2024-03-28T13:11:16Zhttps://minds.wisconsin.edu/oai/requestoai:minds.wisconsin.edu:1793/534522018-10-24T10:28:37Zcom_1793_44011com_1793_8339col_1793_48149
The importance of music instruction in alternative education settings : curriculum development that supports active learning and dialogue
Kazda, Amy D.
Stinson, Annie
School music--Instruction and study
Education, Secondary--Curricula
Alternative education
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While a great deal of research exists in both the fields of music education and alternative education, there is very little information available about the inclusion of music courses in alternative educational settings. Research has shown that music instruction is an important part of children's academic and personal growth, and children who seek education in a non-traditional setting are not exempt from this idea. This project examined current practices in both alternative and music education and allowed for the creation of curriculum that would support students in non-traditional school settings, adhere to principles of alternative education, and incorporate core fundamentals of music education. The goal was to create curriculum that was not only meaningful to students and flexible enough to be taught in a variety of settings, but curriculum that was based on sound research and philosophies of alternative education. Overall, by researching and developing this curriculum, some awareness has been raised about significant issues faced in alternative schools and the increasingly important rationale for including music instruction for all students, regardless of the educational setting in which they choose - or are assigned - to learn.
2011-06-20T21:42:33Z
2011-06-20T21:42:33Z
2011
Project Report
http://digital.library.wisc.edu/1793/53452
en_US
application/pdf
oai:minds.wisconsin.edu:1793/717772018-10-25T08:04:44Zcom_1793_44011com_1793_8339col_1793_48149
Neuroeducation : do educators value neuroscience research?
Bosch, Sarah
Mason, Richard
Learning--Physiological aspects
Neurosciences
Brain--Research
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Created from the Cognitive Revolution of the 1950s, the field of neurology has discovered research that suggests the way the brain best learns, stores and retrieves information. However, this knowledge is making its way into the field of education at a snail's pace (Jensen, 2005). Recently there has been a call for educators to learn neuroscience to best meet the demands they are held to in today's society. Furthermore, understanding the brain's neuroplastic potential brings a sense of optimism to the learning process for both teachers and students, which will ultimately empower students to take control of their own learning (Willis, 2012). Specifically the change agents are asking that educators be taught basic neurology to select strategies, techniques and policies that will maximize student learning potential. However, if taught basic research in the field of neurology will educators value and recognize its applications to their practices? I conducted a neuroeducation workshop for teachers and administrators (n=43) at a high school in August of 2014 to make these determinations. I surveyed the participants with closed and open ended questions after the workshop. The survey results were tabulated, charted and graphed, using Google Forms. Lastly, the workshop was evaluated by two assistant principals. The results indicated that educators do in fact value neuroscience and can make applications to their own classrooms. While the results did not indicate a dearth of neuroscience in teacher undergraduate programs; they did suggest that these educators desire to learn more in future professional development workshops.
2015-04-20T20:13:54Z
2015-04-20T20:13:54Z
2014
Project Report
http://digital.library.wisc.edu/1793/71777
en_US
application/pdf
oai:minds.wisconsin.edu:1793/642072018-10-24T11:34:09Zcom_1793_44011com_1793_8339col_1793_48149
iPad implementation in schools
Hietpas, Kevin
Schroeder, Eileen
iPad (Computer)
Computer-assisted instruction--Handbooks, manuals, etc.
Educational technology
Tablet computers
Touch screens
Application software
Teachers--Training of
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As technology changes at an ever-increasing rate in today's world, it is vital that schools are adopting these new advancements as quickly as possible. One example of this is Apple's iPad. This tablet device has gained in popularity in the consumer world quickly, as a tool for both business and pleasure. Beyond the entertainment value, iPads hold high potential to add tremendously to educational success. However, the newness and excitement of the device has driven some school districts to blindly purchase the iPads as soon as possible, without a formal plan in place. In this manner, it is likely that these schools are not realizing the full value of their investment. To best prepare a school for the purchase of a set of iPads, it is important for the school to have an implementation plan and a set of policies to govern the use of the tools. More importantly, it is imperative that schools translate these plans, policies, and procedures into structured professional development (PD) sessions for the teachers. These sessions should follow
the logical steps leading up to implementation, and continue through the early and later phases of use in the schools. The PD plans should include introductions to the iPads, initial training on policies procedures, on-going training on operating the devices, and continued support and assessment, both formal and informal. With a solid implementation plan, including PD, incorporating iPads into a school's curriculum will add tremendous value to the learning experience.
2013-01-07T15:30:17Z
2013-01-07T15:30:17Z
2012
Project Report
http://digital.library.wisc.edu/1793/64207
en_US
application/pdf
oai:minds.wisconsin.edu:1793/616262018-10-24T10:28:37Zcom_1793_44011com_1793_8339col_1793_48149
The lunch bunch : an intervention program for at-risk students
Poster, Angela
Freiberg, Melissa
Youth with social disabilities
Children with social disabilities
Compensatory education
Small groups
This file was last viewed in Adobe Reader X
The purpose of this study was to develop an intervention program for at-risk students in the fifth and sixth grade at DeForest Area Middle School. The program, called the Lunch Bunch, was designed with the purpose of promoting academic and behavioral success among these students. The group, led by the researcher and a school guidance counselor, filled a void of opportunities for students identified as at-risk to receive extra support and attention from an adult within the school. While it was difficult to prove the success of the program through quantitative evidence, survey and qualitative data indicate that the program was very well-received and appreciated. Reception of the program among staff received mixed reviews primarily because of the short duration and abundance of contributing factors. The program filled a need within the school in terms of promoting a common language among staff as to the definition and identification of an at-risk student, but could benefit greatly from being implemented continuously in the future.
2012-07-05T14:00:15Z
2012-07-05T14:00:15Z
2012
Project Report
http://digital.library.wisc.edu/1793/61626
en_US
application/pdf
oai:minds.wisconsin.edu:1793/641912018-10-24T10:38:21Zcom_1793_44011com_1793_8339col_1793_48149
The popularity and purpose of guided reading
Schuldt, Amy
Ruff, Ann Curry
Guided reading
Reading (Elementary)
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The purpose of this study was to determine what makes guided reading a popular reading
approach based on research, and determine its use in my current school district. The method used
was a survey of nine items authored by the researcher. These items were based on reviewed
research and personal experiences. A paper survey was submitted through teacher mailboxes.
The subjects included 25 elementary teachers from a rural district in southeastern Wisconsin.
The district consisted of one elementary, one middle, and one high school. It was concluded that
of the 14 out of 25 who responded, all the teachers used guided reading. Overall, teachers are positive about guided reading and on average have a moderate strength of knowledge of this
approach. Their knowledge of guided reading was mostly acquired through people, such as the
reading teacher. The average years of experience teachers have used guided reading was about 3
years, and most teachers conduct guided reading in small groups everyday. Teachers indicate
that guided reading is effective and good for kids, but takes a lot of time to plan. Also, teachers reported that not all students are on task while guided reading is being instructed.
Recommendations for future research, administrators of the district, and teachers are provided.
2013-01-03T17:19:55Z
2013-01-03T17:19:55Z
2012
Project Report
http://digital.library.wisc.edu/1793/64191
en_US
application/pdf
oai:minds.wisconsin.edu:1793/665362018-10-25T08:49:58Zcom_1793_44011com_1793_8339col_1793_48149
The implementation of standards-based grading
Larson-Reyes, Rebecca
Sherlock, Wallace
Educational evaluation
Grading and marking (Students)
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As the demands for a higher accountability in our current education system continue to grow,
more attention is being given to Standards-based Grading. Based on an abundance of research
correlating the positive effects of certain types of feedback and achievement, SBG is a tool that
can provide effective feedback and will eventually allow teachers, parents, administrators and government officials to quickly gain quantitative insight concerning student progress in the attainment of specific skills areas. Although not formally recognized as Standards-based Grading, a criterion, skills-based form of grading and assessment has existed for years at the primary level of education. It has only been in the last 15 years that secondary schools have begun to adopt SBG. Considering the future exigencies in education and in hopes of successfully paving the way for my fellow colleagues and other future educators, the purpose of this project was to research, create and implement a standards-based grading system that is both effective and functional at the secondary level. To better illustrate the intricacies of SBG, I have included a 50 minute instructional video, in addition to this paper, that I hope to share with aspiring teachers and fellow colleagues in the future. The video carries the viewer through the processes I executed in rendering an effective tandards-based grading system. It also includes live footage of my 2012 French Level V class with whom I implemented SBG, grading explanations and student interviews.
2013-09-17T14:03:20Z
2013-09-17T14:03:20Z
2013
Project Report
http://digital.library.wisc.edu/1793/66536
en_US
application/pdf
oai:minds.wisconsin.edu:1793/642012018-10-24T10:44:58Zcom_1793_44011com_1793_8339col_1793_48149
Female student involvement : a review and handbook development
Rihn, Sarah
Mason, Richard
Women college students
Student activities--Handbooks, manuals, etc.
