Education, 2011
  • Education, 2011



    Trends in Student Organizational Skills and Practices
    Paul Carter
    Faculty Mentor: Martha Michael

    Research shows that organizational skill acquisition positively affects students’ success in academic situations and in life, and that such skills are the result of direct, planned instruction. The goal of this research project was to examine trends in 5th grade students’ organizational self-perceptions as compared to their actual compliance with expected classroom organizational procedures. Such a comparison provides an objective metric for determining whether or not organizational skills instruction would decrease the amount of wasted time, disruption, and student anxiety that results from organizational incompetence. An organizational skills and practices inventory was used to determine a relative measure of students’ organizational self-perceptions. Based on regular classroom expectations, a set of checks was used to assess students’ actual organizational practices, which was then compared to the students’ self-assessment scores. The results of this study showed that about 50% of students were less organized then they believed themselves to be, and that one-in-four students failed to comply with regular classroom organizational practices at least 30% of the time. This study exposes the need for earlier intervention with direct, planned instruction in organizational skills, and opens the door for other investigations into this area, which profoundly affects student learning and achievement.



    Students’ Perception of Teacher Effectiveness
    Jordan Crenshaw
    Faculty Mentor: Martha Michael

    According to research, effective teachers are described as competent instructors focusing on transfer of knowledge and skills (Asscher et al., 2001). Also, according to research on this topic, early adolescents feel that effective teachers are those who make learning fun, allow for group work, and provide motivational support (Parker, & Neuharth-Pritchett, 2010). Fifty-six 5th grade students at a school in Gahanna answered surveys and interviews regarding three perceptions: (1) characteristics of an effective teacher, (2) how a teacher effectively delivers content, and (3) the tone of an effective classroom. Of the students interviewed, 83% perceived an effective teacher as someone who displays kindness; 56% as fun, and 39% as helpful; 73% perceived effective instruction as allowing for group work, 77% cited use of demonstrations, and 71% cited conducting hands-on activities. Other data collected indicate that elements of the classroom environment are perceived as significant aspects of effective teacher instruction. Findings are applied to practices within the classroom.



    Kendal's World: A Child Case Study
    Briana Francis
    Faculty Mentor: Sally Creasap

    This child case study was conducted during the researcher’s sophomore experience at Capital University. The purpose for the case study was to observe domains of development during play (social, emotional, cognitive, language, physical, and creative) in a hearing impaired child. Research methods included five observations of the child during play, and twelve directed observations related to developmental assessments. In addition, photos were taken of various domain skills. All data were compiled into one notebook entitled “Kendal’s World.” Findings from the data show that the case study participant was a typically developed three year old, despite a significant hearing loss. Through the use of the case study method, the researcher was able to gain a better understanding of children and their developmental processes.



    Assessing Children's Literature
    Katie Irvin, Katy Becker
    Faculty Mentor: Pamela Scheurer

    Children’s literature is an essential part of the elementary years, and high quality books foster children’s learning and development. This presentation examines the key aspects of excellent children’s books. The characteristics analyzed were theme, genre, media, setting, character, mood, climax, and visual metaphor, clues to future action, end pages, and layout. The first analysis is of the wordless adaptation of a popular Aesop fable, The Lion and the Mouse, a Caldecott Honor book, illustrated and adapted by Jerry Pinkney. This critique calls attention to Pinkney’s brilliant array of media used to convey natural, detailed illustrations that eliminate the usage of text. The Caldecott Honor Medal book, Knuffle Bunny Too written and illustrated by Mo Willems, is critiqued according to the key aspects of literature as well. This evaluation focuses on uniqueness of Willems’ artwork for his illustrations. He uses black and white photographs for the scenery, adding hand drawn ink sketch cartoon characters on top of these backdrops. This distinctive artwork draws the attention of children, while the charming, humorous and relatable story line qualifies this book as quality literature. This presentation inspects the importance of combining top-notch illustrations with captivating text that enables the growth and expansion of reading for young children.



    Project: Chill Out! Assessing the Efficacy of Alternative Disciplinary Classrooms in an Inner-City Middle School
    Madison Motsch
    Faculty Mentor: Olga Shonia

    As a recent research phenomenon, educators all over the country are beginning to explore alternative methods for discipline. Pre-service teachers in the Capital University Education Program collected data from both faculty and students in order to validate the presence and need for an alternative to timeout. Project: Chill Out! served as an exploratory trial of altering the current delivery system of disruptive students within the classroom. Originally designed as an alternative timeout room, Project: Chill Out! has branched onward to serve as a safe zone for students. Project: Chill Out! fosters creativity and focuses on transitioning disruptive students back into the classroom. The purpose of Project: Chill Out! was to teach students how to handle distractions or high-stress/stimulus situations that cause them to be disruptive and to turn those negatives into positive experiences. By teaching these students how to de-escalate from the situation, the student can begin work on the assignment/task and be transitioned back into their classrooms. Project: Chill Out! has served as an asset to this inner-city middle school and has provided working research on the direct correlation between reduced stress and academic success.



    Does Instruction Matter?
    Stacey Rauch
    Faculty Mentor: Erica Brownstein

    In classrooms around the world, various forms of instruction are used to teach students different information in certain content areas. Those students enrolled in Education 354/358 Science Pedagogy for Middle Childhood/Science Pedagogy for Adolescents and Young Adults were given the opportunity to teach for five weeks alongside an experienced cooperating teacher. While in this teaching experience, research was done to measure the impact that instruction has on students’ learning. In a chemistry classroom at an urban high school, this research was conducted on the instruction of molecular compounds. Before introducing molecular compounds, a pre-assessment was given to the students to test their prior knowledge. Instruction took place on the molecular compounds and then a post-assessment was given to measure the amount of knowledge the students had gained. The information gathered from this research is displayed using charts and graphs in order to observe the impact of the instruction process. These data can be used to formulate new instructional techniques and teaching strategies in order for students of all intellectual levels and learning styles to be successful.



    Does Instruction Make a Difference?
    Joel Schallhorn
    Faculty Mentors: Erica Brownstein, Tobie Sanders, Carolyn Osborne

    For my Junior Block field placement I went to Sedalia Elementary School in Groveport, OH. I asked the research question: Does instruction make a difference? At first this question came across as rhetorical; the answer is already embedded in our logic and understanding of the education process. Over the course of my research project, I worked with three children daily over for one week in mathematics. My results paralleled with my beliefs on the issue of individual instruction. Instruction did make a difference. I also discovered that individual instruction makes another profound difference, a difference in attitude towards the subject matter as well as themselves and their own abilities. In other words, individual instruction builds self-confidence, which I now believe is the backbone of a good educational experience. One-on-one instruction with a student does create a profound change in a students’ overall performance.