http://hdl.handle.net/10057/189 Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/1409 title: The effect of rereading text at a student’s instructional level upon reading fluency authors: Wilson, Helen M. <br>abstract: The purpose of this study was to determine the effect of repeated readings of text at a student’s instructional level upon reading fluency. The participants for this study included seven third grade students who were reading below grade level and below the fluency norms for beginning third graders. The participants included three girls and four boys, ages 8 to 9. Data was collected using leveled readers, weekly running records for fluency from a pretest and a posttest, student completed graphs, and a pretest and posttest measurement of reading comprehension using the Scholastic Reading Inventory. The main findings indicated that explicit fluency instruction, engaging students in rereading text, and modeling fluent reading do positively impact reading fluency. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1398 title: The effects of gender-based strategies and same-sex grouping in a high school social studies classroom authors: Fox, Lindsay <br>abstract: The purpose of this study was to investigate the effects of gender-based strategies and same-sex grouping in a high school social studies classroom. Prior to implementing my action research in class, I researched gender-based strategies and same-sex grouping. After reading the research, I decided to do an action research project by grouping genders together and trying various strategies in my classroom. The data that I collected during my action research project was field notes/teacher observations, a student survey, and a comparison of students grades before and after the project. The results of the study concluded that the gender-based strategies and same-sex grouping had both positive and negative effects in my classroom. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1396 title: Addressing the gender gap in student achievement authors: Lambertz, Emilie <br>abstract: What affect do gender specific strategies have on student achievement in math? The question was researched in a fourth grade classroom setting where four classes were taught in a departmentalized situation. Of the four mathematics classes, two were selected to be the subjects for the research question. Of the two classes, one was the experimental group, the other, the control group. A student survey was administered to determine how students viewed themselves as achievers in mathematics and how effective they felt the gender specific strategies used during instruction were. Pre and post test over chapters in the textbook were also administered. The teacher also kept a reflective log to review lessons and the effectiveness of the gender specific strategies. The following techniques were implemented to foster results: using manipulatives, games, humor, and cooperative learning. The findings of this research indicate that students achieve equally well by instruction given with or without gender specific teaching strategies. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br> http://hdl.handle.net/10057/1388 title: A comparison of two note taking methods in a secondary English classroom authors: Jacobs, Keil <br>abstract: Recent educational research and scholarship calls note taking one of the research based strategies that help improve student achievement. I reviewed some of the literature on note taking and found that researchers agree that note taking is useful. I found descriptions of several different methods of note taking, and I wanted to investigate the relative usefulness of some of the methods. After studying some literature about two different styles, the Cornell note taking system and guided notes, I taught these methods to two different classes. I then gave both students the same test over the same content and found that students’ performances differed depending upon which note taking method they used. <br>description: Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. <br>