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CAR Abstracts and papers C

Author:

Calchina, Pat
Title: High School Women's History and the Empowerment of Young Women
Volume: 2000 Race, Class, Gender, Culture, Language and Learning
Location: Memorial High
Grade(s):  
Study Descriptors: Climate/Culture , Communication , Race/Equity, Self-Esteem , Social Justice, Social Studies
Abstract: What effect might a high school women's history class have on the empowerment of young women? Why do young women choose to take a women's history class? Do they gain role models as a result of being in such a class? Does a women's history class have application for their lives? What is it about a women's history class that affects their willingness to share personal stories and examine their own lives? Through teacher journals, student written and verbal responses to questions, and classroom observations, the journey of 28 young women through Memorial High School's first women's history class is documented and analyzed.
Data Collection Methods: Discussion , Evaluation/Feedback , Observation/Field Notes, Teacher Research Journal

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Author:

Caldwell-Korpela, Nancy
Title: In What Ways and Through What Support Have Collaborative Team Planning and Teaching Impacted Both Student Participation and Learning, and Teacher/Classroom Practices?
Volume: 1999 Teacher Mentoring
Location: Lowell Elementary
Grade(s): Grades 1 - 5
Study Descriptors: Collaboration/Teaming , Diversity/Multicultural , Inclusion
Abstract: In this study, Nancy documents teacher responses to questions such as: What is collaborative teaming: How does collaborative teaming affect student learning and teacher/classroom practices? What supports and/or resources are "necessary" in order to effectively collaborate and meet the needs of ALL students in the general education classroom? The study provided the researcher with a perspective of why collaboration is important and the impact it can have on both students and teachers. Appendices include teacher surveys, interview questions, and a chronology of collaborative team support efforts provided by Nancy, the program support teacher to Lowell Elementary School.
Data Collection Methods: Interview , Survey

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Author:

Callaway, Wendy and Christine Thompson
Title: Who Team Teaches, Really?: Building Successful High School Team Teaching
Volume: 2002 Special Education II
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: Collaboration/Teaming , Inclusion , Instructional Strategies , Special Education , Staff Development
Abstract: In response to a growing population of students with IEPs and the desire to reach all learners in the general education classroom, this study focuses on the team teaching model and how to implement it successfully at the high school level. The paper discusses barriers and essential components in forming team teaching partnerships.
Data Collection Methods: Discussion , Literature Review , Questionnaire , Survey , Teacher Research Journal

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Author:

Calloway, Stephanie
Title: Study Skills Curriculum for LD Students 
Volume: 1994 Middle/High Transition
Location: Toki Middle
Grade(s): Grades 6 - 8
Study Descriptors: Inclusion , Instructional Strategies , Special Education , Study Skills
Abstract: As part of a larger goal to facilitate smooth transitions from one school environment to another and from school into work, this researcher engaged in a study of the effect of a new study skills course on the ability of LD students to transfer skills to their mainstream classes. Incorporated into the course were organizational skills, responsibility and self-advocacy. In addition to improved test scores, this researcher noted improved confidence, stronger rapport between teacher and students, and increased self-awareness.
Data Collection Methods: Assessment Data , Literature Review , Meeting Log , Student Journal , Survey

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Author:

Cardarella, Joan
Title: How Can I Make the Curriculum Meaningful So Students Take Ownership of Their Learning? Internal ID: 53
Volume: 1995 Integrated Curriculum
Location: Sherman Middle
Grade(s): Grade 8
Study Descriptors: Curriculum Integration , Student Voice
Abstract: After a disappointing experience with a teacher designed and directed unit on Westward Movement, this eighth grade teacher decided to let students design and direct a second unit on Immigration. The study describes the process students went through and their resulting unit. The behavior and engagement of students from this class were strikingly different from another group of students doing the same activities without having been involved in their design. For a third unit both classes got involved in designing the curriculum. The students had higher expectations for themselves and each other when they helped develop the curriculum.
Data Collection Methods: Assessment Data , Survey

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Author:

