Journal Title AND Abstracts...

Journal 1 :An Action Research Exploration Integrating Student Choice And Arts
Activities In a Six Grade Social Studies Classroom by Courtney
Kosky ,West Virginia University.

Abstract:

An action research study undertaken to explore how integrating the Arts in social studies education can increase student participation and motivation ,and impact student achievement through that increased motivation and participation.Initial lesson plans addressed multiple intelligence while integrating Arts activities and were adjusted based on theteacher's reflective notes and student feedback.Although not anticipated ,we found that giving students' choice in what type of activities to complete had the greatest perceived impact on their motivation and participation .Many students'social studies grades increased in response to the integration of Arts activities and student choice.


Journal 2:Collaborative action research and project work :Promising practices for
developing collaborative inquiry among early childhood preservice teachers
by Mary Jane Moran
Abstract :

Excerpts from case studies of two preservice teaching teams exemplify a new approach for merging research and practice within an introductory early childhood methods course. Through participation in cycles of collaborative action research focused on the joint task of implementing long-term projects, preservice teachers evidenced change in the ways they participated in and developed an inquiry-oriented teaching stance. In particular, changes included (1) an increased
awareness of the value and need to share responsibility with teammates for making curriculum decisions, (2) early attempts to self-regulate teaching behaviors through reflection-in-action, and (3) an appreciation for and use of documentation in making visible and public the relationship between teacher thinking, practice, and children’s learning. While changes in level of reflectivity and practice are noted and valued, the ways in which preservice teachers’ participation begins to change may be as valuable an indicator of preservice teacher development as the possession of new knowledge and skills.


Journal 3 : Teacher questioning and interaction patterns in classroom facilitated
with differing levels of constructivist teaching practices by Ibrahim
Erdogan and Todd Campbell.

Abstract :

This research investigated the impact of teacher questions, question types, and interaction patterns that coincide with high and low levels of constructivist teaching practices. Through both quantitative and qualitative methods the findings revealed that teachers facilitating classrooms with high levels of constructivist teaching practices (HLCTP) were very active as they asked a significantly greater number of questions compared to teachers facilitating classrooms with low levels of constructivists teaching practices (LLCTP). In addition, teachers facilitating with HLCTP used a significantly greater number of open-ended questions when compared with other types of questions (closed ended questions and task-oriented questions). Closed-ended questions were found in the HLCTP classrooms as teachers were concerned with focusing students on completing investigations, but open-ended questions were more often found with the aim of promoting student actions attuned to knowledge construction.