Previous+Semesters+RESEARCH+ON+INSTRUCTION


 * Name || Color text ||
 * Breanne || Red ||
 * Dana || Green ||
 * Rhonda || Grey ||
 * Emily || Purple ||
 * Mollie || Orange ||
 * Yvonne || Black ||
 * Kerri || Pink ||
 * Jennifer || Blue ||
 * Victoria || Lavender ||
 * Dawn || turquoise ||
 * Emily B || Navy ||


 * Chris A. || Brown ||



===Bergeron, B. S. (2008, January). Enacting a culturally responsive curriculum in a novice teacher's classroom. Urban Education, 43(1), 4-28. doi:10.1177/0042085907309208 ===

===There is an assumed “cultural disequilibrium” when a teacher’s experiences are different from their students. This case study focuses on the challenges that a novice teacher faces in her first year of teaching in an urban school. This study researches how a novice teacher implements a culturally responsive curriculum, the effects of cultural and linguistic differences, the effects of current policies on these implementations, and the conditions needed for success. Field notes from classroom visits and journals from the researcher and participant are used to follow a new teacher to determine what challenges she faced in her attempts at creating a culturally responsive classroom. The findings reveal to create a culturally responsive environment the teacher must provide linguistic support, encourage student collaboration, engage parents and be instructionally responsive to students is necessary. Implications from this study can help teacher preparation programs use the most effective methods for preparing new teachers. ===

Keywords: novice teacher, culturally responsive classroom, cultural disequilibrium, teacher preparation
===Solari, E. J., Aceves, T. C., Higareda, I., Richards-Tutor, C., Filippini, A. L., Gerber, M. M., & Leafstedt, J. (2014, February). Longitudinal prediction of 1st and 2nd grade English oral reading fluency in English language learners: Which early reading and language skills are better predictors? Psychology in the Schools, 51(2), 126-142. doi:10.1002/pits.21743 ===

===This unique study considers the influence of both Spanish and English precursor skills for Oral Reading Fluency (ORF) in English Language Learners (ELL’s). This study asks which measures of early literacy in Spanish and English language predict English ORF outcomes in 1st and 2nd grades and whether the relationship between early reading skills and language and English ORF change in the early grades. The findings indicate measures of letter knowledge and phonological awareness at the beginning of kindergarten and 1st grade were significant predictors of English ORF. Implications from this study indicate that similar proficiencies are required to develop reading ability whether students are learning in their first or second language. Similar to English speakers, letter knowledge and phonological awareness skills are important predictors of English ORF for ELL students. ===

Keywords: English Language Learners (ELL), early literacy, oral reading fluency
===Law, C., & Kaufhold, J. A. (2009, March). An analysis of the use of critical thinking skills in reading and language arts instruction. Reading Improvement, 46(1), 29-34. ===

===Critical thinking skills are necessary to prepare students for a changing work environment. With the increased accountability movement instruction reflects the content of state mandated test. The emphasis on teaching activities with critical thinking has decreased. The purpose of this study was to investigate the use of critical thinking skills in a large urban district. This study asks teachers and administrators of high, medium and low performing schools about the ability of teachers to promote critical thinking skills, and the students’ ability to use critical thinking skills. Data collection includes structures interviews and surveys. Teachers’ perceptions of their ability to promote critical thinking skills is directly related to the level of school performance. Students who have opportunities to use critical thinking skills perform higher on tasks that require higher thinking skills. Students frequently perform at the level of teacher expectations and teachers frequently perform at the level of administrator expectations. ===

Keywords: critical thinking, teacher perceptions, teacher expectations, administrator expectations, higher level thinking skills
===Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299. doi:10.1177/0016986211422098 ===

===Differential Differentiation occurs when curriculum modifications takes into account students’ learning preferences by recognizing and including them in the design process. This study examines which types of differentiation students like most and least and investigates whether there are differences in the preferences of students for the types of differentiation. Students in grades 3-8 were given a survey to rate their preference for learning experiences. The survey contained items that were related to learning experiences, such as content, process, products and learning environments. Students preferred some forms of differentiation over others. Self-pacing, choice of topic and choice of group workmates were heavily favored by students. Most students preferred a curriculum that was implemented in a manner that considers learners’ readiness, interest, learning profile and social and cognitive needs. Most students want a voice in how and what they learn. ===

