Matching Items (4)
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- All Subjects: Reading
- Creators: Esch, Mark
- Creators: Gilpin, Dawn
Description
The Accelerated Reader Program has been a widely used reading program in elementary schools in the United States. However, even with its popularity, there have been controversies on if and how it should be used in the classroom. Arguments in support say the program gets children to read and that it is a helpful tool for teachers to keep track of each students reading abilities. Arguments against suggest that book choice is decreased, book levels are askew, the quizzes do not promote higher level thinking, and the use of incentives may send the wrong signals to students. Schools have started to abandon the program in the recent years, but maybe it will come back bigger and stronger. In the meantime, schools need to make sure that enriching books fill the schools and classrooms to promote reading for their students.
ContributorsGeske, Tara Briana (Author) / Serafini, Frank (Thesis director) / Esch, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2013-12
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12