation/Field Notes, Photographs , Survey

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Author:

Barden, Lindy and Burk, Carl
Title: The Groupies
Volume: 1993 Middle School
Location: Black Hawk Middle
Grade(s): Grades 6 - 8
Study Descriptors: Cooperative Learning , Curriculum Integration , Grouping , Literacy , Social Studies , Student Voice
Abstract: Do discussion groups comprised of teacher-selected students enhance dynamics and individual participation in the classroom? This pair of teachers taught an interdisciplinary history/language arts course using various methods for placing students in cooperative groups for class projects. A noon hour committee composed of sixteen diverse students and called the "core discussion group" met regularly to evaluate class activities and lessons. Members of this group knew that their comments, criticisms, and evaluations impacted the curriculum. Videotaping was used extensively for evaluation of individual class work as well as to explore the research question. Students were interviewed on camera as a final evaluation tool.
Data Collection Methods: Discussion , Videotape

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Author:

Barlow, Maria
Title: OK, What Do They Think About ED Programming at Lincoln in the New Millennium??!!
Volume: 2000 Special Education I
Location: Lincoln Elementary
Grade(s): Grades 3 - 5
Study Descriptors: Collaboration/Teaming , Cross-Categorical , Inclusion , Special Education
Abstract: This part-time Cross-Categorical elementary school teacher focuses on her (and her co-action researchers') exploration of teacher perceptions of effective programming for students with severe emotional disturbance. Through conducting a staff survey and facilitating a school-wide dialogue, this teacher discovered / uncovered the issues and concerns that are important to staff. These concerns not only generated programming ideas and directions for the future but also brought about a realization of the importance of supporting an invaluable resource - teachers.
Data Collection Methods: Discussion , Evaluation/Feedback , Questionnaire , Survey , Teacher Research Journal

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Author:

Barlow, Maria
Title: What is Lincoln's Intake Process? And How Can We More Effectively Collect Data on a Highly Mobile Population to Make Better Decisions Regarding Classroom Placement?
Volume: 2002 Special Education I
Location: Lincoln Elementary
Grade(s): Grades 3 - 5
Study Descriptors: At-Risk Students , Climate/Culture , Communication , Special Education
Abstract: Through interviews, staff surveys, review of relevant literature, and an examination of intake data, in this study, a special education teacher explores her school's intake process and the constant integration of new students. She also looked at the impact of a high mobility on classroom and school culture. Recommendations for more effectively accommodating the special education needs of new students are offered.
Data Collection Methods: Dialogue Journal , Interview , Literature Review , School Records, Survey

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Author:

Bauer, Kris
Title: What Effect Does an Intensive Stress/Challenge Community-Building Program Have on Improving Group Inclusion and Cooperation in the Classroom?
Volume: 1999 Experiential Ed
Location: Hamilton Middle
Grade(s): Grade 6
Study Descriptors: Community-Building , Inclusion
Abstract: This study looks at the impact that a Stress/Challenge community-building program has on a classroom of sixth graders including ED and LD students after the teacher's mid-year move from one middle school to another. Appendices include a list of the activities used, as well as student surveys completed at the beginning and end of the unit.
Data Collection Methods: Activity Log , Observation/Field Notes, Survey

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Author:

Bauer, Kristin
Title: Encouraging Self-Reliance and Independence in Sixth Graders
Volume: 2009 Hamilton Middle School: Teaching Diverse Learners
Location: Hamilton Middle
Grade(s): Grade 6
Study Descriptors: Behavior/Classroom Management , Relationships
Abstract: In order to encourage her students to become more self-reliant and less dependent on her for direction, feedback and reassurance, this researcher examines her expectations, quality of directions and relationships with students. After surveying students to gain their perspective on the behaviors, clarifying expectations, direct teaching and individual conferencing, the students were able to follow directions more independently and become less reliant on the teacher for feedback. A copy of the survey is included.
Data Collection Methods: Discussion , Observation/Field Notes, Survey , Teacher Research Journal

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Author:

Baumgardner, Nancy
Title: Once a Buzzard, Always a Buzzard?
Volume: 1997 Assessment/Learner Needs
Location: Elvehjem Elementary
Grade(s): Grade 5
Study Descriptors: Grouping , Inclusion , Math , Standards
Abstract: This researcher documents the journey of this fifth grade team as it implements flexible grouping to address the needs of their students in math. The team seeks to align the math program with the NCTM Standards, and to provide instruction to large classes with a wide range of needs from talented and gifted students to fully included students receiving cross-categorical special education services. their hope is that by pre-testing for each of the topics, they can group the students accordingly and reduce the range of needs in each classroom without the stigma associated with tracking. The researcher compares the journey to a remodeling project where one improvement always leads to another. Included are examples of assessments, a report card rubric, and student self-evaluations.
Data Collection Methods: Assessment Data , Survey

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Author:

Bechen, Carlene
Title: Who Says They're Not Responsible?
Volume: 2000 Race, Class, Gender, Culture, Language and Learning
Location: Velma Hamilton Middle
Grade(s): Grade 6
Study Descriptors: Climate/Culture , Community-Building , Cooperative Learning , Democratic Classroom
Abstract: This sixth grade teacher was interested in developing effective strategies for improving student responsibility for learning and behavior. Carlene's question focused on creating a classroom community that encouraged and supported students to take risks and responsibility through discussions, class meetings, stress/challenge initiatives, cooperative learning groups, and direct feedback from students. She found these approaches were effective when her students were actively engaged in the process.
Data Collection Methods: Discussion , Meeting Log , Observation/Field Notes, Survey , Teacher Research Journal

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Author:

Beck, Nancy
Title: Using Quality Tools for Successful Meetings with Fifth Grade Illustrator Project Teams
Volume: 1995 Integrated Curriculum
Location: Muir Elementary
Grade(s): Grade 5
Study Descriptors: Collaboration/Teaming , Instructional Strategies , Library Media
Abstract: A plan to begin a Muir tradition of placing original works by children's illustrators in the Library Media Center (LMC) inspired this study. This library media specialist set as her goal facilitation of a fifth grade planning team to put the project into gear. The study documents the process, her thoughts about it, and assesses student use of quality tools to run their meetings. Descriptions of the meeting format, decision-making strategies, and formation of additional teams are included. There was a payoff for having the fifth graders work in a structured team situation; several illustrators sent some original art. The value of action research for focus, documentation and sharing ideas for further clarification emerged for this researcher. Appendices include a project description, decision making chart, and a team member self-evaluation sheet.
Data Collection Methods: Questionnaire

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Author:

Behrendt, Lynne
Title: Violence Prevention / Conflict Resolution
Volume: 1993 Elementary
Location: Hawthorne Elementary
Grade(s): Grades 2 - 3
Study Descriptors: Conflict Resolution
Abstract: In response to frequent and intense conflict situations among her students, especially during her absence as a resource teacher for the district, this researcher focused on conflict resolution for her action research study. A number of resources suggesting ways to resolve conflict among students are outlined and critiqued. Using parts of several plans, she shares the process used with her students to facilitate positive student interaction.
Data Collection Methods: Literature Review

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Author:

Belakhdar, Leila
Title: How Can Phonemic Awareness Affect English Language Learners' Oral Fluency?
Volume: 2010 Dual Language Immersion
Location: Leopold Elementary
Grade(s): Grade 3
Study Descriptors: ESL/ELL/Bilingual, Instructional Strategies , Literacy , Reading , School-Community
Abstract: "What sustainable strategies can I implement into my daily instruction to help ELLs increase their reading potential and become lifetime learners?" In this study, an elementary level Bilingual Resource Teacher implemented literacy strategies to increase fluency such as Guided Reading, Words Their Way sorts, chunking, word families, poetry, and rhyming. She found that establishing a home-school partnership, assuming positive student potential, analyzing and prioritizing student data, setting clear expectations and following through on them were key elements leading to student gains.
Data Collection Methods: Assessment Data , Interview , Observation/Field Notes, School Records

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Author:

Bell, Deloris
Title: School-Community United: Community-Based After School Program
Volume: 1992 C.A.R.
Location: Sennett Middle
Grade(s): Grades 6 - 8
Study Descriptors: Mentoring/Tutoring , Parent Component
Abstract: This study was designed to evaluate a program of volunteer tutors for students needing to improve their academic and behavioral performance in school. The program began during the 1990-1991 school year, and this study was designed to evaluate student progress. Three tutees were subjects of the study. Both parents and tutees were interviewed, and a counselor at the school administered a test. This study describes the amazing relationships that formed between the students and their volunteers, and the academic progress made by the students.
Data Collection Methods: Assessment Data , Interview , Observation/Field Notes