Keywords: differential differentiation, differentiated curriculum, gifted and talented, student choice
Adkins, T. (2012). “Can’t Nobody Sleep” and other characteristics of culturally responsive English instruction. //Multicultural Perspectives, 14(2), 73-81//. doi: 10.1080/15210960.2012.673308 The article presents the findings of a case study surrounding effective Black teachers utilizing culturally responsive instruction with their Black students. Culturally responsive english instruction focuses on allowing students to incorporate previous cultural experiences into their learning. Students are given a voice while developing “classroom communities” where they explore their experiences while constructing meaning. Methodology Two teachers were studied through 39 classroom observations, 12 interviews, and 21 artifacts were collected. The sample of students comprised of urban, Black high school students, 45 percent of the sample received free or reduced meals, in addition, 40 percent of the sample were able to read at or above state proficiency level. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Findings <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The researchers found prevalent patterns among their sample. The teachers created meaningful content that allowed their students to connect their personal life to the curriculum. Teachers present information through diverse lessons with high learning expectations and active participation. The teachers also actively utilize various forms of formative and summative assessment and continuously check for understanding. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Culturally Responsive English Instruction <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Literature <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Community <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">African-Americans <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Pereira, J.K. Smith-Adcock, S. (2011). Child-centered classroom management. //Action in Teacher Education, 33, 254-264//. doi:10.1080/01626620.2011.592111 <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">This article advocates for teachers to utilize child-centered classroom management strategies. This approach allows for teachers to engage in a new manner of conversation with their students. Given that students have a variety of social and emotional backgrounds, being an empathetic listener while promoting social responsibility will allow students to effectively handle their emotions. This will curtail negative classroom behavior and poor academic performance. Focusing on positive behaviors rather than negative ones and using choice language will also enable students to successfully handle problems as they arise. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Child-Centered Classroom Management <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Listening <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Emotional Concerns <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Behavior <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Penchev, N.S. (2013). Supporting technology integration in the classroom//. Middle Ground, 16(4) 24-25//. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The article begins by describing a research-based lesson on Judiac holidays. In Rabbi Wex's class, the students downloaded their lesson from Edmodo and worked independently or in groups using Prezi, Google Docs, accessing the internet and Google Email. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Methodology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Rabbi Wex's hour-long lesson was observed and assessed using the International Society for Technology Education (ISTE) Classroom Observation Tool (ICOT). The ICOT's checklist determines if teachers are properly using technology as a reflective tool, if it fosters discussion with the integration of technology, and if the teachers efficiently understand the technology they are planning to use. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Findings <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The study found that Rabbi Wex was efficiently circulating the classroom and visited with each student or group approximately 10 times during the lesson. Rabbi Wex offered positive support, affirmation, and redirection if necessary. The students also relied on their peer for support and feedback using the technologies. Students successfully completed their assignments through the technological avenues listed previously. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Observation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Participation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology Standards <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Skinner, E.A. Belmont, M.J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. //Journal of Educational Psychology, 85(4), 571-581.// <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The researchers sought out to find what factors are associated with the motivation to learn in the classroom. The study looked at engagement versus disaffection through various classroom structures. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Methodology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">144 children in grades 3, 4, and 5 were sampled with 14 female teachers. The sample completed a questionnaire in the fall and spring of their school year. These questionnaires were conducted orally in their classroom and a second researcher recorded their answers. The responses were then coded and expressed through descriptive statistics. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Findings <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The study found a large correlation between student engagement and teacher involvement. If the student felt as if the teacher genuinely cared, they were more likely to participate in class and be engaged. Another finding illustrated that teachers who were viewed as "highly involved", also had very structured classrooms. Ultimately, the teacher's behavior/treatment towards the class was reciprocal. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Motivation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Reciprocal

Article Abstracts Article 1: Critical Thinking Skills 1. Paige, D. D., Sizemore, J. M., & Neace, W. P. (2013). Working inside the box: Exploring the relationship between student engagement and cognitive rigor. //NASSP Bulletin//, //97//(2), 15-123. []

Paige, Sizemore, and Neace (2013) sought to measure and understand the relationship between the percentage of higher order thinking occurring in classrooms and student engagement with instruction. The researchers hypothesized that cognitive rigor increases the level of student engagement. Participants included 9th grade students and teachers in core content classes in a low achieving, urban high school. Observations were conducted by teachers trained to use observation instrument from January through April across 14 classrooms. The researchers used the Student Engagement and Rigor Scale for the classroom and used Webb’s depth of knowledge (DOK) scale to determine cognitive rigor. The study found that student engagement significantly increased as DOK levels increased, indicating that engaging students in higher order thinking activities does increase student engagement. The findings support the idea that increasing the cognitive rigor in a classroom can lead to deeper engagement in learning.

Article 2: Classroom Management 2. Cevik, Y. D., & Andre, T. (2013). Examining preservice teachers’ classroom management decisions in three case-based teaching approaches. //International Journal of Education in Mathematics, Science and Technology//, //1//(1), 25-42. @http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED543269

The purpose of Cevik and Andre’s (2013) study was to compare three general approaches using case studies to develop pre-service teachers’ abilities to make complex decisions regarding classroom management. The three approaches included worked examples where scenarios have been fully explained, faded worked examples where examples are transitioned from being fully explained to incomplete, and case-based reasoning that uses reasoning from previous cases to interpret and modify responses. Participants included 71 students in a college level educational psychology class. Participants completed pretests and were randomly assigned to a treatment group where they received computer-based instruction and were given a posttest. The researchers coded the open-ended responses from participants’ posttests based on the number of alternatives or reasons for an action given and the type of classroom management strategies mentioned. The study found that there was no treatment effect on students’ performance, indicating that students’ perceptions about classroom management were not changed by studying worked examples.

Article 3: English Language Learners 3. Filippini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A vocabulary-added reading intervention for English learners at-risk of reading difficulties. //International Journal of Special Education//, //27//(3), 14-26. []

This study sought to examine whether students in a vocabulary plus condition, where phonological awareness and decoding were taught in addition to vocabulary, demonstrated greater gains on vocabulary and comparable gains in phonological decoding when compared to students who spent all of the instructional time on phonological awareness and decoding. Participants included 97 first grade students, 60 who were classified as limited English proficient, in five existing classrooms at a Title I elementary school in southern California. Classrooms were randomly assigned to the two treatment groups. The vocabulary intervention programs were implemented in small groups by the trained researchers and supplemental to classroom instruction. A pretest and posttest, conducted by trained research assistants, was used to assess gains made and data was collected before and after instruction. The study found that there were not any differences of statistical significance between the two groups, but higher risk students did improve more than their peers from the pre to post test, regardless of their treatment. This confirms other research that suggests the positive effects of vocabulary instruction.