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This study explored the relationship between female student involvement in extracurricular
activities and academic achievement. Female students who are involved in extracurricular
activities appear to perform better academically than non-involved female students and
involved male students. This information learned from literature led to the handbook
development. The handbook contains ways to promote female student involvement. Student
affairs professionals working with student involvement at seven Midwestern United States
universities were interviewed about their current practices to promote student involvement.
Surveys were also collected from five other Midwestern universities. The information gathered
from the interviews was used to create the handbook. Two themes emerged from the interviews
and surveys. Posters are still the number one source that students cite as how they found out
about involvement events. Universities are modifying their leadership programs to be more
flexible to work with students' schedules.
2013-01-03T20:49:01Z
2013-01-03T20:49:01Z
2012
Project Report
http://digital.library.wisc.edu/1793/64201
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745122018-10-24T10:38:14Zcom_1793_44011com_1793_8339col_1793_48149
Traits ranked by track and field coaches to improve coaching
Martin, Robert
Witte, Kelly
Track and field--Coaching
Coaching (Athletics)
This file was last viewed in Adobe Reader 2015 release.
This study explored traits of characteristics of track and field coaches to promote a better understanding of how to become an effective track and field coach. Findings from the project have the potential to enhance coaching development and improve skills of track and field coaches of various levels. The exploration was inspired by previous studies that suggested characteristics of coaches that were classified as effective, successful, elite, or experts. A quantitative design was utilized in a survey, which was completed by 18 Division III coaches in the Wisconsin Interscholastic Athletic Conference. Participants included assistant coaches, head coaches, and various event coaches (i.e. sprints, jumps, throws, etc.) determined by demographic information that was collected for assessment. Participants ranked a list of traits for six characteristics from most important to least important. Comparisons were made among the rankings of each trait to learn coaches' perceptions of the most beneficial traits. The most important trait for each characteristic was analyzed collectively, and determined by examining the mode of participants' rankings. There were no discernible associations found between how traits were ranked and any of the demographic information collected. The results of this study suggest quality of practices, level of trust, intrinsic motivation, hard work, life skills, and coaching experience are the most significant traits for a coach to reflect upon to enhance their development. The project also provides track and field coaches seeking to improve their coaching skills with characteristics of effective coaches.
2016-03-28T14:23:17Z
2016-03-28T14:23:17Z
2015
Project Report
http://digital.library.wisc.edu/1793/74512
en_US
application/pdf
oai:minds.wisconsin.edu:1793/641932018-10-24T09:16:28Zcom_1793_44011com_1793_8339col_1793_48149
iOS deployment methods in Wisconsin K-12 schools
Fager, Kenneth
Schroeder, Eileen
iPad (Computer)
iPod touch (Digital music player)
iPhone (Smartphone)
Educational technology
Computer-assisted instruction
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Wisconsin K-12 school districts are adopting iOS devices (iPad, iPod Touch, iPhone) to
address their technology needs. This study examines what general deployment methods are used
in conjunction with these devices. Forty-four participants from Wisconsin school districts
contributed data through an online survey, and in select cases a follow up interview, that
addressed various aspects of iOS device deployment. According to the data the iPad was the
most popular iOS device by a nearly 3:1 ratio. Additional findings suggest that school staff is
driving deployment, that the devices are being used in Special Education, and that management
issues are the most significant difficulty encountered. Recommendations for iOS device
deployment in K-12 are provided based on the findings of this study.
2013-01-03T19:10:15Z
2013-01-03T19:10:15Z
2012
Project Report
http://digital.library.wisc.edu/1793/64193
en_US
application/pdf
oai:minds.wisconsin.edu:1793/616322018-10-24T13:39:55Zcom_1793_44011com_1793_8339col_1793_48149
English language learners and Measures of Academic Progress (MAP) testing
Bohlman, Rachel
Freiberg, Melissa
Educational tests and measurements
English language--Study and teaching--Foreign speakers
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The purpose of this study was to determine if MAP (Measures of Academic Progress) testing from the NWEA (Northwest Evaluation Association) is a fair and appropriate test for English language learners. Ten elementary school students in a small suburban school were studied during the 2011-2012 school year. Their scores in reading and math in both fall and spring testing windows were compared with standardized growth targets. Their English language proficiency levels and classroom performance were also considered. The majority of students studied were able to reach recommended growth targets in reading and math. It is suggested that MAP is a fair test for these students, but is also recommended that teachers explicitly teach content and technical vocabulary, utilize appropriate accommodations, and become familiar with and use WIDA (World Class Instructional Design and Assessment) performance indicators for ELL students in order to enhance student performance on the test.
2012-07-05T15:30:38Z
2012-07-05T15:30:38Z
2012
Project Report
http://digital.library.wisc.edu/1793/61632
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745182018-10-24T11:17:03Zcom_1793_44011com_1793_8339col_1793_48149
Drama and history : teaching historical thinking through role-play
Cochran, Daniel J.
Johnson, Edric C.
Drama in education
Role playing
History--Study and teaching (Middle school)
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This action research project examined the effects of drama-based, role-playing strategies on student academic performance and motivation to learn history. This paper discusses the skills necessary to be an effective historical researcher and critical thinker. It analyzes various studies on drama-based practices and looks specifically at role-playing exercises with an emphasis on Mantle of the Expert. It provides challenges faced when implementing these practices to over 130 eighth grade students in an early American history classroom. Furthermore, the research highlights changes the teacher made during instruction days and how students responded to these changes. Student motivation was measured using a pre-project and post-project historical thinking survey. Student understanding and attitudes toward drama-based strategies were documented and evaluated through two sessions of student interviews conducted by the teacher. Student responses to the drama-based activities were documented in a teacher observation and reflection journal along with descriptions of the various strategies used. The first person perspectives of the teacher and students of the drama provides essential information into the value of drama-based education and how it can improve instruction to provide an environment conducive to the learning of history and exploration through inquiry-based learning and interpretation through various perspectives.
The research concluded that drama based strategies and Mantle of the Expert have
a positive impact on student motivation and understanding of thinking like a historian. The
results support the inclusion of drama based role-playing strategies and the Mantle of the Expert
inquiry based approach to middle school social studies courses. This approach combines the
skills needed for students to develop into independent decision-makers within a student-
centered classroom environment that promotes social interaction when problem solving.
2016-03-28T15:11:45Z
2016-03-28T15:11:45Z
2015
Project Report
http://digital.library.wisc.edu/1793/74518
en_US
application/pdf
oai:minds.wisconsin.edu:1793/642032018-10-24T10:47:05Zcom_1793_44011com_1793_8339col_1793_48149
Enhancing literacy skills with an emphasis on comprehension in the 21st century
Brewer, Elizabeth
Ruff, Ann
Reading comprehension--Study and teaching (Elementary)
This file was last viewed in Adobe Reader X.
This project explored the effectiveness and importance of teaching comprehension strategies through a workshop format. Classroom teachers (n = 6) were surveyed before and after the workshop sessions to assess knowledge and application of comprehension strategies. The pre-survey (survey one) drove the curriculum for each of the five workshop sessions along with State Common Core Standards and district target skills in reading. The teachers and students included in this project were from first (n = 41), second (n = 42), and third (n = 43) grades. Students were assessed using the Developmental Reading Assessment (DRA) and the Common Based Assessment (CBA). Participating teachers were also given a post survey (survey two) to assess the effectiveness of the workshop. Overall, student test scores on the DRA increased after the workshop. Students did not show as much growth on the CBA as with the DRA. Teachers shared their increase in knowledge and ability to teach comprehension strategies through survey two at the end of the workshop. This project emphasized the importance of teaching students research based comprehension strategies and how effective use of these strategies can lead to increased knowledge of a text and stronger performance on formal assessments.
2013-01-03T21:06:31Z
2013-01-03T21:06:31Z
2012
Project Report
http://digital.library.wisc.edu/1793/64203
en_US
application/pdf
oai:minds.wisconsin.edu:1793/616242012-07-05T13:48:55Zcom_1793_44011com_1793_8339col_1793_48149
Curriculum revision for customer relations course
Monge, Jessica
Freiberg, Melissa
Curriculum planning
Customer relations
Community college students--Education
Education--Curricula
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The purpose of this capstone project is to re-design a course that is currently taught at Madison College for students from the machinist program. The Customer Relations course is required for program completion and it is one of the only formal classes the students of this technical diploma program are required to take in order to graduate with their technical diploma. The rest of this group of cohorts curriculum is practical, hands-on work in the mechanic shop. Because of the importance of the course for these students, this integrative project will include specific lessons including instructional plans, materials, and assessments. The two credit course will be designed for eight weeks instead of the current format of sixteen weeks to keep students focused and engaged in the course.