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Author:

Belmore, Jane
Title: How Do Teachers View Collaborative Teacher Planning and Changes in Elementary Classrooms?
Volume: 1999 Teacher Mentoring
Location: Elvehjem Elementary
Grade(s): Grades K - 5
Study Descriptors: Climate/Culture , Collaboration/Teaming , Diversity/Multicultural , Standards
Abstract: Change is an ongoing part of effective teaching. Response to students with a variety of needs requires constant change and adjustment of teaching practice, curriculum and assessment. Recent moves to implement standards-based instruction provide teachers with common goals for all students. However, even the best of teaching practices and reform efforts cannot be effective unless the organization of the school allows elementary teachers to have purposeful conversations about change and improvement embedded within the school day. This researcher was interested in the process of collaborative planning and its connections with helping teachers meet the needs of diverse learners as well as make changes towards standards-based assessment and instruction. This collaborative planning was embedded in a multi-year process of school restructuring that included transition from categorical to cross-categorical special education service delivery and the development of team-taught multi-age classes.
Data Collection Methods: Interview

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Author:

Belmore, Jane
Title: Making a Change: What Teachers Think About the Principal's Behavior
Volume: 1992 Principal
Location: Schenk Elementary
Grade(s): Grades 1 - 5
Study Descriptors: Inclusion , Principal , Special Education
Abstract: This study focuses on how a principal can facilitate new groupings of special education students in response to state and local policies toward more inclusive schools. At the time, the changing policy was a controversial issue in the district and was of great concern to regular and special education teachers, parents and administrators. The paper includes a complete historical perspective on the issue of inclusivity regarding students with cognitive disabilities. In the course of the study, this principal gained a tremendous respect for the dedication of the teachers involved in the implementation of these changes.
Data Collection Methods: Discussion , Literature Review , Survey , Teacher Research Journal

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Author:

Bentley, Patrice and Kris Rogers
Title: Cross-Categorical Programming in Special Education: Making it Work!!!
Volume: 2001 Special Education I
Location: Glendale Elementary
Grade(s): Grades K - 5
Study Descriptors: Collaboration/Teaming , Cross-Categorical , Special Education , Staff Development
Abstract: What factors affect the successful implementation of cross-categorical programming in special education? Although very little research has been conducted substantiating the efficacy of cross-categorical programming, the existing literature provides insight into the history and use of cross-categorical programming. Various approaches, including a staff survey and questionnaire, were used to gather data concerning cross-categorical programming at Glendale, and this information is compared to the available literature. The results of this study reveal that the following four factors contribute to successful cross-categorical programming: effective and efficient classroom placement procedures, staff development opportunities that focus on training in the collaboration process and in working with students with various disabilities, sufficient planning and collaboration time, and development of a problem solving forum surrounding issues that affect student learning.
Data Collection Methods: Literature Review , Questionnaire , Survey

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Author:

Berg, Jean M.
Title: How Can I Use Graphic Organizers Effectively In My Teaching?
Volume: 1993 Elementary
Location: Allis Elementary
Grade(s): Grade 2
Study Descriptors: Instructional Strategies , Literacy
Abstract: A desire to experiment and explore with new techniques and strategies for teaching language arts inspired this study. In particular, the researcher studied the use of visual representations of ideas and their relationships in order to increase reading comprehension and writing skills. A number of graphic organizers are described and illustrated with examples including a Web, Mind Map, Excitement Map, Matrix, Diagram and a Semantic map.
Data Collection Methods: Observation/Field Notes, Survey

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Author:

Bernhardt, Linda; Christianson, Karen; Janssen Eager, Denise
Title: Community Service vs. Service Learning
Volume: 1998 Service Learning
Location: Emerson Elementary
Grade(s): Grades 4 - 5
Study Descriptors: School-Community , Service Learning
Abstract: This action research project and paper was done to compare service learning and community service surrounding homelessness. Two classrooms received curriculum to support the services they provided for the community. The other five classrooms did not receive curriculum and were used as comparison groups. The report describes the background of the school, description of curriculum and service activities, and analysis of reactions from students and staff about service learning.
Data Collection Methods: Student Work , Survey

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Author:

Bertone, Andrea and Sheryl Hall
Title: Determining Service Delivery Models for Speech/Language Only Students
Volume: 2002 Special Education II
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: Special Education , Speech and Language
Abstract: Two speech/language pathologists (SLPs) reviewed current literature and administered student and colleague questionnaires in order to elicit ideas about the most effective and efficacious service delivery model for Speech/Language Only students at the high school level. Results indicated not only that SLPs in the district high schools prefer using a pullout model, but that, according to those who responded to the questionnaire, it is the only model currently in use with Speech/Language Only students. Reasons for this preference are discussed.
Data Collection Methods: Literature Review , Questionnaire , Teacher Research Journal

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Author:

Beyer, Wanda
Title: My Journey to the Summit
Volume: 2005 Special Education: Mental Health Related Services
Location: Hamilton Middle
Grade(s): Grades 6 - 8
Study Descriptors: Behavior/Classroom Management , Inclusion , Instructional Strategies , School-Community , Special Education
Abstract: In this case study, a special education teacher shares her successes and failures in working with a middle school student who has significant emotional needs. The research describes the process of determining the needs of the student and the attempts that were made to address those in an inclusive environment. As the student's needs increase, the school team and community resources work together to generate interventions.
Data Collection Methods: Activity Log , Case Study , Literature Review , Observation/Field Notes, Teacher Research Journal

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Author:

Bickley, Susan
Title: Thoughts About What we Call Research in Middle School
Volume: 1997 Library Media
Location: Whitehorse Middle
Grade(s): Grades 6 - 8
Study Descriptors: Assessment/Evaluation , Inquiry/Research , Library Media , Standards
Abstract: This middle school LMC contemplates the quantity of information today's students must be able to evaluate, read, and use when engaged in academic research, and considers ways to guide students in meaningful inquiry and investigation.
Data Collection Methods: Observation/Field Notes, Student Work

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Author:

Birmingham, Mary
Title: How Can We Teach Children with High Impulsivity and Anxiety to Improve in the Area of Self-Regulation?
Volume: 2001 Culture and Climate
Location: Glendale Elementary
Grade(s): Grades K - 5
Study Descriptors: At-Risk Students , Behavior/Classroom Management , Resiliency , Special Education , Support Staff
Abstract: In order to be successful in school, both academically and socially, children need to be able to self-regulate, especially when strong feelings occur. This study examines how we teach this complex process to students who are highly impulsive and/or anxious. The researcher broke the process into four components: developing self-awareness of body signals and feelings; learning stop and think language; learning calming strategies; and supporting the transfer of these skills to authentic learning and play situations. Observations, teacher interviews and student journaling indicated that the development of self-awareness was the critical first step towards mastery of self-regulation and yet, the one which took the most time to master. Furthermore, transfer of skills to authentic situations was dependent upon a number of variables, one of which was the teacher response to student behavior. This critical component for transfer to occur needs to be examined in future studies.
Data Collection Methods: Activity Log , Case Study , Interview , Observation/Field Notes, Student Journal

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Author:

Blessing, Brenda
Title: The Future is Bright: A Story of a Classroom of Readers and Writers
Volume: 2000 Teaching and Learning
Location: Orchard Ridge Elementary
Grade(s): Grades 4 - 5
Study Descriptors: Behavior/Classroom Management , Literacy , Reading , Writing
Abstract: This 4th and 5th grade teacher explores how to organize her Language Arts program so that her students walk away with a strong background in both reading and writing. Throughout this study, she focuses on the use of Literature Circles, Writing Workshop using the six traits of writing, the Making Big Words Spelling program and a Language Arts block. She found that a combination of all of these programs benefited the children. Copies of a Language Arts plan, a survey her students took, a revised peer editing sheet and a bibliography are included.
Data Collection Methods: Student Work

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Author:

Blessing, Brenda
Title: Writing Workshop: An Outlet for Success
Volume: 1996 Race, Class, Gender
Location: Lowell Elementary
Grade(s): Grade 5
Study Descriptors: Parent Component , Writing
Abstract: This teacher researcher focused on the ways Writers' Workshop affected her students' learning to write and their feelings toward writing. Based on Nancie Atwell's description from In the Middle, Brenda used case studies of four of her students to illustrate the impact of a writing process approach. She enthusiastically outlines the triumphs and challenges she shared with students. Plans for making adjustments to the program in the following year illustrate the implications of her findings. Appendices include writing process guidelines used with students, copies of surveys with sample responses, and student writing samples.
Data Collection Methods: Student Work , Survey , Teacher Research Journal

