Effects Of Human Cadaveric Dissections In High School Biology

This study was conducted in a suburban public high school, which had a connection to the local university, to measure the achievement of dual enrollment senior students using traditional hands-on (THO) cadaveric dissections compared to non-traditional (NT) virtual dissections of the human body. The outcomes of this study may assist multicultural science educators and administrators, students and parents, to understand the importance of THO cadaveric dissections compared to NT virtual dissections tools in learning gross anatomy. Also, noted is the importance of public and higher education collaboration to help bridge the science resource gaps between educational settings

Summarizing Instruction in 11th-Grade U.S. History Course

The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results showed higher levels of engagement from the summarizing instruction group. Based on the findings, the implications of this study are important in supporting the use of summarizing instruction strategies to promote the improved attitudes and active engagement of students toward learning U.S. History

A Multimodal Approach to Truancy: Small Groups, Needs-Based Parental Resources, and Ninth-Grade RTI Students

Attendance of at-risk students can be significantly improved when students receive small-group counseling and their parents are provided with some necessary resources. A process will be shared that produced positive results. Addressing the process in early high school has the potential to break the cycle of truancy and improve graduation rates

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement

Designing Research-Based Professional Development for Elementary School Science and Mathematics

A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction

Middle School to Professional Development: Interdisciplinary STEM for Multiple Stakeholders

The STEMITL project is an interdisciplinary collaboration between a Southeastern University\u27s middle grades education department and local PDS partner school districts incorporating six full-day immersive projects for seventh-grade students. During the 2016-2017 academic year, seventh-grade students were brought to the university\u27s newly constructed STEAM Center where middle grades practicum students implemented day-long interdisciplinary lessons co-designed by faculty and teacher candidates. Lessons incorporated social studies, science, mathematics, and literacy around a central theme of water pollution in China