The curriculum of the Customer Relations course will help students become better-rounded in their profession by giving them a background in customer service, sales, retention, and marketing. In these economic times, employers are looking for more than just a mechanic; they are looking for a diversified employee. Therefore, the course will cover resume writing, business plan development along with market research, and a general background of customer service. The course will incorporate technology, group collaboration and projects that require basic research.
This course is required for these program students to help them obtain employment after graduation. Traditional classroom environments are a challenging atmosphere for these students because they are hands-on learners. These groups of students are also non-traditional ranging in age from eighteen to fifty years old. Because of these challenges, the curriculum needs to be engaging, meaningful, applicable to their profession, and non-traditional (meaning not lecture based).
My goal in re-designing this course is to provide non-traditional students the knowledge and skills they will need to enter the workforce after their year long program. By giving them skills such as resume writing and business plan development, these students will be more competitive in their industry.
2012-07-05T13:48:55Z
2012-07-05T13:48:55Z
2012
Project Report
http://digital.library.wisc.edu/1793/61624
en_US
application/msword
oai:minds.wisconsin.edu:1793/745362018-10-25T08:19:13Zcom_1793_44011com_1793_8339col_1793_48149
Metacognition and student attitudes toward self-efficacy, ability beliefs, and learning targets
Ford, Jaclyn R.
Peters, Scott J.
Learning, Psychology of
Metacognition
Students--Self-rating of
High school students--Attitudes
Spanish language--Study and teaching (Secondary)
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Metacognition is a key component of effective learning, yet the explicit instruction of metacognitive routines, strategies, and habits can be difficult to negotiate and incorporate into daily instruction. Donovan, Bransford, and the National Research Council's paper How Students Learn (2005) shows that development of self-regulatory practices, such as metacognition, improves students' self-efficacy, beliefs regarding the malleable nature of ability, and attitudes towards academic subjects. This action research project examined how the metacognitive self-regulatory routine of using daily learning targets to focus students' efforts and self-monitor affect students' perceptions of ability (entity vs. incremental), self-efficacy in Spanish language learning, and attitudes towards the process of using daily and chapter learning targets to self-assess. The hypothesis that the use of daily learning targets as a measure of self-assessed proficiency and progress in the high school Spanish III classroom will enhance students' perceptions of self-efficacy in Spanish language learning, their concepts of ability, and their attitudes towards daily learning targets was tested using the students in my three sections of my Spanish III courses at the high school level throughout first semester of the 2014-2015 school year. Students' attitudes and changes in attitudes were measured and monitored via a questionnaire using a 5-response item Likert scale that was administered at the beginning and at the end of the school semester. The data collected via the questionnaire was also examined in relation to students' actual performance as measured by letter grade for the semester.
2016-03-28T16:41:41Z
2016-03-28T16:41:41Z
2015
Project Report
http://digital.library.wisc.edu/1793/74536
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745382018-10-25T08:20:41Zcom_1793_44011com_1793_8339col_1793_48149
The effects of student choice of difficulty of homework on motivation and homework completion
Setz, Keith
Schroeder, Mark
Homework--Psychological aspects
Motivation in education
Mathematics--Study and teaching (Middle school)
This file was last viewed in Adobe Reader 2015
release.
Research suggests that students often fail to complete homework due to lack of motivation, partly due to the absence of student choice and a mismatch in assignment difficulty and student's ability level. This action research project examined the effect of student choice of homework difficulty on homework completion and motivation. The study included 68 eighth-grade students from a suburban middle school in Southeastern Wisconsin in the fall trimester of the 2014-2015 school year. Two classes were assigned as the experimental group and one class served as the control group. Both groups received the same classroom instruction, but the experimental group was allowed a choice on the difficulty of their homework and the control group was assigned a homework task to complete. Pre- and post-surveys were used and analyzed with a t-test. Results showed significant changes in motivation on two items from the survey. Homework completion percentages were also calculated, but did not show a change in homework completion for either of the groups.
2016-03-28T18:14:11Z
2016-03-28T18:14:11Z
2015
Project Report
http://digital.library.wisc.edu/1793/74538
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745442018-10-25T08:39:13Zcom_1793_44011com_1793_8339col_1793_48149
The effects of self-monitoring checklists and extrinsic rewards on missing assignments for students with learning disabilities
Bricco, Jodi
Schroeder, Mark
Students with disabilities--Education (Middle school)
Self-monitoring
Rewards and punishments in education
Motivation in education
This file was last viewed in Adobe Reader 2015 release.
Students with learning disabilities struggle with homework completion and the organizational skill set needed at the middle school level to obtain academic success. The purpose of this study was to investigate the use of a self-monitoring form, weekly goal setting conference with the teacher and extrinsic rewards to examine the possible decrease in missing work and increase in intrinsic motivation with fifteen eighth grade students with learning disabilities. During stage one, students were required to complete an Assignment Monitor on Monday of each week and conference with the teacher to set an obtainable goal in order to decrease missing work and stay current with daily school work. A Resource Monitor survey was given at the conclusion of every six-week grading period to assess student satisfaction and possible increase in intrinsic motivation with the implementation of weekly monitoring and goal setting. Stage two provided the students with an extrinsic reward implementation to assess if there would be a positive relationship between the decrease in missing work and extrinsic rewards in students who chronically did not respond to initial implementation of stage one. Results of the implementation of the extrinsic rewards, use of the Assignment Monitor and weekly goal setting and review showed a decrease in missing work from grading period 2 to grading period 4 in 87% (13/15) students. Students reported overwhelmingly that they were motivated by the extrinsic motivator or Free-choice Friday with a majority of students rating the implementation either a 4 or 5 out of a possible 5 score.
2016-03-28T19:29:04Z
2016-03-28T19:29:04Z
2015
Project Report
http://digital.library.wisc.edu/1793/74544
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562292018-10-24T09:16:05Zcom_1793_44011com_1793_8339col_1793_48149
High school dropout education levels and adult education grade equivalents scores on school re-entry
Smythe-Eagle, Helene
Stinson, Anne
High school dropouts
Adult education
General educational development tests
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While dropping out of high school is a choice that has serious social and economic repercussions, it does not have to be a permanent situation or the end of the person's education. Learning is generally considered to be a continuous process over a lifespan. This study looks at more than 300 students who dropped out of school in their teen years and returned to school to earn a General Education Diploma (GED). Data were collected from program records for three consecutive years. The information included: gender, race, age, last grade completed in high school, as well as reading, writing, and math assessment scores done at program entry. Correlation and regression techniques were employed to analyze relationships between variables. Results show certain correlations between age and program-entry reading scores, gender and program-entry reading scores, race and program-entry reading scores, and age and program- entry math scores. Results also show that race had significant effect on the program-entry reading scores, the last high school grade completed, and program-entry writing scores.
2012-01-26T20:44:00Z
2012-01-26T20:44:00Z
2011
Project Report
http://digital.library.wisc.edu/1793/56229
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745312018-10-25T08:14:41Zcom_1793_44011com_1793_8339col_1793_48149
Using teacher's understanding of RTI to improve student growth in reading
Wene, Jennifer
Bowditch, Deborah
Response to intervention (Learning disabled children)
Learning disabled children--Education (Elementary)
Reading (Elementary)
This file was last viewed in Adobe Reader 2015 release.
Response to Intervention (RTI) models are becoming quite common in schools nationwide, making it more and more imperative that educators understand the RTI process and the effect it can have on education. The purpose of this mixed methods action research project is to see how a classroom-based approach to Response to Intervention affects reading growth of a selected group of struggling readers in first grade. Qualitative data was documented through the use of a teacher reflective journal and quantitative assessment scores were used to determine academic growth throughout the RTI process. The data collected throughout the study suggest that a classroom-based approach to RTI had a positive effect on student reading scores. The author also highlights two main research-based RTI reading strategies that were proven effective in a first grade classroom such as Direct Instruction (DI) and the Leveled Literacy Intervention (LLI).
2016-03-28T16:21:10Z
2016-03-28T16:21:10Z
2015
Project Report
http://digital.library.wisc.edu/1793/74531
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562192018-10-25T08:09:10Zcom_1793_44011com_1793_8339col_1793_48149
Getting 100% out of ten
Hohl, Donna
Sherlock, Wallace
English language--Study and teaching (Primary)
English language--Study and teaching--Bilingual method.
English language--Study and teaching--Immersion method.
English language--Study and teaching--Foreign speakers.
This file was last viewed in Adobe Reader 10.1.1
The purpose of this Integrative Project was to design a first grade English Language Development curriculum for a two-way immersion classroom in a 90/10 program. A thorough review of literature highlighted the components necessary for an effective program. Research found was used to provide a theoretical framework for an understanding of dual language programs, the cross-transfer of skills, and language of instruction.
2012-01-26T20:28:47Z
2012-01-26T20:28:47Z
2011
Project Report
http://digital.library.wisc.edu/1793/56219
en_US
application/pdf
oai:minds.wisconsin.edu:1793/665322018-10-25T08:48:24Zcom_1793_44011com_1793_8339col_1793_48149
Reading motivation : the effect of read alouds on children's motivation to read
Green, Michele
Schroeder, Eileen
Oral reading
Reading (Elementary)
Motivation in education
Instructional materials personnel
This file was last viewed in Adobe Reader X.
