http://digital.library.wisc.edu/1793/18648 http://digital.library.wisc.edu/1793/24753 Analysis of inquiry-based classroom achievement in conjunction with the implementation of reflective student practice in a science classroom Choudoir, Christopher Inquiry-based science education, in conjunction with reflective practice, promotes an educational environment of active thinking and improved comprehension of scientific phenomena. This study investigated how high school chemistry students formulated an understanding of Boyle’s Gas Law through two distinct educational approaches. Students in the control group of this study received a standard instructional approach: lecture, lab, and test. On the other hand, students in the experimental group received instruction via computer simulation, group discussion, reflection activities, laboratory assignment, and assessment. Objective analysis of calculations and data interpretation, in coordination with subjective assessment of student short-answer responses, demonstrates that students in the experimental group scored better on the laboratory activity and the two different assessment activities upon conclusion of the respective lessons. Plan B Paper. 2007. Master's of Science Education. Chemistry Department. 47 p. Includes bibliographical references (p. 32). Thu, 08 May 2008 19:52:52 GMT http://digital.library.wisc.edu/1793/24584 Cultural responsive pedagogy in English and eliminating the achievement gap Coffey, Wyndemere This project investigates the causes of academic achievement gap, overviews the best practice solutions, and demonstrates how the author uses Culturally Responsive Pedagogy in her English classroom to elimate the achievement gap. Plan B Paper. 2008. Master's of Science in Secondary Education--University of Wisconsin-River Falls. English Department. 20 p. + Hip Hop/Classics Unit Plan ([31]p.) Fri, 02 May 2008 18:44:16 GMT