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Author:

Blessing, Brenda and Sue Nichols-Petska
Title: Does the MMSD Four-Block Math Framework Improve the Progress of Special Education Students Previously Making Limited Progress in Math?
Volume: 2008 Special Education & Autism
Location: Chavez Elementary
Grade(s): Grades 4 - 5
Study Descriptors: Cross-Categorical , Instructional Strategies , Math , Special Education
Abstract: With a goal of improving math abilities of struggling special education students, this pair of researchers implemented the MMSD Four-block Math Framework in their math programs. Attitudinal as well as performance data were collected from special education students in two settings to determine the effectiveness of the Four-Block Math Framework. All students made gains and reported a positive attitude toward math.
Data Collection Methods: Evaluation/Feedback , Observation/Field Notes, Student Work , Survey

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Author:

Borchers, Gail
Title: The Importance of Teaching Questioning
Volume: 2002 Reading Comprehension
Location: Lake View Elementary
Grade(s): Grade 2
Study Descriptors: Instructional Strategies , Library Media , Literacy , Reading
Abstract: One of the six reading strategies for developing readers identified by the authors of Mosaic of Thought and Strategies that Work is the "questioning technique. A literature review indicated that although students are naturally curious, they have few opportunities to ask questions in traditional classrooms. This literature indicates the need for considerable training in questioning all age groups of students in order to develop their ability to generate more questions and at a higher quality level. This study, done by a library media specialist, describes how she provides instruction to students about posing questions. Included are a list of picture books used for guided practice, and strategies for encouraging students to independently practice these reading skills. Included are pre- and post-instruction attitude surveys, evaluation of videotaped sessions, and copies of instructional tools.
Data Collection Methods: Interview , Literature Review , Observation/Field Notes, Student Work , Survey , Videotape

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Author:

Bostrom, Mary
Title: The Developmental Aspects of Equality
Volume: 2002 Early Algebraic Thinking
Location: Muir Elementary
Grade(s): Grades 3 - 4
Study Descriptors: Communication , Inquiry/Research , Math , Multi-Age/Looping
Abstract: Convinced that true and lasting understanding of mathematical equality is developmental, this multi-age teacher tracked evidence for this theory through student work, observations, interviews, and discussions with previous students. Student work with true-false sentences, open number sentences (containing variables), and story problems dealing with equality revealed a progression in mathematical understanding. Analysis of the data in light of Piaget's stages of cognitive development led this researcher to the conclusion that for most children, deep understanding of notions of equality comes during the third grade year. The paper includes a record of the researcher's conversations with former students who are currently in 5th grade and who have retained understanding, as well as a bibliography of internet resources.
Data Collection Methods: Assessment Data , Discussion , Focus Group , Student Work , Teacher Research Journal

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Author:

Bostrom, Mary
Title: What Experiences Will Help My Students Think About Mathematical Properties in a Generalized Manner?
Volume: 2001 Early Algebraic Thinking
Location: John Muir Elementary
Grade(s): Grades 3 - 4
Study Descriptors: Communication , Inquiry/Research , Instructional Strategies , Math
Abstract: One aspect of children's algebraic thinking is the idea of justification. Children at the third/fourth grade level are able to generate conjectures, but using generalized statements to convince others that the statements will work for all numbers is difficult. This teacher used a combination of student journals, classroom discussions and videotaping sessions to structure an approach that would allow her to understand her students' algebraic thinking. As a result, her students understood different levels of justification and those that were most convincing.
Data Collection Methods: Discussion , Observation/Field Notes, Student Journal , Videotape

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Author:

Brania, Carin
Title: Boulders on the Path to Success, and Other Unfinished Business: An ESL Needs Assessment
Volume: 1996 E.S.L.
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: ESL/ELL/Bilingual, Mentoring/Tutoring , Support Staff
Abstract: This school psychologist had few tools to diagnose needs for some Southeast Asian immigrant students. Her question emerged to identify top priority needs of ESL students, and what community resources existed to meet those needs. Results are tabulated in the paper: students identified individual tutoring, support groups and mentors as desirable options for additional help. Teachers identified an impressive list of strategies they use to accommodate the needs of ESL students. They additionally reported increased awareness of other cultures, increased sensitivity to individual needs, and lots of extra time spent helping individual students. Specific recommendations are made to begin more effectively addressing identified needs. (See Jones, Gross-Hahn, Kaplan, Zak, 1996, for other perspectives on this issue.)
Data Collection Methods: Literature Review , Survey