Carlson, Angie
Title: Improving Academic Achievement in Ninth Grade English
Volume: 2003 Closing the Achievement Gap II
Location: West High
Grade(s): Grade 9
Study Descriptors: Diversity/Multicultural , Literacy , Motivation , Race/Equity
Abstract: What curricular materials and methods of instruction elicit the highest academic achievement and engagement in 9th grade English students of color? In this study, a high school English teacher focussed on a small group of under-performing ninth graders to determine what materials and methods were most effective in improving their academic achievement. By examining student grades for several unique units, and by observing student engagement and reaction to each unit, the teacher was able to determine that some instructional methods do seem to help students of color achieve academically.
Data Collection Methods: Assessment Data , Evaluation/Feedback , Observation/Field Notes, Student Work , Teacher Research Journal

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Author:

Carney, Signe
Title: What Can I Learn From My Students to Improve Homework?
Volume: 2010 Universal Design for Learning/High School REaL Grant
Location: Memorial High
Grade(s): Grades 9 - 11
Study Descriptors: Assessment/Evaluation , Climate/Culture , Homework, Math
Abstract: In this research project gathered information from students and analyzed survey questions, homework completion records and data from Infinite Campus in order to improve the homework that she assigns. I found that students had varying opinions regarding the purpose and reasons for completing homework, and that differentiation is important when creating assignments that will increase chances of completion. I also found that the type of homework needs to be consistent; either all worksheets or all textbook assignments, and that I need to consider completion time when creating a homework assignment. Finally, I observed that a student's confidence in the current material impacts homework completion. The appendices include information gathered from the students in one of my Algebra 1 classes.
Data Collection Methods: Assessment Data , Interview , Literature Review , Observation/Field Notes, Questionnaire , Task Analysis

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Author:

Carpenter, Monique
Title: Daring to Differ-entiate
Volume: 2007 Sherman Middle School Studies
Location: Sherman Middle
Grade(s): Grade 8
Study Descriptors: Instructional Strategies , Learning Styles , Special Education
Abstract: In order to find a way to better meet the needs of students with disabilities and ESL needs, this 8th grade cross-categorical teacher performed research on differentiation. A variety of differentiation techniques were implemented in the regular education environment to determine the effect that differentiated instruction had on the level of understanding for students with disabilities and ESL needs in the regular education environment. Data was collected in multiple ways including: journaling of personal observations, student reflections, "Dear Teacher" letters, student grades, and a student survey. Data was collected upon implementation of a tiered system of assignments that differentiated for readiness levels as well as differentiated activities. The results of this study showed that differentiated instruction was highly effective in increasing the level of understanding for students with disabilities and ESL needs. A copy of the student survey is provided in the appendix.
Data Collection Methods: Dialogue Journal , Evaluation/Feedback , Student Work , Survey

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Author:

Casado, Debora Gil R.
Title: Reading For Meaning
Volume: 1996 Race, Class, Gender
Location: Sherman Middle
Grade(s): Grades 6 - 7
Study Descriptors: Diversity/Multicultural , Literacy , Reading
Abstract: Struggling to incorporate a multicultural viewpoint into her curriculum while simultaneously grappling with the implications of curriculum integration, student centered curriculum, teaming, and an overcrowded and diverse classroom, this action researcher recognized the need to provide tools for her students to make connections between issues they learned about and new experiences they faced. She tried a variety of strategies and had some success making personal connections between students' lives and the characters in the literature.
Data Collection Methods: Discussion , Observation/Field Notes

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Author:

Chadderdon, Carolyn
Title: Odors, Elementary Children, and Nursing Practice
Volume: 2002 Health Services
Location: Allis and Elvehjem Elementary
Grade(s): Grades K - 5
Study Descriptors: Communication , Health , Parent Component , Social Skills , Support Staff
Abstract: In this project, an elementary school nurse studies a question that persisted in her practice but was rarely discussed openly in school: What strategies can I use to help teachers work with elementary children who have noticeable body odors? Centering her inquiry on issues of communication, health, values and practices, she distributed one survey to all of the district elementary nurses and another to the teaching staff in her two school sites. She received a rich collection of responses, out of which she devises a set of practical guidelines as well as scripts outlining what to say when speaking with parents and students about body odors.
Data Collection Methods: Interview , Literature Review , Observation/Field Notes, Survey

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Author:

Chapin, Charles G.
Title: Extended Labs in High School Physics
Volume: 1994 Technology
Location: La Follette High
Grade(s): Grades 10 - 11
Study Descriptors: Instructional Strategies , Motivation , Science
Abstract: This study explores the placement of students in a continuous laboratory setting in an effort to find a model for teaching physics that places less emphasis on content, allows students to do science, and provides motivation. The CASTLE project model (Capacitor-Aided System for Teaching and Learning Electricity) was selected for this research project. The mixed results are reported honestly, supported by examples from the classroom.
Data Collection Methods: Assessment Data , Student Journal , Teacher Research Journal

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Author:

Chappell, Kathleen
Title: Combating the Disorganization of LD and/or ADD Students in a Full Inclusion Setting Internal ID: 58
Volume: 2000 Special Education II
Location: Lowell Elementary
Grade(s):  
Study Descriptors: Behavior/Classroom Management , Instructional Strategies , Motivation , Self-Esteem , Study Skills
Abstract: As a special education teacher working in an inclusion classroom, I saw a need to enhance the organizational skills of many students with LD and/or ADD. After identifying a core group of students, along with a set of target behaviors I hoped to change, I implemented a mini course which directly taught organizational skills. A pre and post student questionnaire revealed positive changes. Parent interviews provided insight into students' home behaviors and created a support system. Teacher surveys allowed a sharing of experiences and a compiling of strategies. I concluded that increasing the awareness of, and teaching organizational skills is truly worthwhile.
Data Collection Methods: Activity Log , Focus Group , Interview , Questionnaire , Survey

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Author:

Chappell, Kathleen
Title: Decreasing Aggressive Behaviors and Increasing Compliance in Elementary-Aged Students Internal ID: 581
Volume: 2007 Autism & Special Education
Location: Lowell Elementary
Grade(s): Grades 2 - 5
Study Descriptors: Behavior/Classroom Management , Cross-Categorical , Inclusion , Instructional Strategies , Motivation , Special Education
Abstract: Looking for new ideas in teaching students with behavior issues? Search no more! A cross-categorical teacher of elementary-age students has collected data to compile a set of strategies that has proven to be effective in decreasing aggressive behaviors and increasing compliance in students with extreme behaviors. Past and present records, as well as staff and student interviews were used to target behaviors believed to be most disruptive to teaching and learning, and to identify the strategies that have been used to successfully combat these behaviors. The results of this project can be used as a resource to assist teachers in designing and implementing programs for students with behavioral needs.
Data Collection Methods: Activity Log , Interview , Literature Review , Observation/Field Notes

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Author:

Christianson, Karen; Bernhardt, Linda; Janssen Eager, Denise
Title: Community Service vs. Service Learning
Volume: 1998 Service Learning
Location: Emerson Elementary
Grade(s):  
Study Descriptors:
Abstract: (see Bernhardt, Linda)
Data Collection Methods:

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Author:

Christianson, Sandy
Title: Helping Second Graders Learn Strategies for Selecting Books
Volume: 1998 Librarians
Location: Thoreau Elementary
Grade(s): Grades 2 - 3
Study Descriptors: Library Media , Reading
Abstract: This research focuses on strategies a library media specialist can teach a group of second and third graders that encourages them to select books at their reading levels. The researcher met with the students in groups of five or six to discuss favorite books and to practice selecting both fiction and nonfiction books that the students would enjoy and be able to read. Time was also provided for students to share the books that they were reading, as another way to introduce students to books they might want to read. Copies of pre and post reading surveys are included.
Data Collection Methods: Observation/Field Notes, Survey

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Author:

Chybowski, Elly McGraw
Title: Transitions for Students with Type 1 Diabetes
Volume: 2007 Welcoming Practices and Seamless Transitions
Location: Cherokee Middle
Grade(s): Grade 8
Study Descriptors: Communication , Health , Parent Component , Student Voice , Transition
Abstract: Students with type 1 diabetes face many challenges including maintaining a balance of exercise, diet and insulin administration; monitoring blood sugar and treating lows as needed; learning to adapt to management of a complex disease along with being a teen with all the peer, family, social and academic expectations and challenges. This researcher surveyed parents, 8th graders with type 1 diabetes, and middle and high school nurses to look at issues and concerns about students transitioning from 8th grade to high school. Information obtained provided insight into the question, "What can be done to meet the needs of 8th grade students with type 1 diabetes so they can have a safe and successful transition to high school?"
Data Collection Methods: Discussion , Literature Review , Observation/Field Notes, Survey

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Author:

Clark, Mary
Title: Of All the Books in This Library, Why Did You Pick That One 
Volume: 1999 Literacy
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: Library Media , Literacy , Reading
Abstract: High school students demonstrate poor book selection skills in the LMC. This researcher observed patterns in book selection and surveyed students to identify the reasons for book choices. She planned activities and developed displays and promotional information to encourage students to choose books based on factors other than the covers of the books. Some of these interventions were more successful than others, but all point to the need for improvement in student book selection strategies. The appendix shows results of student book check-out surveys.
Data Collection Methods: Interview , Observation/Field Notes, Survey

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Author:

Clements, Amy L.
Title: Universal Design for Learning: Reaching our Learners
Volume: 2010 Universal Design for Learning/High School REaL Grant
Location: East High
Grade(s): Grade 9
Study Descriptors: Brain-Based Learning , Instructional Strategies , Staff Development , Universal Design
Abstract: As a cross-categorical case manager in our high school Special Education Department and co-teacher in the Math Department, my study focuses on curriculum development at the ninth grade level. Specifically, my questions is: "In what ways can professional development opportunities centered on the Universal Design for Learning framework be used to influence curriculum development so that there is a direct impact on curriculum planning in Ninth Grade Math courses at East High School?" This research follows my efforts to incorporate Universal Design for Learning and backwards design into the curriculum planning practices of a group of four teachers at my high school.
Data Collection Methods: Interview , Literature Review , Survey

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Author:

Cocalis, Vicki
Title: The Magic of Technology
Volume: 1994 Technology
Location: Longfellow School
Grade(s): Grades 8 - 12
Study Descriptors: Curriculum Integration , Self-Esteem , Technology
Abstract: Technology as a catalyst for change is the focus of this study. The setting is an alternative program for pregnant teens (SAPAR) in which an integrated thematic curriculum is used. Since new students join and leave regularly, this program has some unique challenges. Several strands emerge from analysis of data that elucidate the potential power of technology in the classroom: the changing roles of the teacher and student, increasing self-esteem, providing a safer environment for taking risks, and reducing disparities among students.
Data Collection Methods: Interview , Teacher Research Journal

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Author:

Coccari, Diane
Title: We Want to Work with Our Friends
Volume: 1998 Assessment/Health & Wellness
Location: Black Hawk Middle
Grade(s): Grade 6
Study Descriptors: Community-Building , Diversity/Multicultural , ESL/ELL/Bilingual
Abstract: With half of the students in the class speaking English as their second language, this teacher observed the diversity of her classroom reflected in how students sorted themselves for academic and social activities. Also of concern was blatant domination by certain boys in the classroom. This study looks at creating a classroom where all students feel free to participate equally and are able to work productively with diverse and changing groupings of classmates.
Data Collection Methods: Discussion , Observation/Field Notes, Student Work , Task Analysis , Teacher Research Journal, Videotape

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Author:

Cohan, Jill and Amy Wilcox-Owens
Title: Information Technology Literacy Assessment: A Practical Approach at the Middle Level Internal ID: 559
Volume: 2006 Wright Middle School: Content Area Literacy
Location: Wright Middle
Grade(s): Grade 8
Study Descriptors: Assessment/Evaluation , Library Media , Literacy , Standards , Technology
Abstract: Assessment of 8th grade Information Technology Literacy incorporates several tools. In this research study, the technology and library teachers who provide support for this assessment use the standards to create a more effective project rubric that can be efficiently used by teachers and realistically self-assessed by students. Beginning with the MMSD 8th grade Information & Technology Assessment model, students in this project were asked to self-assess their Information Technology skills. When students assessed themselves as inadequate in the very skills that they were demonstrating, it became necessary to familiarize them with the specific standards. Eighth graders need to be able to accurately assess their own technology literacy.
Data Collection Methods: Assessment Data , Evaluation/Feedback , School Records, Student Work

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Author:

Colby, Polly and Engler, Laura
Title: What Is There About The Transition Program For 8th Grade LD Students That Might Be Useful For All 8th Graders?
Volume: 1994 Middle/High Transition
Location: West High
Grade(s): Grades 9 - 12
Study Descriptors: Special Education , Transition
Abstract: After working to develop a program to assist LD students transitioning from grade 8 to grade 9, these LD teachers wondered if some aspects of the program might be useful to all eighth graders as they move from middle to high school. The transition models used at the time of this study are described as an introduction to the paper. Based on their findings, researchers outline five recommendations to those working to improve grade 8 to grade 9 transitioning. Plans for future work emphasize the necessity to coordinate efforts to determine the best transition program, to collaborate to implement it district wide, and to work on continuous improvement as needs change.
Data Collection Methods: Interview , Literature Review , Questionnaire

