Archive

Summer 2018. Volume 4, Issue 3.

IMPLEMENTATION OF INQUIRY AND PROJECT-BASED LEARNING IN A HIGH SCHOOL CHEMISTRY CLASSROOM: AN ACTION RESEARCH PROJECT
Michelle Vanhala

UNDERSTANDING CLASSROOM MOTIVATION AMONG ADOLESCENT MALES
Floralba Arbelo Marrero and Maria Aguirre Castells

DEVELOPING STUDENT TEACHERS’ ABILITY TO EVALUATE THEIR PUPILS LEARNING IN THE CLASSROOM
Susan Wyn Jones

THE IMPACT OF SOCIAL STORIES ON COMPLIANCE AND AGGRESSION IN A KINDERGARTEN AGED CHILD
Alica Benton and Cynthia F. DiCarlo

THE IMPACT OF TEACHER QUESTIONING AND OPEN-ENDED PROBLEMS ON MATHEMATICAL COMMUNICATION
Cinthia Rodriguez and Emily P. Bonner

STUDENT AND TEACHER PERCEPTIONS OF STABILITY BALLS AS ALTERNATIVE SEATING IN A FIRST GRADE CLASSROOM
Nicole Schoolcraft

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Spring 2018. Volume 4, Issue 2.

USING POSITIVE REINFORCEMENT TO INCREASE ATTENTIVE BEHAVIOR AND
CORRECT TASK PERFORMANCE IN PRESCHOOLERS DURING EXTRA
CURRICULAR ACTIVITIES
Heather Reames
Cynthia F. DiCarlo

LESSONS LEARNED: AN ACTION RESEARCH PROJECT IN SELF-REGULATED
STRATEGY DEVELOPMENT WRITING INSTRUCTION FOR SECONDARY STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
Mandy E. Lusk
Calli Lewis Chiu
Donna Sayman

INSTRUCTIONAL STRATEGIES TO ENHANCE ALPHABET KNOWLEDGE IN KINDERGARTEN
Linda Stanley
Maida Finch

USING PARAGRAPH FRAMES TO SCAFFOLD THE TEXT-BASED ARGUMENTATIVE WRITING EXPERIENCES OF LOW-PERFORMING EIGHTH-GRADE STUDENTS
Yvonne C. Campbell
Nicole Parke

STUDENT TEACHER LEARNING THROUGH REFLECTION
Jeffrey Johnson

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Fall 2017. Volume 4, Issue 1.

EXAMINING THE EFFECT OF FEMALE STUDENTS’ MINDSET ON THEIR APPROACH TO CHALLENGES WHEN LEARNING MATHEMATICS
Caitriona O’Sullivan
Máire Ní Ríordáin

CHALLENGES OF MEETING THE NEEDS OF GIFTED STUDENTS WITHIN AN RTI SYSTEM
Jennifer Redenius
Nicole Skaar

AN ACTION RESEARCH STUDY ON EMOTIONAL INTELLIGENCE IN A RURAL
APPALACHIAN HIGH SCHOOL
Michael Melton
Steven Hooker

THE HIGH SCHOOL SPANISH FOREIGN LANGUAGE CLASSROOM: EFFECTS ON
ACHIEVEMENT, ATTITUDE, AND ENGAGEMENT
Brittany Williams
Regina L. Suriel
Ellice Martin

DIFFERENTIATING INSTRUCTION TO INCREASE CONCEPTUAL UNDERSTANDING AND ENGAGEMENT IN MATHEMATICS
Melissa J. Mainini
Leslie C. Banes

PROSPECTIVE TEACHERS LEARNING TO ENGAGE RELUCTANT WRITERS: THE POWER OF EXPERIENTIAL CRITICAL LITERACY PEDAGOGIES
Myriam N. Torres

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Summer 2017. Volume 3, Issue 3.

A SENSE OF POSSIBILITY: CULTIVATING PERSEVERANCE IN AN URBAN MATHEMATICS CLASSROOM
Samantha A. Marshall

MORE THAN WORDS: STRUGGLING READERS’ COMPREHENSION OF WORD PROBLEMS
Leanna R. MacDonald and Leslie C. Banes

IMPROVING READING WITH TARGETED STRATEGIES FOR A RELUCTANT ELEMENTARY READER
Amanda Bright

“SO WHAT ARE WE WORKING ON TODAY?”: PRESERVICE TEACHERS’ USE OF ASSESSMENT DATA IN A READING DIAGNOSIS COURSE
Bethanie Pletcher and Danielle Tefft

INVESTIGATING MASTER LEVEL K-6 READING TEACHERS’ ATTITUDE
TOWARD TEACHING CONTENT-AREA LITERACY STRATEGIES
Kay Hong-Nam and Susan Szabo

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Spring 2017. Volume 3, Issue 2.

IMPACT OF SHORT-TERM INTENSE FLUENCY INSTRUCTION ON STUDENTS' READING ACHIEVEMENT: A CLASSROOM BASED, TEACHER-INITIATED RESEARCH STUDY
Kristy DiSalle and Timothy Rasinski, Ph.D.

USING TEACHER ACTION RESEARCH IN HIGH SCHOOL CHEMISTRY TO DEVELOP NOVEL ASSESSMENT TOOLS
Chad Husting and Jordan Harshman, Ph.D.

DATA ON THE DATA: A METHOD FOR IMPROVING THE FIDELITY OF OFFICE DISCIPLINE REFERRAL COMPLETION
Paul Gavoni and W. Alex Edmonds

AN ACTION RESEARCH ON ENCOURAGING STUDENTS TO SPEAK IN SECOND LANGUAGE EDUCATION: A LEARNER-CENTERED APPROACH
Vahid Rahmani Doqaruni

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