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Title: Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.
Creator: Bresnahan, Tammy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees...
Show moreThis mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332186
Subject Headings: Mentoring in education, Teachers, In-service training, Teacher effectiveness, Educational leadership
Format: Document (PDF)

Title: Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
Creator: Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360970
Subject Headings: Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
Format: Document (PDF)

Title: 2009-2010 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007914
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007917
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007916
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007915
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007918
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007919
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007920
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementation.
Creator: Uribe, Samantha N., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development...
Show moreThis mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight participants, who were also members of a school-based Readers Theatre Professional Learning Community (PLC). Transcripts were used to investigate how participants implemented CBRT in their classrooms as well as how they described their identification and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004068
Subject Headings: Active learning, Drama in education, English language -- Study and teaching (Elementary) -- Foreign speakers, Language experience approach in education, Readers' theater, Second language acquisition, Teachers, Training of, Teaching -- Aids and devices
Format: Document (PDF)

Title: Factors that relate to the persistence of first-generation undergraduate students in a public university.
Creator: Thachil, Shoba Anne, Zainuddin, Hanizah, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors....
Show moreThis study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004065
Subject Headings: Achievement in education, Children of immigrants -- Education -- United States, First generation college students -- United States, Motivation in education, School improvement programs
Format: Document (PDF)

Title: Influences on Hispanic student success at the community college.
Creator: St. Pierre, Karin Lynn., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their...
Show moreThe purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their experiences at the community college, including their perceptions of themselves and their families. The study also explored the programs and practices that are in place in the community college that may influence these students' academic success. Finally, the relationship between the Hispanic students' perceptions about their academic successes and the community college's employees' perceptions were examined. Tinto's (1975) model of student integration theory provided the theoretical framework for data collection and analysis. The major analytical categories that were developed during data analysis were as follows : other academic experiences ; motivation to succeed, both internal and external ; issues of ethnicity ; issues of age ; and issues of family. The students' perceptions of their community college experiences were both positive and critical.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3320110
Subject Headings: Education equalization, Hispanic Americans, Education (Higher), Hispanic American college students, Affective education
Format: Document (PDF)

Title: A study examining the impact of vocabulary instruction on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course.
Creator: Robson, Jodi McGeary., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of...
Show moreThe purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of five sections of College Reading Preparatory II (REA0002) offered in the Spring of 2009 at Indian River State College in Fort Pierce, Florida. All five sections of REA0002 were taught by the same professor, a tenured faculty member, chair of the developmental reading department and Associate Professor of Developmental Reading at Indian River State College. The instruction and tests in all five sections of REA0002 were consistent with the research design which insured continuity and consistency in the use of the four instructional methods. All participants received the same treatment and quizzes. During the course of the study, participants first received a pretest, then the treatment or instruction, followed by an instructional quiz, and a delayed post-test was administered at the end of the study. An analysis of the data, which included the pretest, instructional quizzes with four quizzes independently and then combined for an aggregate score for an immediate post-test, and the delayed post-test, yielded mixed results. The four instructional quizzes independently showed definition instruction to have the highest positive impact on student learning. In a measure of gains from pretest to instructional quizzes immediately after treatment, significant improvement in student learning was found only with word parts instruction., In a measure of performance from pretest to immediate post-test (aggregate score of instructional quizzes) there was a significant gain in students' vocabulary competence, and from pretest to delayed post-test there was a significant decrement in students' vocabulary competence. Age and language moderated vocabulary competence. Further tests of equivalency were mixed and should be interpreted cautiously, as there were a very small number of students in the group of 25 years or older and non-native English speakers.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369389
Subject Headings: Language and languages, Study and teaching, Academic achievement, Language experience approach in education, Educational tests and measurements, Vocabulary, Study and teaching
Format: Document (PDF)

Title: The impact of parent communications and expectations on teacher practices in private Jewish day schools.
Creator: Solomon, Rebecca, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United...
Show moreThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004063
Subject Headings: Communication in education, Interaction analysis in education, Parent participation
Format: Document (PDF)