Article 4: Motivation 4. Melekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers with and without learning disabilities. //Learning Disability Quarterly//, //34//(4), 248-261. []

Melekoglu’s (2011) study sought to determine whether students’ motivation to read correlates with the reading gains made by students with and without learning disabilities when exposed to a research-based reading program. The participants included special education teachers with experience teaching the READ 180 program and 13 struggling readers with learning disabilities and 25 struggling readers without learning disabilities in two middle schools and one high school in the Midwest. Struggling readers were identified based on their scores on the Scholastic Reading Inventory. Students’ motivation to read was assessed using the Adolescent Motivation to Read Survey and reading performance was measured by a standardized reading achievement test. The reading intervention program was implemented within the normal instructional day to target specific reading skills and consisted of 20 minutes of whole group discussion, 60 minutes of small group rotations, and a final 10 minutes of whole group discussion. The study found that the motivation to read negatively correlated with students’ reading gains and improvement, but the findings were not statistically significant. These results contradict other literature citing the importance of students’ motivation to read on their reading achievement.


 * Article 1: Motivation **

David Scott Yeager & Carol S. Dweck (2012) Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist, 47:4, 302-314, DOI: 10.1080/00461520.2012.722805

Yeager and Dweck share their research on how growth mindset language can help create character traits in students that lead to motivation and achievement. In the article, the authors show the research they have completed proving that the development of resilience can help students overcome academic and social challenges they face at any grade level. Shown through a study in a rigorous math course, the danger of a fixed mindset in students, even if it is positive, can minimize achievement and create arrogance. The authors discuss the implicit theories teachers can use during instruction, so when students face frustration and adversity, they have the resilience and mindset to cope with their own psyche. Instead of boosting self-esteem, students need the mindset to see potential in order to encourage them to face any challenge and create intrinsic motivation.

Link to article: []


 * Article 2: Critical Thinking **

Moss, M. C., & Brookhart, S. M. (2009). Enriching Classroom Discourse: Planning For and Asking Strategic Questions. In Advancing Formative Assessment in Every Classroom (pp. 96-113). Alexandria, VA: ASCD.

The authors use this chapter to encourage teachers to develop and implement strategic questions instead of asking an abundant amount of foundational level questions. Research shows that the critical thinking students do is most evident when teachers use strategic questions that are planned ahead of time, help students connect the context to their own thinking, and use appropriate time for students to think about the possible answers. Questions are not to just assess what students have learned, but to encourage students to metacognatively think about their learning. Teachers with effective strategic questioning will engage their students through discussions, extend thinking to keep student dialogue moving, and encourage students to self-assess on what they know and the new directions they need to take. In order for students to think critically, they need to have quality and rigorous discussions to challenge, extend, and confirm their thinking.


 * Article 3: Instructional Technology **

Polly, D. (2011), Teachers' learning while constructing technology-based instructional resources. British Journal of Educational Technology, 42: 950–961. doi: 10.1111/j.1467-8535.2010.01161.x

The researcher, Drew Polly, uses the learning of elementary school teachers to design instructional technology materials. He uses technological knowledge, technological pedagogical knowledge, and content knowledge for teachers to take ownership of their own learning in order to feel comfortable enough to implement it in to their own classrooms. These thirty-two classroom teachers and twenty-two specialty area teachers attended a five-day professional development over the summer that used technological collaborate activities to promote higher levels of critical thinking and develop a curriculum for teachers to use with their students in the upcoming school year. By teachers taking ownership of this newly developed curriculum with technology embedded within, teachers continued to embed open-ended technology-based tasks into their instruction.

Link to article: []


 * Article 4: English Language Learners **

Supporting ELLs before, during, and after reading. (2011). English Journal, 100(5), 108-112. Retrieved from []

Margo Delli Carpini (2011) wanted her English Language Learners (ELLs) to become independent readers by learning explicit reading strategies and be able to utilize them when necessary. The goal of her study was for her ELLs to comprehend their reading as well has understand the different strategies they should use while they are struggling. She found that most of her students are overwhelmed with understanding the text, so she taught them four specific strategies to help them at different parts of reading: Anticipation Guides, Vocabulary Self-Selection (VSS), Direct Reading-Thinking Activity (DR-TA), and a GIST activity. After speaking with students and understanding their misconceptions about reading, she taught them these strategies with shorter simple texts and scaffolded them to complex pieces. These mentor texts gave these ELLs the confidence and tools they needed to engage them in reading and end their school year with the self-efficacy strong and experienced readers have.