The purpose of this Capstone project was to determine how reading aloud to primary aged
students influenced their motivation to read. Research was completed in the form of action
research involving reading aloud to five intact classrooms of students in first and second grade
and student participation in a follow up activity related to the book. The subjects of this case
study were 105 first and second grade students in a Midwestern town, all of whom participated
in the read alouds and activities in the Library Media Center. All students completed a pre- and
post-survey about their motivation to read and a group of 20 students were interviewed in more
depth. Throughout the study, in-class observational data was collected as well. From this data,the results of this study suggest that primary-aged students? reading motivation was positively influenced after the five month case study period.
2013-09-16T18:47:54Z
2013-09-16T18:47:54Z
2013
Project Report
http://digital.library.wisc.edu/1793/66532
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745242018-10-25T08:10:24Zcom_1793_44011com_1793_8339col_1793_48149
Using video records and journaling to increase reflection practices
Schalow, Ranae
Lui, Katrina
Critical thinking--Study and teaching (Secondary)
Students--Self-rating of
Video recordings
Diaries--Authorship
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Every year my high school Human and Child Care Services class looks forward to working with community children and sharing their teaching knowledge, yet each time they fall short in the area of reflection. The purpose of the action research project was to integrate a means of reflection through video-taping to promote metacognition and increase the quality of reflections these students make on their lesson plans. Review of literature provided a clear avenue of components needed to guide student thinking through questioning techniques, peer discussions, and viewing video recordings of student interactions. All the factors together were designed to promote student awareness of their approach to teaching and how to improve upon it. Data collection tools included daily journal reflections, an end of term survey, and a final reflection assessment paper. Findings from this action research project established that student reflection practices increased over the duration of the playschool unit. The implications for practice clearly suggest the use of reflective data tools after viewing the video recordings increased student's depth of thinking.
2016-03-28T15:50:57Z
2016-03-28T15:50:57Z
2015
Project Report
http://digital.library.wisc.edu/1793/74524
en_US
application/pdf
oai:minds.wisconsin.edu:1793/665302018-10-25T08:46:15Zcom_1793_44011com_1793_8339col_1793_48149
Latina women and career barriers due to post-traumatic stress disorder
Pena, Erika Barragan
Mason, Richard
Adult child sexual abuse victims
Post-traumatic stress disorder
Hispanic American women--Vocational guidance--Psychological aspects
Hispanic American women--Education (Higher)
This file was last viewed in Adobe Reader X.
Hispanic Latinas were surveyed in order to establish the effects childhood sexual abuse had on their academic performance, future career choice and success. The findings presented provide some evidence of a contrast between women who were abused as children and those who were not. In support of the literature, findings from the study show the challenges abused women face in terms of career choice due to the long lasting effects of childhood sexual abuse. A small number of participants, time and
resource constraints make it difficult to generalize these findings to a wider population. Replications are
suggested in order to identify more discriminate information of factors, which may help to alleviate the
suffering of this population.
2013-09-16T16:25:39Z
2013-09-16T16:25:39Z
2013
Project Report
http://digital.library.wisc.edu/1793/66530
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534402018-10-24T10:39:39Zcom_1793_44011com_1793_8339col_1793_48149
Creating a historically literate classroom : teaching students to think like a historian
Bazan, Angela Lynn
Zbikowski, John
History--Study and teaching (Secondary)
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This action research project examines the effect of the Thinking Like a Historian framework on student understanding and historical literacy in the secondary classroom. The project implemented the core TLH ideas of inquiry, evidence and interpretation in teaching history through direct instruction of the concepts, as well as having students apply the concepts on specific classroom assessments. The implementation occurred in a tenth grade U.S. history class of twenty students during the fall semester of the 2010-2011 school year in a small high school in Southeastern Wisconsin.
Student understanding was measured through administration of a pre- and post- implementation History Questionnaire and TLH Inventory to all students. Students showed an increase in understanding of key TLH concepts and of the historical process overall. There were increases between 21% and 68% of student understanding and ability to apply TLH concepts in their learning of history. Student ability to understand the TLH concepts increased to 100% in two areas; understanding the TLH concepts of Cause and Effect and Through Their Eyes. Students were able to demonstrate these concepts on course assessments by the end of the semester and demonstrated an increase knowledge and use of the elements for studying history. This research concluded that the TLH framework has a positive influence on student understanding of history as well as an increase in historical literacy. The results support the inclusion of the TLH framework in teacher pre-service programs in order to effect change in implementing the TLH framework in history classrooms across the country.
2011-06-20T21:14:08Z
2011-06-20T21:14:08Z
2011
Project Report
http://digital.library.wisc.edu/1793/53440
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534482018-10-24T10:37:20Zcom_1793_44011com_1793_8339col_1793_48149
The block schedule : personal perceptions and feelings of success
Schultz, Jennifer
Zbikowski, John
Block scheduling (Education)
High schools
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Research on the block schedule versus the traditional schedule in high school classrooms
suggests that there are benefits and negatives to both schedules, without a majority of conclusive
evidence to readily support one schedule over the other. Most research focuses on qualitative
data to demonstrate the success of the schedule, with less focus on qualitative data in the form of
perceptions, opinions, and feedback from students and teachers learning in these schedules. This
project examines the personal views, and resulting perceptions of educational success, of the
block schedule through survey responses from students and teaching staff at two Wisconsin
schools located near Madison, WI. The project was completed between summer of 2010 and
spring of 2011. It measured perceptions of the block schedule, feelings of student success, and
correlations between these two factors through the use of a survey. Results showed that a
majority of participants felt positively about the block schedule, as well as their levels of
academic success. Suggestions for further research and use of the study data are discussed as well.
2011-06-20T21:36:58Z
2011-06-20T21:36:58Z
2011
Project Report
http://digital.library.wisc.edu/1793/53448
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562312018-10-25T08:06:40Zcom_1793_44011com_1793_8339col_1793_48149
Affects of using Flocabulary
Martin, Hannah
Huss, Susan
English language--Study and teaching (Middle school)
Vocabulary--Study and teaching (Middle school)
Rap (Music)
This file was last viewed in Adobe Reader 10.1.1
This report describes a study aimed at determining if using Flocabulary, a rap based vocabulary program, in conjunction with direct instruction targeting the necessary skills for determining word meaning, is an effective tool for middle school English Language Learners. The study included both native English speakers and English Language Learners. A non-random sample of participants was chosen for the intervention. In total 47 seventh grade students participated. All of the students were from the same urban middle school located in south central Wisconsin. The intervention began in February of 2011 and continued until May of 2011. Teacher-designed assessments were used to determine the effectiveness of the program. Assessment tools included weekly summative tests and teacher recorded accounts of students applying the target vocabulary. Additionally a pre and post survey aimed at assessing student perceptions was also gathered. The results indicate that Flocabulary was effective for both increasing word knowledge and student engagement. Further study is necessary to determine if the intervention is effective for increasing morphological awareness and long-term retention of word meaning.
2012-01-26T20:48:27Z
2012-01-26T20:48:27Z
2011
Project Report
http://digital.library.wisc.edu/1793/56231
en_US
application/pdf
oai:minds.wisconsin.edu:1793/665342018-10-25T08:48:44Zcom_1793_44011com_1793_8339col_1793_48149
Students on the autism spectrum and the transitional skills necessary for college
Meilenner, Samantha
Mason, Richard
Autistic youth--Education (Higher)
Life skills
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This study examined the transitional life skills students with Autism and Asperger's need in order to succeed in college. Students with Autism and Asperger's can do well in college if they possess specific life skills. This information learned from researching literature led to the development of a handbook. The handbook contains specific life skills needed to succeed in college. It provides definitions of successful college students from different Disability Service Coordinators. Disability Service Coordinators from four different higher education institutions in Wisconsin were interviewed about what life skills they felt students with Autism and Asperger's needed to possess for college. Current college students on the Autism Spectrum were also interviewed for creation of the handbook. A main theme that emerged from the interviews was that self-advocacy is key for these students to do well in college. A second theme that emerged was that universities need to provide more accommodations to assist students on the Spectrum while they are in college.
