Item Details

title

Studies in Teaching: 2012 Research Digest

alternative

Action Research Projects Presented at the 17th Annual Graduate Student Research Forum

abstract

This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) "Reading and Writing": A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in the Math Classroom: How Incorporating Performance Arts Affects Student Engagement and Motivation (Monica Doyle), (8) Exploring Students' Perceptions about Math: The Value of Explanations in Modern Context (Caroline Ewald); (9) An Investigation of Using Graphing Calculators to Improve Conceptual Understanding in Secondary Mathematics (Samantha Freiberg); (10) The Effect of Personal Goals on Student Motivation and Achievement (Anna Hester); (11) The Effects of Humanistic, Research-based, Anecdotal Science Instruction on Biology Students' Identity in Science (Joseph Hester); (12) Fostering Proactive and Sustained Student Engagement in Poetry (Thomas Kozak); (13) Tracking Talk: Is Dialogic Instruction Differentially Viable Across Academic Tracks? (Chris Lee); (14) Teaching Short Stories: Scaffolded Learning in the High School English Classroom (Dino Mangano); (15) Tools for Thinking: How the Analysis of Primary Sources Influence Students' Critical Thinking (Matthew D. Mizell); (16) The Use of Hispanic Dance to Develop Cultural Awareness and Language Ability (Kelsey Paul); (17) What's My Role? Using Roles in Cooperative Learning in Social Studies (Taylor Peele); (18) "And Historical Thinking For All" (Benjamin Phillis); (19) Grading Teacher Feedback: An Action Research Study (Kathryn Rea); (20) How Graphic Organizers Affect Student Achievement and Engagement in Poetry Analysis (Christopher Sabolcik); (21) The Effect of Journaling from Characters' Perspectives on Students' Engagement (Emily Satterfield); (22) Ephemera in the Classroom: Creating Lasting Knowledge from Temporal Objects (Julianna Sehy); (23) Can Problem-Based Learning Address Stereotypes in Science to Help Female High School Students Create Scientific Identities? (Aaron Willey); (24) Peer-teaching, Group Presentation, and Students' Understanding of Physics (Andrew Wilson); and (25) Reflective Journal Writing and Student Engagement (Brian Wood). (Individual papers contain references, tables, and figures.) [Abstract revised to meet ERIC guidelines.]

subject

Academic Achievement

Action Research

Active Learning

Attachment Behavior

Classroom Communication

Comprehension

Concept Teaching

Content Analysis

Cooperative Learning

Critical Thinking

Cultural Awareness

Dance

English Instruction

Feedback (Response)

Females

Graphing Calculators

Group Membership

Groups

High School Students

Hispanic American Culture

History Instruction

Instructional Materials

Integrated Curriculum

Intuition

Journal Writing

Language Proficiency

Learner Engagement

Literary Genres

Mathematics Instruction

Obsolescence

Peer Evaluation

Peer Teaching

Perspective Taking

Physics

Poetry

Primary Sources

Problem Based Learning

Professional Identity

Reading Writing Relationship

Reflection

Role

Scaffolding (Teaching Technique)

Science Instruction

Scientific Attitudes

Scientists

Second Language Learning

Secondary Education

Self Concept

Sex Stereotypes

Social Studies

Spanish

Student Attitudes

Student Educational Objectives

Student Journals

Student Motivation

Student Projects

Teacher Role

Teaching Methods

Theater Arts

Track System (Education)

Visual Aids

Web 2.0 Technologies

Writing Instruction

Writing Strategies

contributor

McCoy, Leah P. (editor)

coverage

Winston-Salem, NC (spatial)

date

2012-06-29

2025-05-02T19:20:09Z (accessioned)

2025-05-02T19:20:09Z (available)

2025-05-02 (issued)

identifier

ERIC Number: ED533608 (other)

https://eric.ed.gov/?id=ED533608 (uri)

http://hdl.handle.net/10339/110805 (uri)

publisher

Wake Forest University