<span style="font-family: Georgia,serif;">Article 1. **Motivation:**

<span style="font-family: Georgia,serif;">Criss, Ellen. Dance All Night: Motivation in Education. Music Educators Journal, 03/2011, Volume 97, Issue 3, pp. 61 – 66

<span style="font-family: Georgia,serif;">Three main theories are mentioned. Reinforcement implies that people can be trained to do something when they know that they will receive a reward. Unfortunately, if the reward is not received, this reinforcement will cease to produce desired results. On the other hand, Content theories try to meet human needs as a way of incentive. Although, this can be difficult with children whose “needs” are not apparent. Lastly, the process theory focuses on giving students pride to drive themselves. Students must set reasonable expectations and use others around them to mimic success. Students also need to know and be able to weigh the outcomes of the assignment. Teacher encouragement is recommended and goals should be set so that progress can be seen. In general, the student uses outside factors to encourage himself. The process theory does not list a downside, but the 6 aspects (expectancy, equity, attribution, self-efficiency, goal setting and autonomy) need to work together to generate motivation.

<span style="font-family: Georgia,serif;">http://libproxy.library.unt.edu:2414/content/97/3/61.full.pdf+html

<span style="font-family: Georgia,serif;">Article 2. **Classroom management:**

<span style="font-family: Georgia,serif;">Garrod, S.A.R and Maziar, C.M. Development of classroom management skills. IEEE Transactions on Education, 1988, Volume 31, Issue 2, pp. 128 - 132

<span style="font-family: Georgia,serif;">Classroom Management is “the skills needed to meet the challenge of responsibilities.” There is a worksheet in order to prepare teachers to manage the class. The “instructor profile” allows the teacher to guess how much time is spent on each course and any other activities that are included in the job. The “resource profile” lists all the resources that are available to help manage the class. The “course profile” details information about each student including expectations and past studies. This is the “Who to Teach” part, while the “How to Teach it” section offers a chance to look at the amount of class periods and ways to use the time in the best way. The “What to Teach” are lets the teacher define course goals, and the “How to Test it” finally offers a look at grading and exams. In general, this worksheet is supposed to help teachers take a look at everything at one time and decide if the class is really being managed.

<span style="font-family: Georgia,serif;">http://libproxy.library.unt.edu:2311/stamp/stamp.jsp?tp=&arnumber=2297

<span style="font-family: Georgia,serif;">Article 3. **Culturally responsive instruction:**

<span style="font-family: Georgia,serif;">Lai, Alice. Culturally Responsive: Art Education in a Global Era. Art Education, Volume 65, Issue 5, pp. 18 - 23

<span style="font-family: Georgia,serif;">Culturally responsive instruction is using a student’s cultural background to make the lesson more personal, and thus more understandable and gratifying. It is important to have students share their culture with each other in order to produce cultural awareness and acceptance. Many students enjoy the projects and learn more than if they had to complete something irrelevant. Yet, the lesson must use real traditional cultures to really make an impact, or students may feel misrepresented and find the assignment personally offensive. Luckily, this instruction can be applied to any subject and viewed from the past into the future. The diversity not only refers to race, but age, gender, and social class as well. Lastly, it is vital to remind students that one person cannot represent an entire society, but that one person does help make up the group. Direct experiences, observations and reflections, deliberation and dialogue, and collaborative actions are the keys to effective culturally responsive instruction.

<span style="font-family: Georgia,serif;">http://libproxy.library.unt.edu:2095/docview/1076740190

<span style="font-family: Georgia,serif;">Article 4. **Differentiation for students in inclusive settings:**

<span style="font-family: Georgia,serif;">Van Kraayenoord, Christina E. School and Classroom Practices in Inclusive Education in Australia. Childhood Education, 08/2007, Volume 83, Issue 6, pp. 390 - 394

<span style="font-family: Georgia,serif;">Inclusive education is making sure that all students have equal rights in the school setting despite their differences. Many schools need to make changes to become inclusive and responsive. To do this, staff must work together to define these differences and find a way to adjust the teaching to meets every student’s needs. One way is to be more open in class about diversity and regular development of teaching skills. Getting to know each child individually also helps to personalize the instruction. One challenge of this method is that some students may receive less education. The problem solver, Universal Design, does not change the lesson, but rather creates specific outcomes. An example is giving two groups of students a different version of the same text. It is advised to use both for the best results. All students should have an equal chance, but some still need modified lessons to truly succeed.

<span style="font-family: Georgia,serif;">http://libproxy.library.unt.edu:2095/docview/210389911


 * Article 1: Culturally Responsive Instruction **

Suh, Y., Hinton, K., Marken, J., & Lee, G. (2011). Are We Comfortable Teaching This? Using Banned Books as a Vehicle for Teaching about World War II-Era Japan & Korea. //Multicultural Education, Fall 2011.// 24-30.

[]

The use of multicultural literature helps teachers create a culturally inclusive classroom. Although some literature was once banned from public schools, it is valuable for the purpose of viewing historical events multiculturally. The purpose of this study was to advocate for teaching multicultural literature in teacher education programs as a means of preparing potential teachers for the challenges associated with teaching controversial multicultural issues. Data collection and analysis were compiled based on interviews, surveys, and discussions between a facilitator and participants focused on what was learned, how the literature can be used in teacher education courses, and the personal influences altering their interpretations. Participants were from multiple backgrounds and all read the same books and discussed their reactions and responses. Although they had differing reactions, some stronger than others, they all agreed that reading controversial literature enhances awareness of multiple perspectives and thus has value in teacher education programs.


 * Article 2: **** Critical Thinking Skills **

Berridge, E. (2009). //Peer Interaction and Writing Development in a Social Studies High School Classroom//, //August 2009//. 1-42.

