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UNT Scholarly Works
- Read to Succeed
- This presentation 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 research 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 author's 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. digital.library.unt.edu/ark:/67531/metadc93235/
- Professional Development School helps Pre-Service Teachers Gain Confidence in the Classroom
- This presentation discusses research on an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the change in confidence. There is no hypothesis for this study, due to the qualitative nature of the research. The method used in the study was an analysis of prior personal perceptions of teaching, as compared to experiences in the teacher preparation program. This presentation discusses the study that examined the pre-service teacher's perception of teaching/teachers, classes prior to methods classes, prior teaching experiences, and perceptions of what is a professional development school. The findings show that due to the Response to Intervention Model learned during a mathematics tutoring project, experiences with children, and assignments completed during the University of North Texas math methods class, the pre-service teacher gained confidence and felt like a professional teacher. digital.library.unt.edu/ark:/67531/metadc93262/
- The Action of Action Research: An Analysis of Action Research Projects Completed in the UNT/Denton ISD PDS
- This presentation discusses Action Research, 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. digital.library.unt.edu/ark:/67531/metadc93274/
- Higher Order Thinking Homework vs. Formula Driven Homework
- This presentation discusses research on higher order thinking homework versus formula driven homework. The authors wanted to find out whether assigning homework that consisted of a few questions that required higher order thinking or assigning homework that required rote, procedural thinking would yield stronger results on assessments. digital.library.unt.edu/ark:/67531/metadc93238/
- Make a Move: Creating a Culturally Aware Community of Masters and Scholars
- This presentation discusses research on the experience of 30 randomly-selected university students in their final year of the teacher education program. This study examined a teacher education program working with the community and schools to improve the cultural perceptions of pre-service teachers. digital.library.unt.edu/ark:/67531/metadc93284/
- Student Engagement and the Effects on Academics
- This presentation discusses research on student engagement and the effects on academics. The author's mentoring teacher and the author recorded engagement data on four students during whole group lessons over a period of six weeks. The data were collected by taking a tally every 10-15 seconds based on the students' engagement during that time. The sheets on which the authors collected the data had a list of many observable behaviors for the students as well as the teacher. Some examples of student behaviors are: raising hand, answering the teacher's question, and active listening. Some examples of teacher behaviors are: asking higher level questions, listening, touching, and giving specific praise. Of the four students the authors focused on, two were lower achieving, one was on average with the class, and the last was a higher achieving student. During the research the authors quickly noticed that the lowest student was consistently very engaged and the highest performing student was actually quite disengaged. The higher achieving student's grades were still very high during nearly all of these lessons, and the lower student who was so engaged during the lessons had trouble on assignments. In the end, the data the authors collected was not at all what they expected to find. digital.library.unt.edu/ark:/67531/metadc93286/
- African American Parental Involvement
- This presentation discusses a research project on the relationship between African American parent volunteer involvement and student reading scores. digital.library.unt.edu/ark:/67531/metadc93282/
- The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts
- This presentation discusses research on the effects of tutoring with concrete manipulatives and real life concepts. digital.library.unt.edu/ark:/67531/metadc93261/
- Effectiveness of Growth Plans in Kindergarten Classrooms
- This presentation discusses research on the effectiveness of growth plans in kindergarten classrooms. During the 2009-2010 school year, two teachers from the kindergarten team at McNair Elementary School implemented a new behavior modification plan in hopes that it would allow the students an opportunity to take responsibility for their own behavior. Through the use of growth plans and contracts, the teaching team attempted to modify the behavior of a select few kindergarten students. digital.library.unt.edu/ark:/67531/metadc93236/
- The Effectiveness of the Growth Plan On Student Behavior
- This presentation discusses an action research project that studied the effect of growth plan interventions on kindergarten students' increased appropriate behavior in class kindergarten students. digital.library.unt.edu/ark:/67531/metadc93234/
- Assessment Guided Instruction
- This presentation discusses research in assessment guided instruction. Abstract: All educators know that assessment evaluates and guides instruction. The authors had the opportunity to determine the effectiveness of their instructional methods on student achievement. The authors carried out their research with two classes of fourth grade students in a Title 1 elementary school. One class of 15 general education students and one of 13 Spanish bilingual education students were given pre- and post-tests before and after mathematics instructional units. The pre-assessment scores indicated the success of whole class introductory lessons and amount of student prior knowledge. The post-assessment scored indicated the effectiveness of the small group interventions given throughout the unit. The authors hypothesized that post-assessment scores would significantly correlate with District Benchmark scores at the p < .05 level. The authors also believed that mastery observed on weekly post-assessments would also significantly correlate with district benchmark evaluations of mastery at the p < .05 level. Preliminary data are inconclusive, however data collection will continue until April 5, at which time a final analysis will be conducted. digital.library.unt.edu/ark:/67531/metadc93237/
- The Effect of Exchanging Play Time Privileges for Silent Work Time on Academic Failure Rates
- This presentation discusses a research study on the effect of exchanging play time privileges for silent work time on academic failure rates. The study examined whether replacing a usual bi-weekly playtime with silent work time for students with a failing average in at least one class would motivate students to raise their grade to passing. digital.library.unt.edu/ark:/67531/metadc93283/
- Becoming a Teacher of Mathematics to Elementary Students
- This presentation discusses research on becoming a teacher of mathematics to elementary students. The research 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. digital.library.unt.edu/ark:/67531/metadc93291/
- The Effects of Using Manipulatives in Middle School Mathematics Tutoring
- This presentation discusses research on the effects of using manipulatives in middle school mathematics tutoring. This research was conducted during the author's PDS I internship. The purpose of this research was to evaluate the effect of using a different approach to teaching math. This presentation describes the testing and the post-testing for this research and the results. digital.library.unt.edu/ark:/67531/metadc86910/
- The Effects of Technology on Achievement in Mathematics in Middle School
- This presentation discusses a research study on the effect of technology on achievement in mathematics in middle school. This presentation discusses the research, which analyzes how these concepts, ideas, and problems have been discussed in the past in order to form a solid platform that will support technology in schools in the future. digital.library.unt.edu/ark:/67531/metadc86909/
- Connections Between Mathematics Research and Practices Used in Classrooms
- This presentation discusses research on connections between mathematics research and practices used in classrooms. The author looks at what the relationships are between class observations, research, and methods course theories. The author hypothesizes that the experiences of the author in the math methods course and outside research will directly align with the teaching practices and learning processes that the author observed in fifth grade classrooms. This presentation describes the methodology, observations, connections, time management results, teacher instruction results, student learning results, and the conclusions and implications of the research. digital.library.unt.edu/ark:/67531/metadc86908/
- NCLB: The Myth, The History, The Reality
- This presentation is part of the faculty lecture series UNT Speaks Out on No Child Left Behind. In this presentation, the author discusses the law's impact on curricula and student learning, particularly in mathematics. digital.library.unt.edu/ark:/67531/metadc67606/