Title: A comparison of multimedia technology instruction on the achievement of U.S. educated and non-U.S. educated community college geography students.
Creator: Da-Silva, Edmar Bernardes., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided...
Show moreThis study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided into two groups: one of U.S. educated students and one of non-U.S. educated students, all of whom volunteered their participation at the beginning of the course. The two groups were mixed males and females. The non-U.S. educated students were educated in 17 different countries. Data were obtained by means of test scores. Statistical analysis of the data was done using SPSS statistical software. The data generated were analyzed statistically by running four t-tests. The .05 level of significance was selected for analysis of data related to the hypotheses. Overall the statistical difference between the achievement of U.S. educated and non-U.S. educated students in their achievement in multimedia instructed geography classes was non-significant as indicated by the results shown in the statistical analysis in the study.
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Date Issued: 2008
PURL: http://purl.flvc.org/fcla/flaent/EN00154040/68_2/98p0145j.pdf, http://purl.flvc.org/FAU/58014
Subject Headings: Education, Effect of technological innovations on, Interactive multimedia, Computer-assisted instruction, Prediction of scholastic success
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF AN AUDIO-TUTORIAL AND A TRADITIONAL METHOD OF TEACHING INTERMEDIATE COLLEGE ALGEBRA TO THE COMMUNITY COLLEGE STUDENTS.
Creator: CHINN, JAMES ALBERT, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in...
Show moreThe problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in intellectual aptitude as measured by the Otis Mental Abilities Test, Form Am, existed between the groups, these differences would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences, at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall analysis of the study. The interpretation of analysis results lead to the rejection at the .05 level of the first hypothesis. (There is no significant difference in the mathematics achievement of the audio-tutorial and traditionally taught students.) The other hypotheses, two through seven, were accepted. As a result of the rejection of only the first hypothesis and an investigation of the linear trends of the pre- and post-test results it was concluded that the audiotutorial instructional method was superior, under the defined parameters, to the traditional method. It was concluded from the results of the attitude questionnaire that the audio-tutorial instructional approach had a positive effect on the students' attitude toward the course.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11625
Subject Headings: Mathematics, Education, General
Format: Document (PDF)

Title: THE USE OF VIDEOTAPE MODULES TO IMPROVE TEACHING METHODS AND TECHNIQUES OF COMMUNITY COLLEGE ART TEACHERS.
Creator: ANDERSON, GEORGE S., JR., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art...
Show moreThe purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art experiences. The art teacher does need different instructional methods in order to effectively present the subject matter. The literature was also a source of information that was used in the development of two instructional videotape modules.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11742
Subject Headings: Education, Art
Format: Document (PDF)

Title: Research and Practice in Transition: Improving Support and Advocacy of Transgender Middle School Students.
Creator: Lewis, Rebecca K., Sembiante, Sabrina F.
Abstract/Description: In this essay, our purposes are to inspire particular avenues of future research addressing Transgender students, in middle school in particular, and to inform the professional development of teachers in support of these Transgender youth. In relation to the ways in which research can more authentically represent Transgender identity, we argue for the use of Transgender theory as a guiding framework for research addressing Transgender students, issues, and needs. We also describe the...
Show moreIn this essay, our purposes are to inspire particular avenues of future research addressing Transgender students, in middle school in particular, and to inform the professional development of teachers in support of these Transgender youth. In relation to the ways in which research can more authentically represent Transgender identity, we argue for the use of Transgender theory as a guiding framework for research addressing Transgender students, issues, and needs. We also describe the particular affordances of qualitative, ethnographic, and phenomenological studies in capturing the unique and highly personal experiences and realities of Transgender individuals, and specifically, in middle school. We then discuss how schools are structured socially and politically along heteronormative and cisnormative lines, presenting a stumbling block for Transgender rights advocacy in educational contexts. Finally, we review the potential of teachers to be the necessary educational change agents to spur greater understanding of and advocacy for students’ gender inclusivity.
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PURL: http://purl.flvc.org/fau/fd/FAUIR000380
Format: Document (PDF)

Title: Preparing Pre-service Teachers to Implement Genocide Studies in Florida’s Elementary Schools: A mixed methods study to ascertain effectiveness of a Genocide Studies Unit.
Creator: Allgood, Ilene, Shah, Rachayita
Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FAUIR000238
Format: Citation

Title: The nature of elementary students' science discourse and conceptual learning.
Creator: Parks, Melissa Y., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning....
Show moreThis qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning. Findings indicated students spoke in three main discourse classifications during small group inquiries and two of these discourses were also present in the science notebook entries. Findings further indicated gender did not impact the nature of students' oral or written discourse regarding their conceptual learning. Implications for classroom practice and suggestions for further research in elementary science education are offered.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318675
Subject Headings: Science, Study and teaching (Elementary), Learning, Psychology of, Cognition in children
Format: Document (PDF)

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