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Pathways of knowing: integrating citizen science and critical thinking in the adult ELL classroom

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This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix…

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.
ContributorsBasham, Melody (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / LePore, Paul (Committee member) / Arizona State University (Publisher)
Created2012
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The effect of cognitively guided instruction on primary students' math achievement, problem-solving abilities and teacher questioning

Description
The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes…

The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree and facilitates higher level questioning of teachers during their instructional dialogue with students. A mixed methods approach is being employed to see how the use of the CGI model of instruction impacts the math achievement of 2nd through 4th grade students on quarterly benchmark assessments administered at this school, to see how students problem-solving abilities progress over the duration of the study, and to see how teacher practices in questioning progress. Quantitative methods are used to answer the first of these research questions using archival time series (Amrein & Berliner, 2002) to view trends in achievement before and after the implementation of the CGI model. Qualitative methods are being used to answer questions around students' progression in their problem-solving abilities and teacher questioning to get richer descriptions of how these constructs evolve over the course of the study.
ContributorsMedrano Cotito, Juan (Author) / Ann, Keith (Thesis advisor) / David, Carlson L (Committee member) / Thomas, Heck (Committee member) / Reynaldo, Rivera (Committee member) / Arizona State University (Publisher)
Created2012