Exploring the Effect of Using the Six-Minute Solution: A Reading Fluency Program to Increase Overall Reading Fluency in Second Grade Students

The purpose of this research is to make a determination whether a positive, as well as additive, effect is seen on reading fluency when using the implementation of multiple strategies in the classroom. After reviewing the strategies, the researched-based Six-Minute Solution: A Reading Fluency Program was chosen as the main intervention. The study will specifically target second graders. After determining baseline data, data collection will be collected bi-monthly for a four-week period. As a result of the intervention, the conclusive findings indicate a positive increase in reading fluency scores

Modes of feedback in ESL writing: Implications of shifting from text to screencast

For second language writing (SLW) instructors, decisions regarding technology-mediated feedback are particularly complex as they must also navigate student language proficiency, which may vary across different areas such as reading or listening. Yet technology-mediated feedback remains an underexplored realm in SLW especially with regard to how modes of technology affect feedback and how students interact with and understand it. With the expanding pervasiveness of video and increased access to screencasting (screen recording), SLW instructors have ever-growing access to video modes for feedback, yet little research to inform their choices. Further, with video potentially requiring substantial investment from institutions through hosting solutions, a research-informed perspective for adoption is advisable. However, few existing studies address SLW feedback given in the target language (common in ESL) or standalone (rather than supplemental) screencast feedback. This dissertation begins to expand SLW feedback research and fill this void through three investigations of screencast (video) and text (MS Word comments) feedback in ESL writing. The first paper uses a crossover design to investigate student perceptions and use of screencast feedback over four assignments given to 12 students in an intermediate ESL writing class through a combination of a series of surveys, a group interview and screen recorded observations of students working with the feedback. The second paper argues for appraisal an outgrowth of systemic functional linguistics (SFL) focused on evaluative language and interpersonal meaning, as a framework for understanding interpersonal differences in modes of feedback through an analysis of 16 text and 16 video feedback files from Paper 1. Paper 3 applies a more intricate version of the appraisal framework to the analysis of video and text feedback collected in a similar crossover design from three ESL writing instructors. Paper 1 demonstrates the added insights offered by recording students’ screens and their spoken interactions and shows that students needed to ask for help and switched to the L1 when working with text feedback but not video. The screencast feedback was found to be easier to understand and use, as MS Word comments were seen as being difficult to connect to the text. While students found both types of feedback to be helpful, they championed video feedback for its efficiency, clarity, ease of use and heightened understanding and would greatly prefer it for future feedback. Successful changes were made at similar rates for both types of feedback. The results of Paper 2 suggest possible variation between the video and text feedback in reviewer positioning and feedback purpose. Specifically, video seems to position the reviewer as holding only one of many possible perspectives with feedback focused on possibility and suggestion while the text seems to position the reviewer as authority with feedback focused on correctness. The findings suggest that appraisal can aid in the understanding of multimodal feedback and identifying differences between feedback modes. Building on these findings, Paper 3 shows substantial reduction in negative appreciation of the student text overall and for each instructor individually in video feedback as compared to text. Text feedback showed a higher proportion of negative attitude overall and positioned the instructor as a single authority. Video feedback, on the other hand, preserved student autonomy in its balanced use of praise and criticism, offered suggestion and advice and positioned the instructor as one of many possible opinions. Findings held true in sum and for each instructor individually suggesting that interpersonal considerations varied across modes. This study offers future feedback research a way to consider the interpersonal aspects of feedback across multiple modes and situations. It provides standardization procedures for applying and quantifying appraisal analysis in feedback that allow for comparability across studies. Future work applying the framework to other modes, such as audio, and situations, such as instructor conferences, peer review, or tutoring are encouraged. The study also posits the framework as a tool in instructor reflection and teacher training. Taken together the three studies deepen our understanding of the impact of our technological choices in the context of feedback. Video feedback seems to be a viable replacement for text feedback as it was found to be at least as effective for revision, while being greatly preferred by students for its ease of use and understanding. With the understanding of how students use feedback in different modes, instructors can better craft feedback and training for their students. For instance, instructors must remember to pause after comments in screencast feedback to allow students time to hit pause or revise. Video was also seen to allow for greater student agency in their work and position instructor feedback as suggestions that the student could act upon. These insights can help instructors choose and employ technology in ways that will best support their pedagogical purposes

A Model for Equity-Oriented PreK-12 Engineering

In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades—a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, which include socially engaged engineering, authentic engineering practices, asset-oriented pedagogies, and student engineering identity. We illustrate each with examples and discuss ways of implementing equity-oriented engineering curricula

CONTEMPORARY IRISH AND SCOTTISH BASSOON MUSIC: AN ASSESSMENT OF SELECTED WORKS FOR UNACCOMPANIED BASSOON AND BASSOON WITH ADDITIONAL EFFECTS

64 pagesThere has been significant research on bassoon music within certain cultures. There has also been significant research on contemporary bassoon techniques. The information we have on both subjects is not entirely uncommon; however, there is minimal scholarly contribution regarding contemporary bassoon music created in the countries of Ireland and Scotland. Documenting, analyzing, and performing music from composers in this area of the world is essential in preserving bassoon history. Additionally, it is valuable to have an understanding of the contemporary techniques these composers use for a more cultural and technical breadth of musical insight in the 21st century

Socially Engaged Engineering: A Framework for K-8 Education

Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the macro-, meso-, and microscales. Situating engineering in sociocultural contexts can be motivating to learners and provide perspectives on the nature of engineering. Our framework was concurrently designed with Youth Engineering Solutions (YES; https://YouthEngineeringSolutions.org) curricular units. To test the applicability of our principles, we applied them to K-8 YES curricula for school and out-of-school environments. Through the coevolution of principles and curricular materials, we developed age-appropriate learning objectives for three levels—lower elementary, upper elementary, and middle school. This paper shares the principles and progression, showing worked examples from curricula to demonstrate how the principles translate into curricular resources. We discuss constraints to the implementation of socially engaged engineering curricula, including those imposed in educational settings and the ideological assumptions about science, engineering, and STEM disciplines

Bostonia

Founded in 1900, Bostonia magazine is Boston University's main alumni publication, which covers alumni and student life, as well as university activities, events, and programs

Infographics: An Innovative Tool to Capture Consumers Attention

Using infographics as educational tools has emerged as a strategy to reach consumers in today\u27s information-saturated environment. Through the use of engaging and informative graphics, educators can deliver meaningful messages tailored to targeted audiences. Varying types of effectively designed infographics can be used to capture the attention of consumers by: telling a story, clarifying complex information with evidence-based information or research findings, using innovative design, and reaching targeted audiences in easily accessible places. Combining innovative infographic design and targeted dissemination strategies, Extension educators can capture consumers\u27 attention and deliver clear messages to improve communication with consumers