2013-09-16T20:11:12Z
2013-09-16T20:11:12Z
2013
Project Report
http://digital.library.wisc.edu/1793/66534
en_US
application/pdf
oai:minds.wisconsin.edu:1793/616282018-10-25T08:47:14Zcom_1793_44011com_1793_8339col_1793_48149
Combining traditional face-to-face classroom strategies with online teaching methods
McMahon, Sommer
Freiberg, Melissa
Teaching
Computer-assisted instruction
Learning strategies
Electronic discussion groups
Educational technology
English--Study and teaching
Education--Effect of technological innovations on
Moodle
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This study is a small scale study in which 41 students in two classes were subjected to two different teaching methods. During the research process, students were enrolled in an advanced junior level English class at a small high school. The researcher utilized a traditional face-to-face teaching method in the first phase of the study and combined the traditional face-to-face method with a lesser known online teaching method in the second phase of the study. The purpose of the study was to find out if one of the environments provided during the study was better for student learning than the other. The research questions addressed were: (1) How can online discussion forums be used to help students increase their skills in analyzing difficult texts? (2) How can online learning be used to effectively help students? (3) How can online discussion forums be used in conjunction with face-to-face education to meet the individual needs of students and increase their understanding in the content of their English classes? The results showed that there was some evidence to support that online learning techniques can be used in the classroom to enhance the learning environment and that individual students may benefit from such an addition.
2012-07-05T14:05:59Z
2012-07-05T14:05:59Z
2012
Project Report
http://digital.library.wisc.edu/1793/61628
en_US
application/pdf
oai:minds.wisconsin.edu:1793/642052018-10-24T10:47:07Zcom_1793_44011com_1793_8339col_1793_48149
E-books and motivation to read in middle school students
Farnung, Meghan
Schroeder, Eileen
Reading (Middle school)
Electronic books
Motivation in education
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E-books are the latest trend in reading technology. Research has shown that e-books are becoming more commonplace in school libraries and that the number of students with e-readers has recently increased dramatically. It is important to discover the potential effects of e-books on reading motivation. In this study, sixth grade students were surveyed using the Adolescent Motivation to Read Profile reading survey along with an additional e-book survey before and after learning about e-books available through their library catalog for use on computers from December through March. The study did not find an increase in motivation to read, but some students did respond positively to e-books as they had more access at school and at home over the course of the year.
2013-01-03T21:16:48Z
2013-01-03T21:16:48Z
2012
Project Report
http://digital.library.wisc.edu/1793/64205
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534382018-10-24T10:41:21Zcom_1793_44011com_1793_8339col_1793_48149
Supporting the struggling mathematics student in my fifth grade classroom
Frankenfeld, Becky
Zbikowski, John
Mathematics--Study and teaching (Elementary)
Individualized instruction
University of Chicago. School Mathematics Project. Everyday mathematics
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Everyday Mathematics is a popular reform and research-based program that is currently
being used in my district. It is not a complete math program however, and some
struggling students are being left out. This project examines 20 fifth grade girls and boys,
ages eleven to twelve year-old students from Waterford, Wisconsin. It asks the question
of whether small group and individual instruction with the teacher combined with
additional parental information will improve students' attitude toward mathematics and
their knowledge. This project provides resources to add to current Everyday Mathematics
instruction. Everyday Mathematics unit tests and student surveys were the assessment
pieces for this project. While working with small groups and individuals the project did
find that students receiving additional support as a group gained more knowledge. Strives
were also made in students becoming successful advocates for their own learning.
2011-06-20T21:11:27Z
2011-06-20T21:11:27Z
2011
Project Report
http://digital.library.wisc.edu/1793/53438
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745202018-10-25T08:04:53Zcom_1793_44011com_1793_8339col_1793_48149
Common Core State Standards for Mathematics (CCSSM) curriculum alignment : emphasis on formative assessment and metacognitive strategies
Boushley, Samantha
Peters, Scott J.
Common Core State Standards (Education)--Evaluation
Mathematics--Study and teaching (Middle school)
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The Common Core State Standards for Mathematics (CCSSM) were published in 2010 by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. The 2014-2015 school year was CCSSM implementation year for the state of Wisconsin. As such, the responsibility of modifying current mathematics curriculums to more accurately align to the CCSSM went to the classroom teacher. The restructuring of the curriculum to align to the CCSSM was investigated in a 7th grade Academically Talented classroom, which would utilize and be assessed by 8th grade CCSSM standards. The class had previously used a curriculum aligned to the Wisconsin State Standards. Presented are the results of reorganizing and assessing a CCSSM-aligned curriculum through the use of pre- and post-instruction unit assessments, formative assessments and metacognitive thinking strategies.
2016-03-28T15:22:16Z
2016-03-28T15:22:16Z
2015
Project Report
http://digital.library.wisc.edu/1793/74520
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534442018-10-24T10:30:55Zcom_1793_44011com_1793_8339col_1793_48149
Developing a strategy for promoting athletic participation at the high school level : benefits of athletic participation
Eiserman, Sarah
School sports--Wisconsin--Lake Geneva
High school athletes--Wisconsin--Lake Geneva
Participation
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More than ever, schools today are being asked to do more for students in the way of physical, mental, social, and emotional development. A simple and easy way to help students develop these areas is to encourage them to participate on a sports team at their schools. A comparative study of athletic participation at Badger High School showed that the participation levels were slightly above the national average but well below the state average. The question of why this was happening was thus further explored. Using a random sampling of students at BHS that reflected their grade, sex and participation status, surveys were distributed to try and determine why students do or do not participate in athletics. The students' parents as well as the coaches at BHS were also asked to participate. It was found that the main motivation for athletic participation at BHS was to improve physical fitness and ability. It was believed that this research would reveal reasons for non-participation such as having low physical abilities, not having friends that participate, or not having enough confidence to try out for a sport in high school. Instead the research showed that students choosing not to participate in sports were choosing to focus on other aspects of school such as participation in clubs and the arts or trying to keep up with school work. This research can be used as the foundation for further discussion to help improve participation levels at Badger High School.
2011-06-20T21:31:26Z
2011-06-20T21:31:26Z
2011
Project Report
http://digital.library.wisc.edu/1793/53444
application/pdf
oai:minds.wisconsin.edu:1793/745162018-10-24T10:50:33Zcom_1793_44011com_1793_8339col_1793_48149
Introducing blended learning environments for mathematics instruction : how does it affect student achievement and attitudes?
Raebel, Lissa J.
Pettit, Myragene
Blended learning
Algebra--Study and teaching (Middle school)
Computer-assisted instruction
Middle school students--Attitudes
Academic achievement
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Blended learning is well researched in higher education, but little research exists in the primary and secondary level. This study explored the effects of a blended learning environment on algebra students' achievement and attitudes. Forty-seven eighth grade students participated in this study in two sections of the same course. One section (n = 23) received face-to-face, direct instruction, acting as a control, while the other (n = 24) was immersed in a blended learning environment, a mix of teacher-led and technology-driven instruction through Open Educational Resources (OER). With the use of a quasi-experimental design and quantitative methods, this action research study compared and contrasted the two groups' assessment data and survey results both before and after the unit of study. The results revealed subtle differences in the mean achievement scores. While the blended environment learners had a higher post-test mean, the direct instruction learners exhibited greater gains in achievement because their baseline pre-test mean was lower. The survey results also displayed subtle differences at the completion of the study. Students in the blended learning group expressed higher positive attitudes for the categories of technology-driven mathematics instruction and teacher-led instruction. Implications for teaching, limitations, and recommendations for the future are discussed in this paper.
2016-03-28T15:01:45Z
2016-03-28T15:01:45Z
2015
Project Report
http://digital.library.wisc.edu/1793/74516
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745292018-10-25T08:13:27Zcom_1793_44011com_1793_8339col_1793_48149
The impact of iPads on literacy for students with cognitive disabilities
Roffers, Ashley
Bowditch, Deborah
Computers and literacy
Students with disabilities--Education (Secondary)
iPad (Computer)
Computer-assisted instruction
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Over the last few years there have been rapid advances in technology, especially its use within the classroom. Yet not many studies have examined the effectiveness of these technological tools. This, in addition to the added benefit of technology's engaging features, led me to explore a variety of Apps to improve literacy skills. This action research project tested the impact of technology (iPad Apps), progress monitoring, and self-reflection on literacy skill development for students with cognitive disabilities. The participants were 7 high school students with a cognitive disability, from a mixed gender group ranging from age 14-21 years old. The research project consisted of three studies. The first study (Study A) examined the use of iPads to assist in the learning of the Dolch sight words through small group Direct Instruction. The students took a pre- and post-test on the Dolch sight words and weekly tests. The second study (Study B) examined the use of iPads in addition to small group Direct Instruction of specific literacy skills using the program Reading A to Z.
Two units of instruction, one focused on main ideas and details and the other on making inferences, were taught using small group Direct Instruction and no technology use. To compare data, two other units were taught focusing on the same two skills with the use of iPads.
Results from the Reading A to Z book unit assessments were compared to determine if the use of an iPad had any influence on skill growth. In the third study (Study C), students examined graphical representations of their literacy skill scores from Study B, reflected on their progress, and set new goals. I compared their Reading A to Z assessments and literacy skills graph to their self-reflection goals. Results showed that when iPads were included students knew 2.75 more words after completing the instruction, students increased their literacy skills by 15% and students demonstrated engagement through progress-monitoring and self-reflection.