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Author:

Conard, Judy
Title: How do the Components of East High's Community Vocational/Work Experience Program Meet the IPS Needs of LD/ED Students? 
Volume: 2002 Special Education II
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: Inclusion , Inquiry/Research , School-Community , Special Education , Transition
Abstract: Refining and improving the East High Community Vocational/Work Experience program has become a priority concern at this school. The formation of a Vocational Committee and an expanding program indicated a need for program information and evaluation, which is the focus of this study.
Data Collection Methods: Evaluation/Feedback , Observation/Field Notes, Questionnaire , Survey , Teacher Research Journal

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Author:

Conklin, Kate
Title: Competence vs. Compliance: What Makes Students Achieve?
Volume: 1995 Middle/High
Location: Shabazz City High
Grade(s): Grades 9 - 12
Study Descriptors: Standards
Abstract: In response to some students and staff that felt students weren't working hard enough or being challenged, this study explored an alternative approach this researcher called a "standards approach." While this teacher's results with several pilot courses were mixed, she felt better aware of what individual students had learned after focusing on specific achievement standards. While planning to incorporate standards into some of her courses the following year, Kate is left grappling with issues of the time intensive nature of her approach and the philosophical issue raised by a student--how is this different from grading us? Appendices include a copy of her questionnaire and examples of the standards and rubrics used in the study.
Data Collection Methods: Questionnaire , Student Work

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Author:

Conklin, Maureen
Title: Action Research in the School Library Media Center: Guiding Middle School Students to Successful Research: Don't Just Google It!
Volume: 2007 Sherman Middle School Studies
Location: Sherman Middle
Grade(s): Grades 6 - 8
Study Descriptors: Inquiry/Research , Instructional Strategies , Library Media , Technology
Abstract: Can a School Library Media Specialist (SLMS) be successful in guiding students to use online databases to which the Madison Metropolitan School District and Sherman Middle School subscribe instead of relying on ineffective Google searching as their major research tool? By teaching how to use these databases, we wanted to help our middle school students to successfully access accurate and current information that they need for their research projects while they are in middle school and in their future as high school studies and beyond. Students were successful in using the databases for research, especially when teachers and the SLMS collaborated in the planning of the research process.
Data Collection Methods: Activity Log , Evaluation/Feedback , Interview , Observation/Field Notes, Survey

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Author:

Conner, Merrie
Title: What Is A Portfolio? or Why Can't I Take This Home?
Volume: 1994 Elementary - green
Location: Muir Elementary
Grade(s): Grade 5
Study Descriptors: Assessment/Evaluation , Student Voice
Abstract: Use of portfolios to engage students in evaluating their learning and accepting responsibility for directing that learning is the focus of this study. As a prelude to the main issue, the researcher seeks information about what portfolios are and what they are used for. Strategies for selecting, elaborating about why a piece was selected and displaying work prior to including it in the portfolio are included. Copies of the parent and student surveys form the appendix to the paper.
Data Collection Methods: Interview , Literature Review , Photographs , Survey

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Author:

Connor, Mary Irene
Title: Staff Development and Integrating CD-Roms into the Curriculum: Is There a Connection? Internal ID: 68
Volume: 1998 Librarians
Location: Leopold Elementary
Grade(s): Grades K - 5
Study Descriptors: Curriculum Integration , Staff Development , Technology
Abstract: Classroom teachers and library media specialists are experiencing an explosion of technology including CD-ROMs. It has been the experience of the author that CD-ROMs were not being used in the LMC or the classrooms. This paper questions whether a staff development class will increase the use of CD-ROMs in the curriculum. The author gives a detailed explanation of a five-week staff development class, with the names of CD-ROM programs used. Results of the class were mixed, but gave an overall sense that the class was a starting point for exposing teachers to this technology.
Data Collection Methods: Assessment Data , School Records

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Author:

Conrad, Kia
Title: Text-Journaling
Volume: 2001 Reading Comprehension
Location: East High
Grade(s): Grades 9 - 12
Study Descriptors: Cooperative Learning , Literacy , Reading
Abstract: This high school English teacher investigated reading improvement through the use of collaborative note-taking in texts. She wondered whether students' comprehension would improve if they could use note-taking to anonymously discuss text with other students. This technique aided class discussion and student understanding.
Data Collection Methods: Assessment Data , Dialogue Journal , Evaluation/Feedback , Observation/Field Notes, Questionnaire , Survey

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Author:

Conrad, Kia; Hart, Beth, and Pat McDonald
Title: What are the Issues or Misunderstandings That Might Impede Collaboration Between General Education and Special Education Staff?
Volume: 2003 Special Education
Location: East High
Grade(s): Grades 9 - 11
Study Descriptors: Collaboration/Teaming , Communication , Community-Building , Inclusion , Special Education
Abstract: This teaching team, one 9th and one 11th grade general education teacher, and one special education teacher, explores teachers' attitudes regarding special education practices and staff camaraderie. A perceived feeling of animosity between general education and special education teachers prompted this project. After compiling the results of a survey given to the entire staff, it was obvious that both general and special education teachers are frustrated, optimistic, curious, and have a desire to improve teaching practices and student accomplishments. Results of this study can be used in future planning to address targeted issues. A copy of the survey questions, results, and comments are provided.
Data Collection Methods: Evaluation/Feedback , Interview , Literature Review , Meeting Log , Questionnaire

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Author:

Conroy, Rick
Title: The Success of African American Middle School Students
Volume: 1999 Experiential Ed
Location: O'Keeffe Middle
Grade(s): Grades 6 - 8
Study Descriptors: Diversity/Multicultural , Race/Equity
Abstract: Concerned about the fact that grade point averages and results from standardized scores of minority students are substantially lower than their white counterparts, this researcher explored current information regarding the success or lack of success of African American students to gain a better understanding of the problems faced by them so that he, as an administrator, could initiate a proactive change toward success. Rick began this project focused by the following question "How do I better understand the culture and needs of the African American students so that I can serve as a proactive agent of change?" Discussed are three specific ways the researcher furthered his knowledge about African American culture and school: (a) an exploration of the researcher's personal beliefs about culture and racism, (b) a survey conducted to gain an understanding of a variety of stakeholders in the school setting and (c) participation in a community group exploring the lack of success of students "at risk, many of whom are African American.
Data Collection Methods: Literature Review , Survey

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Author:

Corry, Sally
Title: An All-Inclusive Language Program
Volume: 1998 Literacy
Location: Shorewood Elementary
Grade(s): Grade K
Study Descriptors: Assessment/Evaluation , Literacy
Abstract: Sally identifies her strategies for teaching pre-reading and writing skills to a kindergarten class with a heterogeneous mix of national and international students. In a narrative style, she identifies her strategies as interactive writing, journal writing, shared reading and centers. Sally assessed her students four times annually to fix an individual baseline and to measure progress for each child using an assessment tool she gleaned from her own experiences and from other teachers.
Data Collection Methods: Assessment Data , Case Study , Survey

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Author:

Courchane, Grace and VanderHoop, Jamie
Title: Having Fun Together
Volume: 1997 Assessment/Learner Needs
Location: Lowell Elementary
Grade(s): Grade 5
Study Descriptors: Collaboration/Teaming , Inclusion , Special Education
Abstract: In the midst of a school going through a School Wide Title One Evaluation and Special Education Department reorganization, these teachers decided it was time to put some fun back into their classroom! This study describes one strategy they used. The focus of the paper is to examine the effects of project based curriculum on the reading, writing, and social skill development of three children. Goals of each project and descriptions of them are presented. Using scores from a variety of sources, these researchers looked for impact on improved academic performance and social skill development. A discussion of modifications to be made is also included.
Data Collection Methods: Assessment Data , Questionnaire , Student Journal , Teacher Research Journal

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Author:

Covarrubias, Susan
Title: Phonemic Awareness Instruction in a First Grade Bilingual Classroom
Volume: 2003 English Language Learners II
Location: Midvale Elementary
Grade(s): Grade 1
Study Descriptors: Assessment/Evaluation , ESL/ELL/Bilingual, Literacy , Reading
Abstract: This classroom action research study explores Spanish phonemic awareness instruction in a 1st grade classroom. The research discussed in the paper relates to effective teaching of Spanish phonics to beginning readers using a teacher-made activity and Estrellita, a published accelerated Spanish reading program. Collected data included the Spanish Primary Language Arts Assessment Phonological Awareness subtest, observations of five targeted students during early emergent guided reading lessons and samples of student work. The researcher saw benefits to both the instructional strategies, but found the systematic, explicit Estrellita program to be the most beneficial for phonics instruction in a Spanish Balanced Literacy classroom.
Data Collection Methods: Assessment Data , Observation/Field Notes, Student Work

