• A correlational study on how reading for enjoyment becomes reading for success.

      Clary, Colleen S. (2014)
      Current literature suggests that a student who chooses to read in their free time will, as a result, improve in their literacy skills in academic settings. Findings further indicated that students who chose to read a wide range of personal entertainment materials will improve in reading, writing, and personal communication skills. This Master’s Thesis project focused on the correlation between an individual student reading for enjoyment voluntarily and said student’s academic success in standardized test setting. The sample size was approximately one hundred 10th and 11th grade students in a rural district. Participants were invited to complete a self-reflective survey on their personal and preferred reading usage. Survey responses were compared to a measurement of students’ English proficiency through the New York State Regents English Language Arts (ELA) test.
    • Does interactive white board utilization affect high school career and technical teachers perceived engagement levels of their students?

      Karpie, Sandra Przybyla (2014)
      The purpose of this study was to add to the growing research of interactive white board (IWB) technology. Specifically looking at Career and Technical Education (CTE) teacher's perceptions of student engagement. For this study, six CTE teachers from an CTE school were asked to complete a 20 question questionnaire with both open and closed response questions. Participants were asked questions based on IWB use, tool, engagement, interactiveness, perceptions, and technical difficulties. Four CTE teachers completed the questionnaire. Results indicated IWB use in the classroom was frequent and the CTE teachers take advantage of the many tools and operations available on the IWB. Teacher perceptions of student engagement were very high across the board.
    • Effective strategies for teaching content vocabulary to English Language Learners

      Brightman, Kerri A. (2015)
      The number of English language learners (ELLs) enrolled and being educated in schools in the United States is increasing. At the same time, there is greater accountability for the academic performance of ELLs, but they continue demonstrate poor performance in content areas such as Math and English Language Arts (ELA). This case study examined the preparedness for and the effectiveness of the instructional strategies being used by a group of 8th grade math and ELA teachers when teaching their content vocabulary to ELLs. It also investigated the challenges encountered by these teachers when working with ELLs, and examined their attitudes and beliefs about having ELLs in their classrooms. Data was obtained from teachers through the use of a observations. The results determined that this group of teachers had very little experience teaching ELLs and had received negligible professional training in preparation for teaching the ELLs. The results also showed some limited use of effective instructional strategies in their classrooms, and that these teachers view their instruction as not having a positive impact on the academic development of ELLs. Implications with regard to the need for additional training and a need for future research are discussed.
    • I Saw the Sign and it Opened up my Eyes I Saw the Sign!

      Kisiel, Valeri M. (2013-01-28)
      No author abstract.