2016-03-28T16:10:39Z
2016-03-28T16:10:39Z
2015
Project Report
http://digital.library.wisc.edu/1793/74529
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534502018-10-24T10:26:14Zcom_1793_44011com_1793_8339col_1793_48149
A study of the implementation of differentiation strategies in the spelling classroom
Burton, Misty M.
Zbikowski, John
English language--Orthography and spelling--Study and teaching (Elementary)
Individualized instruction
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A Study of the Implementation of Differentiation Strategies in the Spelling Classroom
discusses the implementation of various differentiation strategies in a third grade spelling classroom. The strategies are used to compare the individual and group growth in the area of spelling accuracy and grammar usage with students who are in a control group using a workbook curriculum for spelling class. Both the experimental and control group used the same weekly spelling words.
Results are variable depending on the spelling unit in group comparisons and the individual student in this study. Students in the experimental group had decidedly less misspellings and grammar misuses at the end of the first semester of the 2010-2011 school year
2011-06-20T21:40:43Z
2011-06-20T21:40:43Z
2011
Project Report
http://digital.library.wisc.edu/1793/53450
en_US
application/pdf
oai:minds.wisconsin.edu:1793/689482018-10-25T08:06:28Zcom_1793_44011com_1793_8339col_1793_48149
Exploring the use of Geographical Information Systems (GIS) in recruitment and retention of underrepresented multicultural students at a public midwestern university
Dominguez, John
Mason, Richard
Geographic information systems
Minority college students--Recruiting
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Universities and colleges are using Geographical Information Systems (GIS) in new capacities in higher education beyond geography courses. GIS can provide a visual representation of demographic distributions and trends of student enrollment patterns that may not be observed in typical data sheet analysis. GIS has the ability to enhance the visual perception of data by mapping layers of data information and its relationship to location. GIS has the potential to assimilate patterns related to hot or cold spots of student retention and recruitment. This research examines how (GIS) can help enhance the recruitment and retention of underrepresented multicultural (URM) students (African Americans, n=1082; Latino(a), n=689; Native Americans, n=136; and Southeast Asians, n=439) enrolled in the Midwestern university (2011-2013) by identifying hot and cold spots related to locations at enrollment. Results from ArcGIS showed a high density of students enrolled from the Southeastern quadrant of the state. Distance from home, financial cost, and the business school at the university were the main factors students identified as contributing to their decision to apply. Results from ArcGIS maps also suggest potential recruitment areas for URM students could focus on the North area of Illinois and North and North central Wisconsin. Implications for the use of GIS tools in identifying recruitment patterns, and recommendations for future program development are also discussed.
2014-05-12T16:49:47Z
2014-05-12T16:49:47Z
2013
Project Report
http://digital.library.wisc.edu/1793/68948
en_US
application/pdf
oai:minds.wisconsin.edu:1793/665282018-10-25T08:42:53Zcom_1793_44011com_1793_8339col_1793_48149
The impact of culture on the education of Hmong men
Yang, Daniel
Mason, Richard
Hmong Americans--Education (Higher)
Hmong Americans--Cultural assimilation
Hmong (Asian people)--United States--Social life and customs
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The intention of this study was to try to identify the barriers and cultural influences of Hmong culture on Hmong men who are seeking higher education in the United States. Participants were recruited from one Midwestern university. Eighteen
Hmong men participated in semi-structured interviews. The research examined Hmong culture in the United States, gender and culture expectations, the role of education in assimilation, and Hmong men's pursuit of higher education. The main challenges participants described for succeeding in higher education were lack of direction/guidance, money, study habits, time management, and motivation. All of these obstacles link back to family disadvantages and cultural influences.
2013-09-16T14:31:56Z
2013-09-16T14:31:56Z
2012
Project Report
http://digital.library.wisc.edu/1793/66528
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534342018-10-24T10:12:40Zcom_1793_44011com_1793_8339col_1793_48149
Developing a strategy for promoting athletic participation at the high school level
Eiserman, Sarah
Zbikowski, John
School sports--Wisconsin--Lake Geneva
High school athletes--Wisconsin--Lake Geneva
Participation
This file was last viewed in Adobe Reader 10.0.1
More than ever, schools today are being asked to do more for students in the way of physical, mental, social, and emotional development. A simple and easy way to help students develop these areas is to encourage them to participate on a sports team at their schools. A comparative study of athletic participation at Badger High School showed that the participation levels were slightly above the national average but well below the state average. The question of why this was happening was thus further explored. Using a random sampling of students at BHS that reflected their grade, sex and participation status, surveys were distributed to try and determine why students do or do not participate in athletics. The students' parents as well as the coaches at BHS were also asked to participate. It was found that the main motivation for athletic participation at BHS was to improve physical fitness and ability. It was believed that this research would reveal reasons for non-participation such as having low physical abilities, not having friends that participate, or not having enough confidence to try out for a sport in high school. Instead the research showed that students choosing not to participate in sports were choosing to focus on other aspects of school such as participation in clubs and the arts or trying to keep up with school work. This research can be used as the foundation for further discussion to help improve participation levels at Badger High School.
2011-06-20T20:50:44Z
2011-06-20T20:50:44Z
2011
Thesis
http://digital.library.wisc.edu/1793/53434
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534462018-10-24T10:32:36Zcom_1793_44011com_1793_8339col_1793_48149
The effects of criterion referenced feedback on intrinsic motivation of students with learning disabilities
Persick, Christopher
Zbikowski, John
Learning disabled children--Education
Intrinsic motivation
Criterion-referenced tests
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Students with learning disabilities (LD) tend to have less intrinsic motivation than their
counterparts who are not considered to have LD. This project examines the role criterion
referenced feedback has on the intrinsic motivation of four students with LD in a 7th grade self-contained math class. It asks the question, will providing criterion-referenced feedback, through differentiated instruction increase the intrinsic motivation of 7th grade students with LD in their self-contained math class? Surveys were given to the students and their parents before and after a
Connected Math Project (CMP) book was completed to determine if intrinsic motivation
increased. This project found that there were no significant gains in intrinsic motivation from the
beginning of the project to the time it was concluded. The relatively small sample size combined with a brief implementation period may have resulted in there being no change. Results from this project highlight the need to research the need for more understanding on how to increase
motivation in students with LD.
2011-06-20T21:35:21Z
2011-06-20T21:35:21Z
2011
Project Report
http://digital.library.wisc.edu/1793/53446
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562212018-10-24T10:23:06Zcom_1793_44011com_1793_8339col_1793_48149
Best practices in emergent literacy
Krejcarek, Molly
Fox, Robin
Kindergarten--Curricula
Reading (Kindergarten)
Language art (Kindergarten)
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A unique aspect of kindergarten is that it is often a child's first experience with formal education. Because of this, students come to kindergarten with a huge range of experiences and abilities. Teachers of other grade levels have the benefit of knowing what instruction students have been exposed to, but the kindergarten teacher has the difficult task of differentiating instruction to meet the needs of children with vastly different home lives and educational experiences.
I have written a yearlong kindergarten literacy curriculum to use in my school district. There is a real need in my district for a literacy curriculum at the kindergarten level. The district kindergarten teachers have very different expectations for what their students should know by the end of the year. These inconsistent expectations lead to very inconsistent kindergarten programs from one classroom to the next. I found myself wondering - If there are such inconsistencies within a small district, how different are kindergarten programs within the region, state, and country as a whole? As I read professional literature, I found a wide variation of expectations for what children should know and be able to accomplish in the areas of reading and writing
2012-01-26T20:32:25Z
2012-01-26T20:32:25Z
2011
Project Report
http://digital.library.wisc.edu/1793/56221
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745142018-10-24T10:43:56Zcom_1793_44011com_1793_8339col_1793_48149
Effects of a flipped classroom on student learning and attitudes in social studies
Pozolinski, Chelsea J.
Pettit, Myragene
Computer-assisted instruction
Academic achievement
Middle school students--Attitudes
Social sciences--Study and teaching (Middle school)
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The growing trend of technology integration in the classroom and the emphasis on individualized learning are brought together in this paper on the effects of a flipped classroom on student learning and attitudes in social studies. Little research has been done to explore the potential academic benefits and attitude improvements when implementing a flipped classroom in a middle school setting. Through an action research project conducted in a seventh grade social studies classroom, this study looks at the differences between a flipped classroom and a traditional classroom structure over the course of two units. Ninety-nine students were involved in this study with two sections of students taught utilizing traditional methods while their counterparts learned in a flipped setting. The groups were then switched for the second unit of this study so all students were exposed to both the traditional and the flipped design. Pre- and post-unit tests and surveys were used to determine differences between the instructional experiences in regards to both learning and attitudes. The concluding data from this action research project did not show major differences between the flipped and traditional sections in either student learning or attitudes.
2016-03-28T14:46:21Z
2016-03-28T14:46:21Z
2015
Project Report
http://digital.library.wisc.edu/1793/74514
en_US
application/pdf
oai:minds.wisconsin.edu:1793/660582018-10-25T08:44:05Zcom_1793_44011com_1793_8339col_1793_48149
Interactional diversity amongst Latinos in higher education
Camacho, Enrique
Mason, Richard
Hispanic Americans--Education (Higher)
Latin Americans--Education (Higher)
Cultural relations
Cultural pluralism
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Higher education is evolving and becoming a diverse arena for different races and ethnicities. The issue explored in this study consisted of interactions among Latinos in higher education. Latinos were the ideal subjects for this study because of the diversity within the group. For example, within the Latino culture there are people from the Caribbean, Central America, South America, Mexico, Portugal and Spain. Diversity is studied from the perspective within the Latino culture because Latinos have numerous subcultures. For example, the Latino population can be classified as Spaniard, Portuguese, Mexican, Chicano, Nuyorican, South American, Caribbean Islander and many other subcultures as well. This was a qualitative study focused on six interviews conducted to determine the level of interaction each participant maintained within their culture and outside their culture. The interviews revealed that all of the students frequently interacted within their own culture and a majority of the students interacted with students outside their culture. It was concluded that students that frequently interacted within and outside their culture had a better overall university experience than students who primarily interacted within their culture and rarely interacted outside of their culture.
2013-06-24T15:42:27Z
2013-06-24T15:42:27Z
2013
Project Report
http://digital.library.wisc.edu/1793/66058
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562252018-10-25T08:07:11Zcom_1793_44011com_1793_8339col_1793_48149
Reading comprehension and "best practices"
Webster, Dawn K.
Staff, Shane
Reading comprehension.
Reading (Elementary)
This file last viewed in Adobe Reader 10.1.1
The purpose of this study is to investigate if and how the seven reading
comprehension strategies identified as best practices are taught in the second grade Houghton Mifflin reading series (Cooper & Pikulski, 2008) used at Royce Elementary School in Beloit, Wisconsin. Through analysis of the reading curriculum, the researcher first set out to determine if the reading strategies, known as "best practices", were in fact a part of the school district's reading instruction. Once this was determined, the researcher calculated the frequency with which each strategy was taught throughout each of the six themes in the Houghton Mifflin teacher's manual. A second portion of the study explored if the amount of time given to a particular strategy was sufficient for students to master its use and be able to apply it independently. Two strategies
were chosen: making predictions and questioning. Each strategy was taught for one week. A pretest was administered before teaching the strategy and a posttest was given afterwards to determine how proficient students were at applying the selected reading comprehension strategies independently. The results of the pretest and posttest from Beth Critchley Charlton's Informal Assessment Strategies (Charlton, 2005) revealed that the majority of students performed at a level two on both the "predicting" and "questioning" strategies. Of all the students assessed, 69% received a level two on the "predicting" pretest and 76% received a level two on the posttest. On the "questioning" pretest, 51% scored at a level two and 65% scored a level two on the posttest.
Some gains were made in teaching the strategies of "predicting" and "questioning".
2012-01-26T20:38:53Z
2012-01-26T20:38:53Z
2011
Project Report
http://digital.library.wisc.edu/1793/56225
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534362018-10-24T10:28:36Zcom_1793_44011com_1793_8339col_1793_48149
Utilizing student response systems in a high school mathematics class
Hammil, Lynette
Zbikowski, John
Student response systems
Mathematics--Study and teaching (Secondary)
Educational tests and measurements
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An important aspect of teaching is to engage students in the learning process. Evidence
has shown that the use of technology to increase engagement and participation of students in the
classroom is important. The use of technology in a high school mathematics classroom to
engage students was investigated in this study. The purpose was to determine if the use of
student response systems or clickers in the classroom engaged more students than a classroom
not using the technology. The second part of this study was to investigate whether the use of this
technology increased student test scores. This study took place in a high school mathematics
class during the 2010-2011 school year, in South Central Wisconsin. The study involved data
gathered from classroom observations, student surveys, student interviews, quiz and test results,
and the teacher's journal.
The student surveys and interviews were overwhelmingly positive in using clickers to increase engagement during the class period. The students agreed that using clickers made the
math lectures more interesting. The teacher's journal and classroom observations provided
insight into the use of the clickers to promote discussion, instant feedback, and effectively
implementing clickers in the lecture. The quiz and test results were inconclusive. There were
too many factors to consider when looking at the comparison results, such as the students?
overall math skills. This study is important to teachers and administration who are investigating
ways to incorporate technology into the classroom. The benefit that the clicker technology offers
in student engagement and participation should be considered as a supplement to the classroom.
2011-06-20T21:09:05Z
2011-06-20T21:09:05Z
2011
Project Report
http://digital.library.wisc.edu/1793/53436
en_US
application/pdf
oai:minds.wisconsin.edu:1793/616302018-10-24T09:05:52Zcom_1793_44011com_1793_8339col_1793_48149
Uses of differentiation within the classroom
Klewin, Stacey
Freiberg, Melissa
Individualized instruction
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The following quantitative research descriptive study was conducted in the area of differentiation with the focus being the differentiation methods/strategies. Differentiation is defined as teachers meeting the individual interests and abilities of students within their classrooms. Teachers were asked during a pre-survey various questions regarding their current knowledge of differentiation terms and how often it is used within their classrooms. Another pre-survey asked teachers which methods/strategies are currently used within their classrooms or their familiarity with them. Four differentiation presentations were held during a course of two weeks. An overview of differentiation and methods/strategies were discussed, along with ideas associated with differentiation. About a month following the presentations teachers were asked to fill out a post-survey. About half of the teachers responded with the post-survey. Teachers showed an increased knowledge in differentiation methods/strategies that can be used in their classrooms. Teachers also took various assessment strategies away from the presentations that can be used to assess their students.
2012-07-05T14:08:28Z
2012-07-05T14:08:28Z
2012
Project Report
http://digital.library.wisc.edu/1793/61630
en_US
application/pdf
oai:minds.wisconsin.edu:1793/641972018-10-24T10:32:27Zcom_1793_44011com_1793_8339col_1793_48149
Teachers' preparation and perspectives toward native language use in the classroom
Hansen, Kathryn Lee
Huss-Lederman, Susan
English language--Study and teaching (Elementary)--Foreign speakers
Teachers--Attitudes
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This ethnographic case study investigates teacher preparation in educating English language
learners (ELLs) and how it relates to perspectives and attitudes toward the use of students' native language (L1) in the classroom for academic and social purposes. The nine participants consisted of preschool through fifth grade teachers including two music teachers. Each
completed a survey to report their perspectives toward the maintenance of students' native
language. Teachers rated the level of responsibility they feel they have for maintaining students'
native language in addition to responding to statements about their practical uses of students' L1 in the classroom. Survey responses were reviewed to look for underlying trends in perspectives. Subsequently, all participants were interviewed individually to discuss their preparation for working with ELLs as well as to elaborate on their survey responses. Results of this case study demonstrate a favorable attitude of mainstream teachers toward using students' native language in the classroom, despite a lack of preparation or training in the education of ELLs and a vague vision from the administration regarding culturally relevant practices. It was found that teachers'
attitudes were influenced by family background, self-efficacy, and views on bilingual education
as it impacts teacher allocations across the district. Despite participants' support for L1 in the classroom, this study found that most teachers did not put this ideology into practice in their own classroom. This study mirrors other research demonstrating a need for improved professional development for mainstream teachers.
2013-01-03T20:14:41Z
2013-01-03T20:14:41Z
2012
Project Report
http://digital.library.wisc.edu/1793/64197
en_US
application/pdf
oai:minds.wisconsin.edu:1793/641992018-10-24T10:43:43Zcom_1793_44011com_1793_8339col_1793_48149
What drives and motivates the Division III female basketball "bench warmer" to compete every day?
Morton, Tiffany
Witte, Kelly
Women basketball players--Psychology
Women college athletes--Psychology
Basketball
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This study was designed to collect data on motivation (intrinsic and extrinsic) and self-determination of Division III female basketball "bench warmers." At the Division III level there is no binding contract or athletic scholarship as an incentive to stay dedicated and compete at an elite level daily. A person who continues to be a part of a team, and may not necessarily be contributing in a statistical standpoint might view him or herself as a bench warmer. The survey was sent to eight Division III University of Wisconsin schools. The ages of the participants ranged from 18 to 24. The survey was completed by 53 participants. Division III female college athletes were asked questions regarding their background, demographics, and role on the team (starter, sub, bench warmer). Additional questions from the Self-Regulation Questionnaire (SRQ-E) targeted motivation, and the Self-Determination Scale (SDS) targeted perceived choice and self-awareness. The scales were modified in reference to the study being conducted. It was predicted that the sub and bench warmer groups would score higher on intrinsic motivation whereas the starter groups would be more extrinsically motivated. It was also predicted the starters would score higher on self-determination (perceived choice and self-awareness) compared to the sub and bench warmer groups. We compared the independent variables (starter, sub, bench warmer) with motivation and self-determination (dependent variables) using MANOVA. Bench warmers scored the highest on intrinsic motivation (M = 6.25) whereas starters had the lowest intrinsic motivation (M = 5.55) although there were no significant differences between playing status and motivation. There were no significant differences between playing status groups and self-determination. Unlike the SRQ-E there were not any practical group differences either. The results of this study suggest that intrinsic motivation may be keeping the bench interested in competing without incentives of a scholarship or playing time. The project also allows coaches and those seeking motivational techniques an insight to what drives the Division III female basketball player to compete.