[]

Developing students’ writing skills through peer interaction is an often neglected strategy for teaching critical thinking skills to high school students in the World History classroom. The purpose of this study was to analyze the effect of using peer review as a strategy to increase clarity in content while building writing skills in a 10th Grade World History classroom. The study was conducted via classroom observation, discussion, and interview with one female teacher (40+ years experience) and one class of 10th grade students. Findings included (1) teaching writing as a process takes more time so it must be embedded into the course (2) the teacher must provide examples and model appropriate formatting, writing, and editing by setting clear expectations early on (3) students must be accountable for constructive student interactions. Overall students perceived that their content knowledge was enriched by the application of critical thinking through peer review.


 * Article 3: **** Instructional Technology **

Diem, R. (2002). An Examination of the Effects of Technology Instruction in Social Studies Methods Classes. //Annual Meeting of the American Educational Research Association, April 2002.// 1-5.

[]

Introducing technology within a specific course such as a Social Studies methods class often results in increased technological proficiency and greatly influences the later adoption of technology in the classroom. It was hypothesized that through this study the limitations and potential of technology applications in a Social Studies methods class could be discovered. Through the analysis of rubrics providing qualitative and quantitative data the results indicated that (1) student knowledge and technology use increased during the methods class (2) students indicated that technology use in secondary education was further along than at the university level (3) that technology use at the university level was limited to the Internet and should be broadened for use beyond the base line as an application for design (4) the use of instructional technology has increased due to student demand and (5) technology applications integration needs to be done by integrating both skills and content.


 * Article 4: Motivation/ELLs **

Ilter, B.G. (2009). Effect of Technology on Motivation in EFL Classrooms. //Turkish Online Journal of Distance Education (TOJDE), 10 (4).// 136-158.

[]

As English language learners, it is difficult for students to find the motivation to exercise their English skills in unnatural conversation. Since not all EFL’s (English Foreign Language Learners) are self-starters who will initiate contact and practice their English, teachers need to capture their attention by finding new ways to motivate them. Many EFL researchers have suggested that while motivation has a positive effect on learning a foreign language, further research is required to explore how technology can be used to increase EFL student motivation. A questionnaire was administered to a group of students at Akdeniz University Preparatory Classes in the 2007-2008 school year and it was found that the use of technology in language acquisition as well as a focus on mastering daily learning objectives was a motivating factor for EFL

__ Motivation __

Crow, Sherry (2011). Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information. School Library Media Research, Vol.14. Retrieved February 21 from http://files.eric.ed.gov/fulltext/EJ926866.pdf

This article describes research on fostering intrinsic student motivation. A qualitative approach was used to answer the question: “What are the experiences in the lives of upper-elementary school children that foster an intrinsic motivation to seek information?" The purpose of the study is to help librarians foster intrinsic motivation when it comes to information-seeking. Participants were fifth graders from three diverse schools in Colorado Springs, CO. Findings were based on the data taken from surveys, interviews, and drawing activities. Students described various family situations and school experiences, and exhibited different communication styles. They exhibited affinity for play, tendency toward creativity, and the disposition of non-competitiveness. All experienced a "point of passion," and "anchor" relationships helped foster their intrinsic motivation for information seeking. Based on the data of this study, recommendations include: use of playful and creative teaching strategies, providing a broad variety of material formats, use of stimulating research activities, setting up adult mentors based on common interests, and educating parents of their role in fostering their children’s natural interests.

__ Classroom Management __

Savas, A. Cezmi (2012). The Contribution of School-Family Cooperation on Effective Classroom Management in Early Childhood Education.Educational Sciences: Theory and Practice, 12(4). Retrieved February 21 from http://files.eric.ed.gov/fulltext/EJ1003002.pdf

This purpose of this qualitative study is to determine the level of school-family cooperation and how this contributes to effective classroom management in early childhood education. Furthermore, the study asks: What should be the desired contribution (according to parents and teachers)? The study was conducted in downtown Gaziantep, Turkey in the spring of 2012. The participants are 28 preschool teachers and 23 parents. Data was collected from interviews given in 5 schools using descriptive and content analysis. The findings show that most teachers believe parents are supportive except when addressing students’ misbehaviors. Some teachers and parents think there are still areas that lack cooperation and improvements should be made to foster more cooperation.

__ Culturally Responsive Instruction __

Eick, C. & McCormick, T. (2010). Beginning to Think Critically about Culturally Responsive Pedagogy in Practice: An Elementary Education Book Study in Student Teaching. SPRATE Journal, 19(1). Retrieved February 21 from http://files.eric.ed.gov/fulltext/EJ948688.pdf

In this study, 47 student teacher interns in an elementary education program took part in a book study, "From Rage to Hope", on culturally responsive teaching. The study focused their thinking on approaches for teaching students of color, as the local schools consisted of predominantly African American students. The interns initially took part in a survey, and then wrote thoughtful reflections on each chapter and began making personal instructional changes based on strategies from the book. This process led to the identification of four categories supported by the data: project positive teaching behaviors; respect, value, and embrace individual differences; teach to individual student differences, and get to know students' lives. The connection between book, class discussion, critical written reflection, and practice helped many teachers connect with African American students and helped them begin to build the necessary skills needed to teach in more culturally responsive ways.

__ Instructional Design __

Liang, C., et al. (2012). How Learning Environments Can Stimulate Student Imagination. Turkish Online Journal of Educational Technology - TOJET, 11(4). Retrieved February 21 from []

This study investigated the environmental factors that can stimulate college students’ imagination and explored how these factors are manifested in different instructional design phases. The study took place in Taiwan and consisted of 402 educational technology students from four universities. The study adapted the ADDIE model and the instructional design process was divided into three parts: analysis, design/development, and implementation/evaluation.Influences in the learning environment were divided into four factors: physical component, organizational measure, social climate, and human aggregate. Using an interactive, statistical factor analysis, data showed that social climatewas claimed to have the greatest effect on stimulating the student’s imagination, followed by organizational measure and human aggregate. Although the physical componenthad the smallest effect, its mean was high enough to be considered influential.

Abstract 1- Liu, O. L., Bridgeman, B. & Adler, R.M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362. Retrieved from [|www.ets.org/Media/Research/pdf/SPOTLIGHT9.pdf]

Abstract This research of statistical evidence on the outcomes of assessment were used to measure the learning gain or value-added from instruction. This research primarily focused on students from three different states who were in some sort of higher education institute. The learning gain or value-added idea was self-reported on motivation and test scores. Three groups: control, personal condition, and institutional condition were developed to improve the validity of all the results. Through the statistical information the authors found a correlation between the motivations of students to the impact of their test scores. They also found that there was a correlation between the motivation to the type or format of testing.

Keywords: research, learning gain, motivation

Abstract 2 Project-based Learning Rodriguez, S. (December 2013). Motivating all students with project-based learning. Retrieved from []

Abstract The article focuses on the purpose of using student-selected inquiry in a Project-Based Learning (PBL) experience to allow fourth graders to research a problem, what they could do about the problem and how they could learn help others in the community. This article was written in a narrative format to show the methods of using several modes of text, while observations, communication and collaboration occur within this fourth grade classroom. The narrative focuses on general education students as well as experience with ELL students motivation through the 21st Century Learner Characteristics ([]). Using multimodal text allows students to feel more comfortable and motivates students to learn through project-based learning differentiation. Final projects and presentations encouraged students to decide on the rational and purpose of their learning through authentic learning.

Keywords: Project-Based Learning, motivation, authentic learning

Abstract 3- Mentoring Minds. (n.d.). Critical thinking strategies guide. Retrieved from []

Abstract The focus on using Bloom’s Taxonomy is still useful in today’s world of needing to apply and teach critical thinking skills to enhance student learning and retention of knowledge. Critical thinking is an active process and a complex skill with respect to reflective thought. It is the teacher’s focus then to enhance real-world questioning and connection making to help aid in the intellectual thinking that we need our future generations to possess. Teachers need to plan for multimodal engagement with a variety of thinking possibilities to help develop the purposeful use of Bloom’s Taxonomy. The Critical Thinking Strategies Guide is a purposeful tool to help guide teacher’s into understanding the considerable amount of structure and direction that we need to devote to truly facilitate this higher, more critical thinking.

Keywords: Bloom’s Taxonomy, critical thinking, mulitmodal

Abstract 4- Bazron, B., Osher, D., & Fleischman, S. (2005). Research matters: Creating culturally responsive schools. Educational Leadership, 63(1), 83-84. Retrieved from [|http://www.ascd.org/publications/educational-] [|leadership/sept05/vol63/num01/Creating-Culturally-Responsive-Schools.aspx]

Abstract This article focused on the question around teachers being able to give mastery in several areas of educational instruction inside of a diversified school population. Several pieces of research were referred to drawing on the ideas that since culture is so profoundly important in self-awareness, than academic and social boundaries must be set with high expectations. Other pieces of research focused on the ideas that having a scaffolding of “hidden curriculum” or ideas of how to learn and study should be embedded in culturally diverse populations. The most powerful piece of research focused on teachers using culturally responsive techniques throughout instruction helped to make learning more relevant and connected to real-world learning.

Keywords: diversified, culture, culturally diverse, culturally responsive

Article 1: Critical Thinking

Collier, K., Guenther, T., & Veerman, C. (2002).//Developing critical thinking skills through a variety of instructional strategies//. (Master's thesis), Available from ERIC. (ED469416)Retrieved from http://eric.ed.gov/?q=critical thinking skills&ft=on&pg=2&id=ED469416

Many students lack critical thinking skills. This article analyzes a variety of teaching strategies used to develop critical thinking skills in preschool, kindergarten, and eight grade students. The lack of critical thinking skills in the students studied were identified through observation checklists, student journals, and surveys of teachers, parents, and students. In this study, several teaching strategies were used over an eleven week period to develop critical thinking skills in the students studied. These instructional strategies include problem based learning, environmental enhancements, journaling, graphic organizers, technology, and questioning techniques. Pretest and posttest data was collected to identify improvement in recalling, problem solving, sorting, describing, predicting, and estimating. Results show that the eleven week intervention of critical thinking instruction had a positive effect on students’ critical thinking skills. Although the project was successful, researches determined that too many skills were targeted and for future research, limiting the number of skills was recommended.

Article 2: Classroom Management

Taylor, B. (2009). //Classroom management impacts student achievement: Tips to thrive and survive//. Informally published manuscript, Jackson State University,, Available from ERIC. (ED506815)Retrieved from http://files.eric.ed.gov/fulltext/ED506815.pdf

Teachers are faced with unwanted student behaviors every day such as excessive talking, disrespect, and other classroom disturbances caused by student actions. The purpose of this article is to share strategies used by educators for effective classroom management to prevent unwanted student behaviors. The article describes three major components of classroom management. These components are content management, conduct management, and covenant management. Also included in the article is a list eight tips for effective classroom management currently used by educators. These tips include using a parent/student/teacher contract, being consistent in management techniques, having high expectations for students, knowing your students, and monitoring behavior.

Article 3: Motivation

Blazer, C. (2010). Twenty strategies to increase student motivation. //INFORMATION CAPSULE Research Services//, //0907//, Retrieved from http://files.eric.ed.gov/fulltext/ED544660.pdf

Research shows that motivation is a strong indicator of student achievement. Motivation is defined as the desire or willingness to do something. Motivation is key students’ desire to learn. Two types of motivation are discussed in this article. The first is intrinsic motivation which refers to motivation which is derived from a student’s desire to learn for the sake of learning itself and the reward is the value of learning. The second is extrinsic motivation in which a student is motivated to learn from an outside source or reward. In addition, this article gives a summary of twenty researched based strategies to increase students’ motivation to learn. These strategies include connecting learning to students’ lives, emphasizing learning for its own sake, providing students with multiple opportunities for success, giving students control over their own learning, and promoting social interaction within the classroom.

Article 4: ELLs

Sibold, C. (2011). Building english language learners’ academic vocabulary strategies & tips. //Multicultural Education//, //18//, 24-28. Retrieved from []

An ELL’s struggle with comprehension can often be attributed to his/her limited vocabulary. This article discusses the importance of developing an ELL’s academic vocabulary. When students have a better understanding of the vocabulary in the content he/she is reading or learning about, they will have a better understanding of the material being presented to them. Beck, McKeown, and Kucan’s Three Tier Model places vocabulary words into three categories. Tier 1 consists of basic or common words. Tier 2 contains general academic or multiple meaning words. Tier 3 consists of content specific words. This article suggests direct teaching of content vocabulary with pictorial ques. It also gives multiple strategies for vocabulary development. These strategies include signal words, talk through with read alouds, the Student VOC strategy, and Quick Writes.

Emily Barrett 2/23/15

Abstract #1: Enhancing Critical Thinking Skills Among Authoritarian Students

[]

Hurley, M., & Hurley, D. (n.d.). Enhancing Critical Thinking Skills Among Authoritarian Students. International Journal of Teaching and Learning in Higher Education, 25(2), 248-261. Retrieved from []

The purpose of this article is to discuss how an assignment can be used to enhance critical thinking skills among students who have authoritarian personality types. Students with authoritarian personality types prefer order and are generally rule followers. The character traits that these personality types possess may hinder their ability to think critically. They may also reject nontraditional teaching methods. Quantitative measures of students’ characteristics were gathered in a criminal justice course using the Altemeyer’s right wing authoritarian scale. A majority of the students were ranked high on the scale. These students were given an assignment to complete that would take them out of their comfort zone and require them to think critically. Students’ responses to open ended questions following the project demonstrated that the project did require them to think critically and be more open-minded. This paper is a call-to-research-action to explore the idea that nonrandom distribution of personality traits in certain classes could affect the type of learning that takes place in classrooms.

Abstract #2: A Pebble-In-The-Pond Model For Instructional Design

[]

Merrill, M. D. (2015), A Pebble-in-the-Pond Model For Instructional Design. Perf. Improv., 54: 42–48. doi: 10.1002/pfi.21454

The purpose of this article is to describe the pebble-in-the-pond model for instructional design. The argument proposed in this article is that this is a more effective form of instructional design than other ISD models such as ADDIE. This model implements instruction based on first principles. A first principle of instruction is “a prescriptive design principle on which various instructional design theories and models are in essential agreement” (p.42). The pebble-in-the-pond model consists of 5 “ripples” or expanding activities that come from “casting a pebble” (p.43). This model begins with the whole task that needs to be completed rather than content objectives. To test this models effectiveness, 3 groups were given a task to complete using Microsoft Excel. One group was taught using a strategy developed using the pebble-in-the-pond model. The results showed that participants who received instruction as demonstrated in the article scored dramatically higher.

Abstract #3: English Language Learners

[]

Alhasiany, F. (2014). English language learners. International Journal of Business and Social Science, 5(8) Retrieved from []

The purpose of this article is to describe different approaches that have been supported by research that can help English language learners learn basic communicative skills and academic language. This article begins by discussing the connection between culture and language acquisition. It then describes seven strategies that can be used to teach English language learners that have been proven effective by various research studies. The seven strategies are preview/review, vocabulary role-play, repeated reading, use of technology, native language support, story and drama, and visual pictures for support. The final part of this research describes the six phases of language acquisition and the amount of time each stage takes. The six phases of language acquisition are pre-production, early production, speech emergent, beginning fluency, intermediate fluency, and advanced fluency.