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Author:

Bray, David
Title: Empowering Students to Deal More Effectively with Conflict
Volume: 1992 Principal
Location: Muir Elementary
Grade(s): Grade 4
Study Descriptors: Conflict Resolution , Parent Component , Principal
Abstract: Out of concern about choices that some students were making regarding dealing with conflict situations at school, a pilot conflict resolution program was implemented. The research project, by the principal of the school, documented the process of introducing, adjusting and improving the program throughout the school year. Data gathering sources included the results of a district student climate survey (See Griffin 1992 for survey details). The conflict mediation process used is outlined in the study.
Data Collection Methods: Interview , Meeting Log , Survey

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Author:

Bremer, Judy
Title: Where Two Or Three Are Gathered Together
Volume: 1993 Elementary
Location: Sandburg Elementary
Grade(s): Grade K
Study Descriptors: Grouping , Instructional Strategies
Abstract: Learning centers and small group instruction were the focus of this study. Judy designed charts to help recall events during a given class period, and tell how students felt about themselves and school activities. She administered the survey, which was made up of faces from happy to sad, in the fall and again in the spring to gauge changes in their feelings about school. Time to work with individual students, assessing their strengths and areas that need improvement was a positive outcome of the learning center strategy. The necessity for more adult help emerged as well.
Data Collection Methods: School Records, Survey

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Author:

Bremer, Judy M. "Jude"
Title: How do Social Interactions Change in the Classroom After Talking about Feelings and Emotions?
Volume: 2000 Brain Compatible Teaching & Learning
Location: Sandburg Elementary
Grade(s):  
Study Descriptors: Brain-Based Learning , Social Skills
Abstract: This Kindergarten teacher wanted to see what effects happened after conducting class meetings, using literature with "feelings" topics, and writing student journals. Included are student responses, surveys and classroom lessons used.
Data Collection Methods: Observation/Field Notes, Student Journal , Survey

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Author:

Briggs, Sheila J.
Title: How Can Forming Academic Peer Groups Be Used to Reinforce Positive Attitudes of Academic Achievement in the Face of Negative Peer Pressure?
Volume: 2001 Race, Class, Gender, Culture, Language and Learning
Location: Jefferson Middle
Grade(s): Grades 6 - 8
Study Descriptors: Community-Building , Diversity/Multicultural , Principal , Resiliency , Self-Esteem , TAG
Abstract: This paper investigates the nationwide problem of minority student achievement as it relates to a local middle school. As middle school students are struggling to form their identity, conflicting ethnic and social messages can make it difficult for adolescent minorities to establish and maintain high academic standards. This researcher, a principal intern, identifies a group of high-achieving but vulnerable African-American students and makes the assumption that unless these students can find a sense of belonging and support, they are at risk for failure in school. A literature review and the research activities show that forming a positive academic peer group can reinforce attitudes of academic achievement in the face of negative peer pressure, and help create a sense of ethnic identity and belonging.
Data Collection Methods: Assessment Data , Focus Group , Literature Review , Survey

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Author:

Bringman, Sara and Melissa Denman
Title: Investigating an Inclusive Middle School Model
Volume: 2002 Special Education I
Location: Whitehorse Middle
Grade(s): Grade 8
Study Descriptors: Curriculum Integration , Inclusion , Special Education
Abstract: This team of middle school special education teachers set out to discover the effects of inclusion on the general education class in the areas of climate, presentation, and curriculum content. Data were gathered from staff, students, and parents through surveys and interviews. Parent of regular and special education students generally responded positively to the inclusive model. While recognizing the academic and social benefits of inclusion, staff and students expressed the need for more self-contained classes. Appendices include responses to surveys and interview questions.
Data Collection Methods: Interview , Survey , Teacher Research Journal

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Author:

Brodhagen, Barbara
Title: Assessing and Reporting Student Progress in an Integrative Curriculum
Volume: 1992 C.A.R.
Location: Teaching and Change (Spring 1994), O'Keeffe Middle
Grade(s): Grades 6 - 8
Study Descriptors: Assessment/Evaluation , Curriculum Integration , Democratic Classroom , Parent Component , Science , Student Voice
Abstract: Alternatives for determining student progress are explored in a classroom using an integrative curriculum. The change in curriculum prompted a change in assessment tools. Students are involved in decisions about the curriculum, and the ways in which they will be evaluated. The student's collection of best work, self-evaluation, and goal setting formed the basis of fall parent conferences. Students led the conferences, explaining to their parents what they had learned. Concerns over having one grade for all four academic subjects were addressed. Copies of student constructed progress and grading reports, journal entries from students, and parent comments are included.
Data Collection Methods: Assessment Data , Discussion , Meeting Log , Student Work

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Author:

Brody, Barbara
Title: Developing Student Strategies for Dealing with Conflicts
Volume: 1991 C.A.R.
Location: Glendale Elementary
Grade(s): Grade 4
Study Descriptors: Community-Building , Conflict Resolution
Abstract: Ways to assist fourth grade students in two areas are examined in this project: First, how to accept individual differences and avoid hurtful interactions with peers; and second, development of strategies to solve conflicts with peers. A variety of strategies were attempted, ranging from specific classroom activities, to class meetings, to modeling, to discussion and role-playing. Class meetings appeared to be the most successful technique, resulting in students being kinder to one another, more open communication, and improved classroom dynamics.
Data Collection Methods: Activity Log , Interview , Meeting Log , Task Analysis

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Author:

Brown, Maria
Title: What can I do to Engage Exceptionally Able Students in More Challenging Work in Spanish Class?
Volume: 2009 Hamilton Middle School: Teaching Diverse Learners
Location: Hamilton Middle
Grade(s): Grade 8
Study Descriptors: Assessment/Evaluation , Foreign Language , TAG
Abstract: As sole teacher in the Spanish classroom, I looked at different methods for providing differentiated curriculum for exceptionally able students. Pretesting and extension work was offered early in the year and challenges were added to performance activities in which all students participated. Data included student surveys, focus group discussions, and classroom observations of student engagement and participation. While the pretesting and extension work was a result of a class I specifically attended for TAG students, the results were not the quality I hoped for. Instead, I found that increasing the challenge of performance activities led to many students pushing themselves whether I considered them TAG or not, and all students benefited from the activity. I also found that overall student engagement and participation was higher in the performance activities than in pencil and paper assessments, which the pretesting was based on. Overall, student feedback and analysis leads to the inclusion of more performance-based activities which allow students to personalize their experience and showcase their own talents, and which self-modify easily for both TAG and students with special learning needs.
Data Collection Methods: Assessment Data , Evaluation/Feedback , Focus Group , Observation/Field Notes, Questionnaire

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Author:

Brown, Rebecca
Title: Facilitating Comprehension of Math Story Problems for Non-English Speakers in My Classroom.
Volume: 2009 ESL/ELL/Bilingual
Location: Van Hise Elementary
Grade(s): Grades 4 - 5
Study Descriptors: Community-Building , ESL/ELL/Bilingual, Instructional Strategies , Math
Abstract: In an inclusive setting with students that speak various languages and are supported to varying degrees by ELL staff, I found myself wondering how I, a 4th-5th grade classroom teacher, can support the transition of non-English speakers into a full-language emergent program. Realizing what a huge area this would entail, I narrowed my research focus down to the subject of story problem solving in math.
Data Collection Methods: Assessment Data , Interview , Observation/Field Notes, Student Work , Survey

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Author:

Buan, Heidi
Title: Soaring As A Reader: Could the Opportunity to Read Independently for Longer Periods of Time with Text that Interests a Student Be the Key? 
Volume: 2008 Intermediate 3-5 Literacy
Location: MMSD District Office
Grade(s): Grades 3 - 5
Study Descriptors: Instructional Strategies , Literacy , Reading
Abstract: The researcher, a K-5 district literacy resource teacher, explores the importance of independent reading in the intermediate classroom. At the beginning of the project, students were encouraged to read engaging texts at their independent reading level. After given opportunities to read independently for at least thirty minutes daily and conference with an educator weekly, gains in academic reading levels were noticed after ten weeks. The conferencing allowed for the educator to provide personalized instruction for each student resulting in strategy growth.
Data Collection Methods: Assessment Data , Literature Review , Observation/Field Notes, Survey

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Author:

Buckmaster, Lynn
Title: Middle Schoolers as Highly Effective
Volume: 1993 Middle School
Location: Hamilton Middle
Grade(s): Grade 7
Study Descriptors: Climate/Culture , Community-Building , Relationships
Abstract: In response to a concern about the overall emotional climate of a Future Problem Solving class, this study, based on the work of Stephen Covey's Seven Habits of Highly Effective People, explored the effect on students of activities designed to: 1. Promote a safe environment 2. Foster mutual respect 3. Create more honest communication 4. Develop a spirit of trust and openness. While in some areas Lynn saw positive results (i.e.. students saw themselves positively and enjoyed activities), some students couldn't articulate a purpose for the activities, and in surveys over time fewer students reported feeling comfortable and at ease in class, feeling respect for classmates, and feeling well acquainted with classmates. In spite of the absence of these habits she hoped to instill, this researcher did feel an increased sense of community in the classroom.
Data Collection Methods: Evaluation/Feedback , Interview , Student Journal , Survey

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Author:

Budzisz, Beth and Colette Donahoe
Title: Improving Collaboration between Special Education and Regular Education Staff
Volume: 2001 Special Education I
Location: Shorewood Hills Elementary
Grade(s): Grades K - 5
Study Descriptors: Collaboration/Teaming , Communication , Special Education
Abstract: This study examines current collaborative practices between regular and special education teachers at Shorewood Hills Elementary. Through surveys, weekly activity logs and teacher communication forms, the researchers document the need for increased collaboration, and explore "How as a special education team can we improve communication and collaboration with regular education teachers to increase the effectiveness of services provided to students?"
Data Collection Methods: Activity Log , Other , Survey

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Author:

Buehl, Doug
Title: Encouraging Self Reflection: A Classroom Action Research Project 
Volume: 1995 Middle/High
Location: East High
Grade(s): Grades 11 - 12
Study Descriptors: Reading , Student Voice , Study Skills
Abstract: This reading specialist offers a speed reading and study skills course to college bound juniors and seniors. In it he attempts to move students toward making a personal investment in their learning, seeing learning as conceptual change rather than settling for satisfying a teacher's course requirements. One area he is interested in exploring further is student self-reflection and self-evaluation. Excerpts of student learning log entries provide a glimpse at the data collected. As a result of the study, Doug gained a renewed respect for student voice as an essential component to the discourse on learning. He found his own self reflection increased as he expected his students to engage in it. Appendices include a bibliography and a copy of the questionnaire used.
Data Collection Methods: Activity Log , Evaluation/Feedback , Questionnaire , Student Journal , Student Work

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Author:

Buehl, Doug
Title: The Interactive Reading Guide: An Investigation of a Strategy to Support Struggling Readers in Learning History 
Volume: 1999 Literacy
Location: East High
Grade(s): Grade 9
Study Descriptors: Literacy , Reading , Social Studies
Abstract: In order to investigate strategies that could both boost reading achievement as well as help struggling readers learn history, this high school reading specialist collaborated with a history teacher in a special pilot program for ninth grade students. Observational as well as performance data was collected to determine the effectiveness of the Interactive Reading Guide strategy, which was used twice with the students to facilitate their learning from difficult social studies text. In both instances, as students worked with partners to construct meaning from the passages, they showed an improvement in their ability to make sense of their reading as well as their willingness to undertake a challenging reading activity. Results of this study were used in planning a new initiative for struggling ninth grade readers in social studies.
Data Collection Methods: Assessment Data , Observation/Field Notes

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Author:

Burk, Carl and Lindy Barden
Title: The Groupies
Volume: 1993 Middle School
Location: Black Hawk Middle
Grade(s):  
Study Descriptors:
Abstract: (see Barden, Lindy)
Data Collection Methods:

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Author:

Burnson, Lianne
Title: Enhancing Hmong Parental Participation in School
Volume: 1993 Elementary
Location: Thoreau Elementary
Grade(s): Grades 1 - 5
Study Descriptors: Communication , ESL/ELL/Bilingual, Parent Component
Abstract: In an attempt to determine the extent and nature of involvement of Hmong parents in their children's education, this English as a Second Language (ESL) teacher outlined an action plan. The plan included a literature review to help understand Hmong culture, a needs assessment survey, development of a program to meet those needs, and evaluation of the program through Action Research. Copies of the needs assessment survey in English and Hmong are attached. Suggestions for additional ways to involve parents of all students are included as well.
Data Collection Methods: Literature Review , Survey

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