http://hdl.handle.net/10057/190 Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/2060 title: Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom? authors: Ulrich, Vendla Jean <br>abstract: Research suggests much controversy exists in design and methodology of foreign language instruction. The purpose of this study was to understand if beginning level foreign language students acquire the language better with traditional methods of language instruction or with differentiated methods of language instruction. The study analyzed grammatical and communicative aspects in two classrooms of ten individuals using both teaching strategies. Subjects comprised various educational backgrounds, professions, gender, and race. Classes completed pre- and posttests, student learning surveys, and the instructor completed a professional journal. Findings confirmed both classrooms were successful in grammatical aspects of the language, but the differentiated classroom was more successful in communicative aspects of the language. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/2057 title: Integration of technology into the teaching of social studies to 11th grade students in a Midwestern urban high school authors: Odongo, George Omondi <br>abstract: This study gathered data on how teachers integrated instructional technology into the teaching of social studies to 11th grade students in a Midwestern urban high school. A questionnaire, interviews and observations were used to collect data for the study. Findings indicated that technology integration is a factor in the teaching of social studies in the school. The study showed that Internet research, video tape, overhead projectors and online learning were the favored form of technology integrated into classroom instruction. The study showed a need to provide pre-service and classroom teachers with training opportunities which emphasize technology integration. Teachers’ perceptions of technology integration and prior teaching experiences were two of the noted factors which influenced a teacher’s decision to integrate technology. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/2054 title: The effect of goal setting on reading comprehension and vocabulary in a first grade classroom authors: Miller, Jeri A. <br>abstract: Seventeen first graders participated in this study revolving around goal setting. The students were assigned to one of three treatment groups: (1) students who set their own goals, (2) students with teacher set goals, and (3) students with no pre-set goals. Students participated in weekly comprehension quizzes. Following the quizzes, students graphed their achievement and those in Group 1 set their reading goal for the following week, while Group 2 students received a goal from the teacher. Students in Group 3 received no pre-determined goals. All students from all groups were assessed on sight word recognition. The pre and post-test data for both reading comprehension and Dolch sight word recognition were examined statistically using analysis of variance. Results indicated that students in Group 1 made statistically significant gains in both comprehension and sight word recognition. There were no statistically significant differences among the three treatment groups in terms of gains made. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/2048 title: 21st century learning skills: Global learning in an urban middle school authors: Higgins, Meagan R. <br>abstract: The purpose of this research was to experience firsthand how the integration of global learning and 21st century skills would logistically work, and what the experience would be like both for the teacher and for the students involved. The research was conducted in an urban middle school in a classroom void of curricular standards, and without mandated assessments. This narrative inquiry has two parallel strands; that of the researcher/teacher, and the stories of the students told by the researcher. Through the combined stories themes of teacher transformation, new teacher-student relationships, and global awareness both for the teacher/researcher and students begin to emerge. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT