| Elementary
School |
 |
Teacher Collaboration and the Science Rotation by Peter Hippard
This paper examines the effects of our group of elementary school teachers’ effort to completely overhaul our approach to teaching science in the upper-elementary grades. |
|
The Power of Word Knowledge: The Impact of Explicit Vocabulary Instruction on Reading Comprehension by Anokhi Saraiya
Overall, even with intensive focus on standards-driven reading instruction, students are unable to successfully meet City and State standards as measured by the NYS English Language Arts (ELA) Exam. There is a need for some enhancement or change in instruction to better enable our students to be successful. |
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Does Assessment-for-Learning Help Under-Achieving Students
Experience Success in Mathematics? by Maureen Connelly
My teaching goal for the school year 2005-2006 was to be more effective in differentiating instruction and meeting the individual needs of each student. |
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Celebrate Us by Patti Ward
Based on research, data, and school climate surveys there was a general agreement that my 6th grade class needed more parental involvement related to homework assignments. It was my hope that this involvement would improve students’ academic achievement. |
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Meaningful Writing by George R. Kirkman
Through modeling effective writing using visual and audio props in the different genres of writing and allowing students to write drawing on their personal experiences, I will motivate students to write more and hopefully revitalize their interest in writing. |
|
Why
Can't Johnny Read? Could Preschool Really Be a Solution?
by Sherlynn Aurelio
Are
high-quality preschools addressing this problem and with what
impact on future success? |
|
Plummet
or Summit by Christina James
In what ways other than DSTP scores can
special education students show growth in reading? |
|
Does
Right = Write? How Does Student Writing About Math Connect
to the Assessment of Students’ Mathematical Understanding?
by Maureen Connelly
As the Math Lead Teacher in Grade 3
I was concerned about an apparent disconnect between math
understanding and “getting the right answers”
on work pages and quizzes. |
|
Teaching
to the Test and Beyond: Finding Academic Value in a Test Prep
by Amy Kopchains
What
if teaching to the test did not mean teaching to simply raise
scores but teaching the knowledge and skills that the test sought
to measure? |
|
How
Great is the Correlation between a Second Grade Student’s
Fluency Rate and the Ability to Comprehend Text?
by Cynthia Brawner
I set out to see how helping students
to improve their oral fluency when reading would make a difference
in their comprehension of text and ultimately in their achievement. |
|
Using
Readers Theater to Show Off Good Reading by Janet
Caluris
Readers theater improved my students’
reading rate, word recognition accuracy and use of expression
while reading as well as their attitudes toward reading. |
|
Breakfast
& Book: The Importance of Making Home-School Connections
by Nicole Nadeau |
|
A
Second Grade Writing Colony
by Sarah Picard (pdf file.
Need Adobe Acrobat?
Click here) |
|
Visual
Community: An Exploration of Classroom Community through Pictures
by Bruce
Neff |
|
The
Holy Grail: In Search of Reading Comprehension in the Second
Grade by
Marika Páez |
| |
Is
That Crab Really Dead? by Leslie Ann Gravitz |
| Middle
School |
|
How Do Teachers Make Sense of Accountability? by Barbara Condliffe
My research shows that teachers define accountability as being responsible for completing various teacher tasks and for raising student achievement.
|
| |
The Art of Reading: A Look at Student Motivation, Self-Esteem, and Self-Perception When the Arts are Integrated with Reading Curriculum by Meg Burns
By coupling standard instruction with meaningful engagement in the arts, an otherwise unreachable child—by traditional standards—can make vital connections to literature. |
| |
When the Writing Isn’t Right: Collecting Student Work for Assessment & Instruction by Amber Pabon
The creation of a portfolio to justify students’ ELA skill level despite their poor standardized test scores was the manifestation of pressure to move students from level two to level three. |
|
Leaving
No Child Behind by Greer Stangl
Can
you motivate an underachieving regular education student to
graduate? |
|
The
Leftovers: A Middle School Choice Game by Darri Stephens |
|
Encouraging,
Thoughtful, and Helpful Responses to High Stakes Writing: How
Do Writing Teachers Do It All? by Jennifer Rygalski
I questioned whether the comments I wrote
in response to the students’ work assisted them in improving
not only their writing, but also their attitudes and confidence
about writing as well. |
| |
"Gimme
that school where everything's scripted!" by
Marika Paez |
| |
Breaking
the Code: An Action Research Study of My Role as an Instructional
Facilitator
by Lara Goldstone (pdf file.
Need Adobe Acrobat?
Click here.) |
| |
Journal of
the Rochester Teachers Association, Linking
Students to a Curriculum That Isn't Linked to Them
by Jeremy L. Copeland |
| |
Why
Do Bad Test Scores Happen to Good Students by Lisa
Peterson |
| |
Evidence
of Understanding in an 8th Grade Classroom by Matt Wayne
|
| |
Getting
Smarter at School by Matt Wayne |
| |
A
Quiet, Well-Lighted Place with Books by Lara Goldstone
|
| High
School |
|
Finding
the Right Fit by Jill Rumley
How
will immerged special education students being tested in their
actual grade level perform in high-stakes reading and writing
tests? |
|
Investigation
into the Effectiveness of a Mentoring Program by
Christine Bowe and Marsha Evans
Does
mentoring borderline sophomore students make a difference in
their academic outcomes? |
|
A
Closed Mouth Doesn't Get Fed: Talking About Parent Involvement
by Richard A. Gadsby
I believe it takes three essential elements
to fully educate a child – the school fulfilling its obligations,
the family fulfilling theirs and the child doing his/her part. |
|
Making
Meaning through Written Response by Rosemary Barilla
and Karen Dreyfuss
With
great pressure on teachers to ensure that students perform well
on standardized tests, teachers must be able to understand how
different kinds of readers comprehend what they read. |
| |
Think
Globally, Assess Locally by Janet Price |
| |
What
Students and Teachers Say about Inclusion and Achievement by
Sheldon Applewhite (pdf file) |
| |
The
Effect of Performance-Based Assessment on Student Achievement;
by Janet R. Price |
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