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Author:

Coyne, Peg and Pitcel, Chuck
Title: Exploring Strategies to Engage Parents as Our Partners in Getting Students to Take Responsibility for Meeting School Expectations
Volume: 1993 Middle School
Location: Black Hawk Middle
Grade(s): Grade 6
Study Descriptors: At-Risk Students , Collaboration/Teaming , Cooperative Learning , Parent Component
Abstract: This is a very organized look at a team teaching effort to encourage at-risk students to take responsibility for completing schoolwork. The researchers have described a comprehensive program to support the efforts of students to keep up with work in school, including a supervised study hall, work time at lunch and after school, extra progress reports, regular parent communication, and cooperative learning activities. Due to a particularly challenging group of students, they describe some modifications made to meet particular student needs. Several individual students are studied in some detail.
Data Collection Methods: School Records

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Author:

Coyne, Peg; Sicher, Anne, and Theron Sorgatz
Title: Differentiated Instruction: What is it and How Does Black Hawk Middle School Accomplish It? Internal ID: 76
Volume: 2003 Special Education
Location: Black Hawk Middle
Grade(s): Grades 6 - 8
Study Descriptors: Instructional Strategies , Special Education
Abstract: A subcommittee of three out of a six-person team from Black Hawk Middle School examines the practices for differentiated instruction employed by our colleagues. Review of current literature about best practices or instructional strategies resulted in our use of a survey and a focus group to get a clear picture of what is in practice at the school and to identify strategies that would be of interest for future inservice training.
Data Collection Methods: Audiotape , Focus Group , Literature Review , Survey

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Author:

Cross, Allen
Title: Structuring Freedom: When Students Teach
Volume: 2002 Culture and Climate
Location: Wingra School
Grade(s): Grades 6 - 8
Study Descriptors: Cooperative Learning , Democratic Classroom , Instructional Strategies , Motivation , Student Voice
Abstract: A wealth of contradictions is embedded in teaching adolescents. One of the most prevalent is students' challenge to authority and their resistance to the structured imposed by adults on one hand, contrasted with the often indirectly expressed desire to be taken care of. Working in a progressive, multi-age classroom, this teacher and his co-teacher supported their middle-school-age students in designing and implementing a 2-week unit of study. Focussing on the research question, What can I learn about student perceptions of teaching, learning, and school by inquiring into a student-planned and conducted unit of study, the teachers generated and analyzed data in an effort to balance student-initiated learning with teacher-directed instruction. Appendices include student surveys as well as Wingra School's democratic goals, values, and teaching philosophy.
Data Collection Methods: Audiotape , Discussion , Observation/Field Notes, Survey , Videotape

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Author:

Cross, Allen
Title: Communicating Well Over Common Texts: Furthering My Development in Democratic Forms of Adolescent Literacy Interventions
Volume: 2009 Adolescent Literacy Interventions Grades 4-12
Location: Wingra School
Grade(s): Grades 6 - 8
Study Descriptors: Communication , Democratic Classroom , Literacy , Student Voice
Abstract: Settling on the question, "How can I better facilitate literacy learning for struggling students in the context of a self-contained democratic classroom of students aged 11-14?" this classroom teacher examines the role that common negotiated text plays in literacy instruction and student language usage. The researcher uses audio taped interviews and close studies of three reluctant readers to examine ways to look at, listen to, and respond to students. The author concludes that his own language has an impact on literacy instruction and works toward using more respectful and powerful language in his teaching.
Data Collection Methods: Audiotape , Case Study , Interview , Photographs , Survey

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Author:

Cupelli, Lynn
Title: It's A Small World
Volume: 1994 Elementary - purple
Location: Leopold Elementary
Grade(s): Grades 2 - 5
Study Descriptors: Diversity/Multicultural , Fine Arts , Parent Component
Abstract: This study searches for relevant and interesting ways to implement a multicultural curriculum into music classes. One particularly powerful tool for increasing students' appreciation of music from different cultures was invitations to parents to share their culture and music with the children. A list of suggestions for further implementing a multicultural music curriculum is provided. The researcher reflects on the value of the unending action research process to her teaching.
Data Collection Methods: Discussion , Interview , Literature Review , Questionnaire

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