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CAR Abstracts and papers D-E

Author:

Dahl, Kim

Title: Connecting Students to Good Books: How About a List?
Volume: 1998 Librarians
Location: Falk Elementary
Grade(s): Grades 1 - 5
Study Descriptors: Library Media , Reading
Abstract: As library media specialist at an elementary school, Kim observed the wild popularity of series like "Goosebumps" and "Bailey School Kids" and pondered how to lead students to more rewarding literature. The research focus was "How can I better connect students to quality literature using a recommended book list?" Strategies involved creating a list of recommended books for third through fifth graders, with a focus on excellent books that were not being read; conducting a "Battle of the Books" program with fourth grade students; and, in an attempt to teach students how to select a rewarding book, co-teaching a fourth grade unit about book evaluation, culminating in a written book review. As a result of this research, Kim recognizes how important it is for the librarian (and teacher) to be actively involved in reading and recommending good books. (See Helen Read's 1988 paper for a complementary account of the book list.)
Data Collection Methods: Observation/Field Notes, School Records, Survey

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Author:

Dassler, Troy

Title: Science Instruction and the English Language Learner: Scaffolding English and Scientific Content
Volume: 2010 Dual Language Immersion
Location: Leopold Elementary
Grade(s): Grade 1
Study Descriptors: Dual Language Immersion, ESL/ELL/Bilingual, Inquiry/Research , Instructional Strategies , Science
Abstract: "How can I scaffold scientific investigations for English Language Learners to impact learning of English while maintaining scientific content?" In this action research study, a primary-level teacher of Spanish-English bilingual students analyzes student work and uses scientific notebooks, language assessment data, and writing rubrics to develop inquiry- based science lessons that integrate English language goals and maintain scientific integrity. A variety of scaffolded techniques including activating prior knowledge, modeling observational skills, giving students more time to complete their observations, mixing students in small groups, and hands-on science experiments lead to marked improvement in students' academic achievement and increased English language skills.
Data Collection Methods: Assessment Data , Observation/Field Notes, Photographs , Student Journal , Task Analysis

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Author:

Daugherty, Kristin S.

Title: Instituting A Flexible Schedule
Volume: 1994 Elementary - green
Location: Lake View Elementary
Grade(s): Grades 3 - 5
Study Descriptors: Curriculum Integration , Library Media
Abstract: Implementation of flexible scheduling in order to increase student access to the school's library media center is documented and studied in this paper. Varied reactions to the change are described in the paper. The largest obstacle appeared to be reduced preparation time for the teachers involved. Overall, the experience was more meaningful and relevant since students came in response to specific needs they had in the LMC, not just because it was time to come. Kristin plans to persist in her attempts to integrate curriculum with classroom teachers and co-plan LMC experiences.
Data Collection Methods: Questionnaire , Survey

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Author:

Davis, Rebecca

Title: How Will Instruction in Decoding Strategies Affect Fluency and Reading Rate?
Volume: 2010 Universal Design for Learning/High School REaL Grant
Location: Memorial High
Grade(s): Grade 12
Study Descriptors: Cross-Categorical , Literacy , Reading , Special Education
Abstract: In this case study, a student who had difficulties with fluency and reading rate was found to have inadequate decoding skills as compared to his same-aged peers when attempting to read unfamiliar words Since the student was in his last year in high school, the researcher, a cross-categorical high school teacher, wanted to provide him with as many literacy skills as possible in hopes of helping him be successful in a post-secondary educational institution. After collecting baseline data, a few specific areas of difficulty emerged, and lessons and activities were planned around specific decoding patterns. Following the intervention, the student's fluency and rate were evaluated again. Post-intervention data showed improvement in fluency skills, but a decreased reading rate (words per minute).
Data Collection Methods: Assessment Data , Case Study , Discussion

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Author:

Dawar, Geeta

Title: Development of Interest in Math Writing
Volume: 2006 Wright Middle School: Content Area Literacy
Location: Wright Middle
Grade(s): Grade 8
Study Descriptors: Literacy , Math , Motivation , Special Education , Writing
Abstract: As a special education teacher, I have been supporting students in math classes for the past four years, observing them struggle or feel threatened when given a math writing assignment. For them 'math' meant numbers, symbols and computation that lead to correct answers. But students need to think about 'how' and 'why' of the problem, and are now required to write about how they arrive at solutions for problems. After watching students try to avoid putting any writing in their math problems, I wondered, "How do I encourage them? Does the process of writing require courage or do we need something else?" My research question became: What different strategies can I use to make struggling writers develop an interest in writing in the Math class? I applied different strategies, pre-teaching of vocabulary, re-teaching of basic concepts, and use of graphs, tables and charts in the Math problems, and found that students like to write, but do not feel confident about their writing skills and are not sure how to express their mathematical ideas using words. To build proficient writing skills in the math area, students need practice and to get practice, they need to do some kind of written work on a regular basis.
Data Collection Methods: Evaluation/Feedback , Observation/Field Notes, Questionnaire , Student Work , Teacher Research Journal

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Author:

Deignan, Michael

Title: One on One Tutoring - Does It Make A Difference?
Volume: 2004 Closing the Achievement Gap
Location: Spring Harbor Middle
Grade(s): Grade 7
Study Descriptors: Closing the Achievement Gap, Diversity/Multicultural , Mentoring/Tutoring , Special Education
Abstract: Does individual tutoring once a week improve the academic and behavioral success of an African American boy in a small middle school learning community? This action research project focused on looking at the effect of one-on-one tutoring with a 7th grader at Spring Harbor Middle School. The time period utilized was the 3rd quarter of school of the 2003-2004 school year during which the tutor, Learning Coordinator Michael Deignan, and the student met approximately once a week for up to an hour to work on classroom assignments. Data used to formulate conclusions about the success of the project were quarterly grade point averages, frequency of office referrals for behavioral issues, and anecdotal information from classroom staff. The results of the project were most positive from a behavioral standpoint with decreasing office referrals and general reporting by staff that behavior had improved. Academic improvement as measured by GPA and work completion was minimal.
Data Collection Methods: Observation/Field Notes, Questionnaire , School Records

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Author:

Deloya, Jeannette

Title: Marbles in a Can: Developing Community in the Elementary School Classroom
Volume: 1999 Experiential Ed
Location: Elvehjem Elementary
Grade(s): Grades K - 5
Study Descriptors: Community-Building , Experiential Learning , Support Staff
Abstract: This elementary school social worker was interested in developing effective strategies for supporting teachers as they integrate community-building into their classroom curriculum. The primary focus of Jeannette's question is the TRIBES model (Jeanne Gibbs) for creating inclusive learning communities. By conducting a needs assessment, the researcher identified teacher preferences for skill development, training opportunities and on-going support. This information was used to develop a range of support strategies including staff training, consultation, information dissemination, team planning and classroom presentations. Through structured interviews and feedback sessions, the researcher collected data on the effectiveness of the strategies provided. The paper includes a brief literature review of the TRIBES model.
Data Collection Methods: Evaluation/Feedback , Interview , Observation/Field Notes, Survey

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Author:

Denman, Melissa and Sara Bringman

Title: Investigating an Inclusive Middle School Model 
Volume: 2002 Special Education I
Location: Whitehorse Middle
Grade(s):  
Study Descriptors:
Abstract: See Bringman, Sara and Melissa Denman

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