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 Department: Teacher Education and Administration
 Resource Type: Paper
 Collection: UNT Scholarly Works
The Action of Action Research: An Analysis of Action Research Projects Completed in the UNT/Denton ISD PDS

The Action of Action Research: An Analysis of Action Research Projects Completed in the UNT/Denton ISD PDS

Date: April 19, 2012
Creator: Potter, Codi & Tunks, Jeanne L.
Description: This paper discusses an analysis of action research projects completed in the UNT/Denton Independent School District (ISD). Action research is the inquiry part of a Professional Development School (PDS) model that all UNT elementary education, pre-service teacher/student interns complete with mentor teachers during student teaching.
Contributing Partner: UNT Honors College
African American Parental Involvement

African American Parental Involvement

Date: April 15, 2010
Creator: Brookshire, Nikki & Tunks, Jeanne L.
Description: This paper discusses a research project on the relationship between African American parent volunteer involvement and student reading scores.
Contributing Partner: UNT Honors College
Becoming a Teacher of Mathematics to Elementary Students

Becoming a Teacher of Mathematics to Elementary Students

Date: April 19, 2012
Creator: Walker, Wynona & Tunks, Jeanne L.
Description: This paper discusses research on becoming a teacher of mathematics to elementary students. This is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher.
Contributing Partner: UNT Honors College
Comparing Classroom Assessments to District Assessments to Analyze Assessment Guided Instruction Effectiveness

Comparing Classroom Assessments to District Assessments to Analyze Assessment Guided Instruction Effectiveness

Date: April 15, 2010
Creator: Western, Vanessa S. & Tunks, Jeanne L.
Description: This paper discusses research in assessment guided instruction.
Contributing Partner: UNT Honors College
The Effect of the Professional Development School Experience on a Pre-Service Teacher's Confidence in the Classroom

The Effect of the Professional Development School Experience on a Pre-Service Teacher's Confidence in the Classroom

Date: April 19, 2012
Creator: Jamadar, Anita & Tunks, Jeanne L.
Description: This paper is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting a change in confidence.
Contributing Partner: UNT Honors College
The Effects of Technology on Achievement in Mathematics in Middle School

The Effects of Technology on Achievement in Mathematics in Middle School

Date: March 30, 2006
Creator: Rooth, Heather M. & Tunks, Jeanne L.
Description: This paper discusses a research study on the effect of technology on achievement in mathematics in middle school.
Contributing Partner: UNT Honors College
The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

Date: April 19, 2012
Creator: Hughes, Kiley & Tunks, Jeanne L.
Description: This paper discusses research on the effects of tutoring with concrete manipulatives and real life concepts.
Contributing Partner: UNT Honors College
Incorporating RTI and the Mastery Model into Mathematics Tutoring Sessions

Incorporating RTI and the Mastery Model into Mathematics Tutoring Sessions

Date: April 19, 2012
Creator: Carlson, Elizabeth & Tunks, Jeanne L.
Description: This paper discusses research on incorporating Response to Intervention (RTI) and the mastery model into tutoring sessions.
Contributing Partner: UNT Honors College
Make a Move: Creating a Culturally Aware Community of Masters and Scholars

Make a Move: Creating a Culturally Aware Community of Masters and Scholars

Date: April 15, 2010
Creator: Montejano, Sara N. & Tunks, Jeanne L.
Description: This paper explores the experience of 30 university students in their final year of the teacher education program.
Contributing Partner: UNT Honors College
Read to Succeed

Read to Succeed

Date: April 15, 2010
Creator: Daniel, Monica & Tunks, Jeanne L.
Description: This paper discusses research on reading. One of the biggest problems in today's classrooms is the ineffective use of transition times. Transition times are mostly spent re-directing children and attempting to control chaos and confusion in the classroom. This work presents the idea of using re-entry transition times (i.e., returning from lunch, music, etc.) as silent reading. When tested in December 2009, approximately 40% of the children in the authors' classroom were reading at level E, when compared to the other 60% who were reading at G or higher. For six weeks, all children were required to read for five minutes immediately upon entering the classroom from a school event, increasing their reading time up to 25 minutes a day. The results conclusively show that students who have the extra opportunities to read daily have increased their measured reading level from E to H, significantly increasing their reading fluency as measured by running records.
Contributing Partner: UNT Honors College