Item Details

title

Studies in Teaching: 2005 Research Digest

alternative

Research Projects Presented at the 11th Annual Graduate Student Research Forum

abstract

These Proceedings document an educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 7, 2005. Table of contents and 26 research studies of high school teaching are included. Studies include: (1) Mathematical Reasoning in Multiple Representations: Connections and Confidence (Justin Allman); (2) The Effects of Problem-Based Learning on Student Engagement and Motivation (Joshua Bragg); (3) Creative Thinking Questioning in the Secondary Social Studies Classroom (Eric M. Cain); (4) Suppositional Language in the Secondary English Classroom (Lauren Casey); (5) Vocabulary Instruction in the Secondary English Classroom (Mariah Dillard); (6) Instructional Methods and Engagement: An Observation Study of Teacher and Student Behavior (Michael P. Fischer); (7) The Effects of Problem-Based Learning on Students Understanding of Animal Behavior (Shawnda M. Herring); (8) Igniting Discussion in the English Classroom (Brian A. Hill); (9) Instructional Strategies Used to Promote Cultural Awareness (Mary Julia Hinson); (10) The Use of Authentic Literature in the High School Spanish Classroom (Cecilia Jimenez-Santos); (11) Discussion and Student Engagement in the English Classroom (Kimberly S. Jones); (12) The Extent to Which Primary Sources in the Biology Classroom Are a Tool for Teaching Scientific Literacy (Meredith Lentz); (13) Mathematical Discourse During Investigations: A Comparison Study (Diana Liberto); (14) Verbal, Academic Teacher Feedback in Secondary English Classrooms (Kerri McFarland); (15) LOL: The Use of Humor in Secondary Social Studies Classrooms (Stephen Miura); (16) Inspiring High School Readers: Teacher Action and Student Reactions (William Austin Morris); (17) "Look Who's Talking": Discussion Patterns in Secondary Social Studies Classrooms (LaTosha D. Parker); (18) Practical Ways to Engage United States History Students (Karen Riddle); (19) Multiple Intelligences in the High School Social Studies Classroom (Wingate Thompson Smith); (20) A Study on the Effectiveness of Writing Across the Curriculum (Beth Sperfenne); (21) The Effect of Science Fiction Media Clips on Science Attitudes and Achievement (Bradley Stephenson); (22) The Use of Portfolio Assessment in the K-12 Spanish Classroom (Amy Talley); (23) Diverse Literature, Diverse Voices: Do They Go Hand in Hand? (Katherine Thompson); (24) Re-membering Mathematics: The Effect of Culturally Relevant Math History Lessons on Students' Attitudes (John Troutman); (25) Multiple Intelligences in the English Classroom (Margie Van Orden); and (26) Making Lasting Impressions: Teachers' Use of the First and Last Five Minutes of Class Time (Cameron F. Wells). Each paper contains a literature review, methodology, results, conclusions, and references. [Abstract has been modified to meet ERIC guidelines. For "Studies in Teaching: 2004 Research Digest," see ED489982. For "Studies in Teaching: 2003 Research Digest," see ED491483.]

subject

Academic Achievement

Biology

Creative Thinking

Cultural Awareness

Culturally Relevant Education

Discussion (Teaching Technique)

Educational Research

Elementary Secondary Education

English Instruction

Feedback

High Schools

Humor

Language Usage

Literature

Mathematical Logic

Mathematics Instruction

Multiple Intelligences

Portfolio Assessment

Problem Based Learning

Reading Instruction

Science Fiction

Science Instruction

Social Studies

Spanish

Student Attitudes

Student Behavior

Student Diversity

Student Motivation

Student Participation

Teacher Behavior

Teaching Methods

Time Management

United States History

Vocabulary Development

Writing Across the Curriculum

contributor

McCoy, Leah P. (editor)

coverage

Winston-Salem, NC (spatial)

date

2005-12-07

2025-05-02T19:20:31Z (accessioned)

2025-05-02T19:20:31Z (available)

2025-05-02 (issued)

identifier

ERIC Number: ED492773 (other)

https://eric.ed.gov/?id=ED492773 (uri)

http://hdl.handle.net/10339/110817 (uri)

publisher

Wake Forest University