Abstract #4: Child-Centered Classroom Management

[|http://libproxy.library.unt.edu:2114/ehost/detail/detail?sid=b4ffdeb6-0507-4f53-9913-3fced9237aec%40sessionmgr4002&vid=0&hid=4211&bdata=JnNjb3BlPXNpdGU%3d#db=eue&AN=525475877]

Pereira, J. K. (2011). Child-Centered Classroom Management. Action In Teacher Education, 33(3), 254-264. doi:10.1080/01626620.2011.592111

This article provides a brief look inside the practice of child-centered classroom management using a vignette. In the vignette, the result of a teacher-led approach and a child-centered approached are compared. The article begins by describing the importance of the child-centered approach, suggesting it will improve students’ confidence, self-worth, and self-regulation. The vignette consists of teacher reports from a 7 year old boy’s first and second grade teachers before and after implementation of child-centered approaches to classroom management. By engaging in reflective listening, assigning positive intent, and allowing him to make choices David was better able to monitor his own behavior, communicate his needs and wants, and became more amenable to problem solving. Although this article only provides a brief look into the rationale of child-centered approaches, teachers are encouraged to use the resources provided in the article to find more information.

Christopher M. Ashlock - Lesson Study Research (Writing) Research on Teaching (Lesson of Practice)

Gillespie, A., Olinghouse, N., & Graham, S. (2013). Fifth-Grade Students’ Knowledge about Writing Process and Writing Genres. // The Elementary School Journal // , 113(4), 565-588.

The study conducted in this article chronicles 50 participants that happen to be 5th graders and it focuses on how much each student knows about the different writing genres and the writing process that is required for each. The results of the study suggest students’ knowledge of the writing process is limited and nuances of writing in relation to the different writing genres is even more scarce and unsophisticated.

This study helps my lesson study by stressing the importance of teaching the writing process to students, making sure all students become familiar with what each process requires, and knowing how author’s purpose impacts the overall piece. The goal of my lesson is to strengthen my student’s understanding of the writing process and, when done correctly, how it can enhance a writer’s work.

Graham, S., Capizzi, A., Harris, K., Hebert, M., & Morphy, P. (2013). Teaching writing to middle school students: A national survey. // Reading and Writing, // // 27 // (6), 1015-1042.

This article provides research statics and questions regarding the lack of writing present in middle school classrooms -- specifically core classes that are non-English. This article raises questions to why this is happening and offers explanations such as teachers do not feel comfortable or adequate enough to teach writing to middle school students. One area to pinpoint is the lack of pre-service or professional development that is offered to teachers so that they feel confident and comfortable enough to successfully instruct middle school students on how to write, regardless if it is an English classroom or not.

This article is relevant to my lesson of study because despite being a teacher that teaches English to middle school students, I aim to prepare students on how to write effectively and successfully and share my teaching practices with other colleagues so that writing becomes more prevalent throughout all classrooms, regardless of discipline or subject area.

Graham, S., Gillespie, A., & Mckeown, D. (2013). Writing: Importance, development, and instruction. // Reading and Writing //, 26(1), 1-15.

The purpose of the article is raise awareness of the importance of writing and how very little writing actually occurs in classrooms across the globe. The article’s opening arguments are in favor of the importance of writing and all the benefits of it when done purposefully and thoughtfully in a classroom setting. In addition to stressing the importance of writing, the article goes on to examine how writing has developed, and strategies for effective writing practices.

This article is helpful in supporting my lesson study choice. To choose writing as my lesson study focus is seemingly justified by the evidence and ideas expressed in this article. It would foolish to argue against writing in the classroom, so the points introduced concerning this topic is nothing more than common sense; however, what is valuable is the writing strategies such as writing frequently, writing across a curriculum, and writing for various purposes. These strategies are significant in the fact that they may alter a teacher’s plan when preparing how he or she will tackle writing in the classroom.

Lawrence, J., Galloway, E., Yim, S., & Lin, A. (2013). Learning to Write in Middle School? // Journal of Adolescent & Adult Literacy, // // 57 // (2), 151-161.

This particular article highlights the reality that the majority of middle school students do not compose writing beyond a superficial level. Research presented in this article shows that most middle school students are not instructed by their teachers to do extended writing, which means most writing consists mainly of summaries, notes, and short answers. Results from this article make it quite clear that the “writing diet” of the average middle school does not meet the standards and expectations of what is considered quality writing. The reason for this may be complicated and complex, yet it appears the most common explanation is the lack of confidence teachers may have in teaching writing across disciplines. This article supports my objective to make teaching writing more simplified and streamlined for all subjects.

Zaragoza, N., & Vaughn, S. (1995). Children teach us to teach writing. //The Reading// // Teacher //, 49(1), 42.

This particular article focuses on the idea that writing “best” practices can be taught to teachers by the students. Research conducted in this article concludes information gathered from third-grade students, which highlight specific areas that could help teachers better teacher writing. For instance, one major point made is that teachers should not suggest topics to students or suggest ideas because most students will copy that idea or suggest, creating writing that isn’t unique or original. Instead, teachers should offer students ways to obtain writing ideas. Another suggestion is that teachers should really stress the revision process. Students should be asked to visual their writing and make sure their writing has a main idea. Tips like these, as well as many more discussed in the article, can equip teachers to better instruct writing to students.

This article can prove valuable to my lesson as it points out many dos and don’ts of writing. This article allows teachers to better understand the viewpoint of the student rather than the teacher, which is very important considering that the most important element of teaching is to provide information to the student that enables learning. This article is helpful in providing a list of specific outlined points that will create a more engaging and valuable writing experience for young writers.