Research Methods |
| Researcher |
Project Description |
Methods |
Sophie Adamson
Elon University
Foreign Languages
|
Exploring whether and how students use French language resources in their non-French academic coursework.
> Return to Projects
|
Students in an advanced French class have completed an assignment which requires them to conduct research for one of their non-French courses using a French language search on the internet. Students then completed a survey about the perceived usefulness of the assignment and its impact on future assignments in their non-French classes. |
Stephen Bloch-Schulman
Elon University
Philosophy |
Investigating how students develop philosophical evidence-mindedness.
> Return to Projects
|
“Think-aloud” data has been collected from a variety of participants, including first year students near the beginning of their college career, older undergraduates, and philosophy and non-philosophy professors. These observations will be analyzed to gain insight into philosophical thinking and teaching. |
Mark Byers
Alamance County
Western Alamance HS
Social Studies |
Determining how student learning occurs in "directed-discussion" through an analysis of student note-taking and reflection.
> Return to Projects |
Students will provide self report data on their learning activities related to assigned reading, lecture, and classroom discussion. Student work, including notes and exams, their learning of this material will also be collected. The analysis will focus on clarifying the usefulness of different activities for student learning and achievement. |
Jeffrey Coker
Elon University
Biology |
Refining the pedagogy of student-designed experimentation.
> Return to Projects |
Students taking a biology class designed for non-majors have been video-taped as they complete a multi-week laboratory in which they design and conduct an experiment. These observations will be analyzed with a focus on critical thinking. |
Ayesha Delpish
Elon University
Mathematics |
Understanding student approaches to problem-solving.
> Return to Projects |
Students taking a statistics class have been videotaped as they work through student-designed solutions of case-based problems. These observations will be analyzed with a focus on the development of students’ problem solving and critical thinking skills. |
Frank Felicelli
Orange County
Cedar Ridge HS
Social Studies/ History |
Investigating the affects of single-sex education in world history classes.
> Return to Projects |
Students in two world history classes have been working in both mixed-gender and single-gender groups throughout the semester. Data is being collected on students’ perspectives on the usefulness of single-gender instruction. |
Christi Fitch
Alamance County
Southern Alamance HS
Science |
Analyzing how students use assessment feedback.
> Return to Projects |
Students are guided in the use of feedback on their benchmark tests related to the NC Standard Course of Study in biology. Teacher journaling and student self report data in the form of surveys, journaling, and interviews provide data on the students use of the feedback in subsequent review and retesting. |
Pamela Fitzpatrick
District-wide Literacy Coach
Orange County Schools
C.W. Stanford Middle School |
Finding student voice in writing, using humorous text.
> Return to Projects |
Two assignments have been developed to examine the use of voice in student writing. In one assignment, students are prompted to write in response to a video clip and written text on the weather and in the other the prompt includes humorous video clips and text. |
Megan Isaac
Elon University
English |
"Cudgel thy brains no more about it": Shakespeare and performance-centered learning.
> Return to Projects |
Students studying Shakespeare have participated in varied performance activities in class and provided written reflections on the way in which performing and watching the performances of others influences their understanding of the plays. |
Mark Meacham
Alamance County
Williams HS
English |
Exploring word processing as writing intervention: student perception of Alphasmart vs. iBook usage when writing expository essays.
> Return to Projects |
A variety of data has been collected as students work on three expository essay assignments, including self-report surveys and journal reflections focusing on students’ perceptions of the word-processing experience and its influence on their writing process. |
Crystal Medlin
Orange County
Cedar Ridge HS
Science |
Analyzing student’s approach to problem-solving in the chemistry classroom.
> Return to Projects |
Chemistry students are being audiotaped as they are asked to “think aloud” while reading, solving math problems, or responding to questions posed by teachers or other students. The recordings will be analyzed to determine what critical thinking and problems solving steps the students us both individually and in groups. Additional self-report data on critical thinking will be collected. |
Jessie Moore
Elon University
English |
Investigating student perceptions of a service-learning field experience in TESOL.
> Return to Projects |
A variety of data has been collected on the learning activities of students in a TESOL course involving service-learning field experiences, including video-tapes of course discussions, a focus group, and written assignments. Analysis will focus on students’ perception of the value of the service learning component of the course. |
Paula Patch
Elon University
English |
Composing across contexts: Understanding the transfer of writing strategies from first-year composition to other first-year courses.
> Return to Projects |
Students enrolled in first year composition courses completed weekly journal reflections on their development as writers, the processes and strategies they use to create texts, the attitudes they develop or abandon as they learn new writing strategies, and the questions that arise as they confront new writing situations. |
Valerie Sellars
Alamance County
Graham HS
Science |
Exploring how feedback from diagnostic assessments is related to student mastery of concepts.
> Return to Projects |
Students have completed diagnostic feedback forms following unit tests which allowed them to determine their areas of weakness and strength. After review on weak areas, the students were allowed to take a re-test. Students also reflected on their study skills and goals for the upcoming unit. |
Shawn Tucker
Elon University
Art |
Laughing and coping with cognitive conflict in first year college students.
> Return to Projects |
Students in a first year general studies course have provided self-report data on the extent to which they experienced cognitive conflict before and after two assignments in which they were asked to use humor to explore a controversial topic. |