2013-01-03T20:32:09Z
2013-01-03T20:32:09Z
2012
Project Report
http://digital.library.wisc.edu/1793/64199
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745402018-10-25T08:22:40Zcom_1793_44011com_1793_8339col_1793_48149
The impact of technology-based review games on the performance of millennial students
Schneider, Zach
Pettit, Myragene
Educational technology
Generation Y--Education (Secondary)
Literature--Study and teaching (Secondary)
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Today's student is a member of the Millennial Generation, a social grouping that technology has
surrounded since birth. As technology continues to change at a rapid pace, the gap between the
generations is becoming ever more noticeable in public education. Using two classes of
Sophomore English students in a suburban high school in the Midwest, I instructed the students
using two different review strategies. Although both featured similar types of questions and
prompts, the delivery methods were drastically different in that one utilized direct instruction and
the other a PowerPoint-based Jeopardy game. After the review strategies and summative unit
assessments, I determined the students' academic performance by comparing mean scores and
the student's opinions using the Likert-scale results on a post-test questionnaire. These
comparisons showed that the overall scores of the assessment following the interactive review
strategy were higher than those with a direct instruction review method. Relating the
questionnaire results to research-determined characteristics of the Millennial Generation, I
evaluated the accuracy of the pre-defined attributes in comparison to my own findings. I found
that students in the Millennial Generation show an appreciation for interactive classroom
strategies that incorporate competition, manipulation, and a team constructions. This
appreciation positively impacts the student's confidence and self-assurance when approaching a
concluding summative assessment.
2016-03-28T18:24:02Z
2016-03-28T18:24:02Z
2015
Project Report
http://digital.library.wisc.edu/1793/74540
en_US
application/pdf
oai:minds.wisconsin.edu:1793/534422011-06-20T21:20:22Zcom_1793_44011com_1793_8339col_1793_48149
The daily five
Sweger, Melissa
Zbikowski, John
Language arts (Elementary)
Individualized instruction
Reading (Elementary)
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The Daily Five is a program that was developed by Gail Boushey and Joan Moser, "the sisters." "The sisters" designed this program to help students develop the daily habits of reading, writing, and working with peers with independence. Their hope is that these skills will carry on with their literacy throughout their lives.
This project examines the comparison test results between two reading programs. It compares the results when taught with The Daily Five and then the results when taught with our district's previously used reading program. This project took place in a 2nd grade classroom during the 2010-2011 school year. The students' names are replaced with numbers for confidential reasons. The goal was to have a better grasp on how The Daily Five helps students to progress further in their overall reading. This study has taught me different ideas that have helped with student progress and ideas that did not improve their progress. I have also added some resources for parents and educators to use for further information.
2011-06-20T21:20:22Z
2011-06-20T21:20:22Z
2011
Project Report
http://digital.library.wisc.edu/1793/53442
en_US
application/octet-stream
oai:minds.wisconsin.edu:1793/745102024-03-27T09:30:34Zcom_1793_44011com_1793_8339col_1793_48149
Changing students' attitudes towards learning through learning instruction on metacognition and growth-mindset intelligence
Mack, Cory
Tillett, Wade
Learning, Psychology of
Metacognition
High school students--Attitudes
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Teaching students how to be successful learners is an important part of a teacher's set of skills to use in the classroom. There are many documented methods on how to do this, but few have recorded the experience of the teacher and the attitudes of the students as the teacher goes about teaching their students different methods of learning and views on intelligence. This project explored the experiences and changes in attitudes of students as they go through the course of the fall semester in a high school geometry class, as well as the experiences of the teacher. Data was collected on students' attitudes and experiences through a series of two self-reported surveys. The teacher's experiences on both interactions with students, and impacts of the project on teaching were recorded in a reflective journal. The results of the data gathered were then analyzed which showed some small gains in the percent of students who gave aligned responses that reflected a growth mindset. Additional findings are also discussed used to make recommendations for future teaching.
2016-03-28T14:12:30Z
2016-03-28T14:12:30Z
2015
Project Report
http://digital.library.wisc.edu/1793/74510
en_US
application/pdf
oai:minds.wisconsin.edu:1793/745222018-10-25T08:07:06Zcom_1793_44011com_1793_8339col_1793_48149
Building classroom community in a first grade classroom
Setz, Korey
Heimer, Lucinda
First grade (Education--Curricula)
School children--Relations
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In today's ever-changing world, teachers come across a variety of different challenges. With so much pressure being put on test scores, being held accountable for what and how skills are to be taught, and documentation of all teaching practices and outcomes, it tends to become easy to lose sight of what really matters and the purpose of school. Children need time to get to know each other and develop social and emotional skills. The teaching of these skills should be integrated into the school day along with mathematics, language arts, science, and social studies. Guiding and encouraging students to be knowledgeable, responsible, caring individuals takes time. The purpose of this curriculum development project is to design a curriculum that builds a caring classroom community with first grade students. This project will help teachers develop effective lessons and activities that promote classroom community. Lessons and activities developed for this curriculum include morning meetings, role playing scenarios, weekly and daily reflections, sharing of thoughts and ideas, building relationships with peers and the teacher, use of "I Messages" to foster communication skills, and time to put skills into practice by working cooperatively with classmates on projects. The plans for implementation in the future include the following data collection materials: A teacher journal to record student observations as well as reflections on lessons and activities, a behavioral chart to record positive and negative behaviors, a questionnaire for parents asking open-ended questions about their child's learning style and interests, and surveys that pertain to student attitudes about their classroom environment. Materials designed may be used by teachers implementing the curriculum in the future to determine the effects of classroom community building on student social and emotional development.
2016-03-28T15:31:55Z
2016-03-28T15:31:55Z
2015
Project Report
http://digital.library.wisc.edu/1793/74522
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562232018-10-25T08:06:36Zcom_1793_44011com_1793_8339col_1793_48149
Investigating the impact of the Science Writing Heuristic on student learning in high school chemistry
Arnold, Patricia A.
Hohenshell, Liesl
Science--Study and teaching (Secondary)
Inquiry-based learning.
Heuristic--Study and teaching (Secondary)
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George D. Nelson, former director of the American Association for the Advancement of
Sciences Project 2061 said, "Without a science-literate population, the outlook for a better world is not promising." Ten years into the 21st century, the nation's approach to science education continues to struggle in the development of scientific literacy. This study builds on past research that links the use of inquiry in the science classroom toward improvement of science literacy and overall conceptual understanding of scientific principles. Specifically, this study examined the effects of the use of the Science Writing Heuristic (SWH) on student learning in a high school chemistry classroom. Participants in this study were divided into two groups: a control group that used a traditional, directed inquiry approach generated from their textbook, and a treatment group that involved a guided inquiry approach based on the SWH. Two assessments were administered in a pre/post fashion to determine if the use of the SWH in a high school chemistry laboratory improved conceptual understanding of the gas laws and overall student scientific reasoning. Results showed that there were no significant learning gains in the treatment group (SWH) as compared to the control group with regards to either conceptual understanding of the gas laws or in student scientific reasoning ability. This lack of significance may be attributed to the short duration of the study, which in turn resulted in only one learning unit used for comparison in this study. This limitation supports the belief that improvement of
scientific literacy and scientific reasoning through the use of the SWH does not occur over the short term. In order to demonstrate measurable improvement in conceptual understanding and scientific reasoning, the SWH needs to be implemented in a holistic fashion that covers several instructional units.
2012-01-26T20:35:16Z
2012-01-26T20:35:16Z
2011
Project Report
http://digital.library.wisc.edu/1793/56223
en_US
application/pdf
oai:minds.wisconsin.edu:1793/562272018-10-25T08:06:00Zcom_1793_44011com_1793_8339col_1793_48149
The academic affects of Black fraternal membership
Daniels III, Shedrick W.
Mason, Richard
African American Greek letter societies--Wisconsin--Whitewater.
Academic achievement.
African American college students--Wisconsin--Whitewater.
This file was last viewed in Adobe Reader 10.1.1
African-American fraternity members were examined in order to determine the affects
Black fraternal membership has on classroom performance. The findings presented in the study
provide further implications regarding the in-class experiences of African-American fraternity
and sorority undergraduate members at a predominately White university. Various components
of the study are consistent with findings offered in published literature on Black fraternal
membership, however, there are some inconsistencies that provide insight to new implications.
2012-01-26T20:42:32Z
2012-01-26T20:42:32Z
2011
Project Report
http://digital.library.wisc.edu/1793/56227
en_US
application/pdf