Matching Items (3)
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- All Subjects: Instruction
- Creators: Clark, Christopher M.
- Creators: Erickson, Mary
Description
This quantitative, quasi-experimental study examined the effectiveness of three types of online guided-practice activities designed to increase learning of visual art concepts, the color concepts of hue, tint, shade, value, and neutral colors in particular, among fifth grade students in a large school district in the southwestern United States. The study's results indicated that, when students were given a limited amount of time to engage in practice activities, there was no statistically significant difference among the three types of guided practice and the control group. What was effective, however, was the instructional component of this study's instruments.
ContributorsDelahunt, Michael (Author) / Erickson, Mary (Thesis advisor) / Atkinson, Robert (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learnin g disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transporation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that helped them succeed in developmental writing classes. Then the researcher created and tested a checklist to help writing instructors conform their practices to best practices identified in published research and interviews with successful students. Instructors found the checklist useful in evaluating their own practices in relation to the current research.
ContributorsBixler, L. Ann (Laura Ann) (Author) / Clark, Christopher M. (Thesis advisor) / Rund, James (Thesis advisor) / Young, Donna (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study was designed to test a new method of instruction for Japanese language students' re-acquisition of the Japanese relative clause structure. 10 Japanese language students who had already been exposed to the Japanese relative clause in their previous semester were asked to take a pretest that assessed their (a) knowledge of basic grammar concepts such as a "subject" and "predicate," (b) their ability to apply those basic grammar concepts to the Japanese language, and (c) their grasp of the rules applying to the formation of the Japanese relative clause. Students were then placed into a control group containing 6 students and an experimental group containing four students. The experimental group received additional lessons consisting of explicit instruction of basic grammar in both Japanese and English, as well as basic noun relativization rules in each language. The study found that the explicit instruction helped student comprehension of the relative clause structure, although some difficulties remain in identifying the relative clause and in constructing it on their own.
ContributorsHinojosa, Katie Crystine (Author) / Tomoko, Shimomura (Thesis director) / Ghanem, Carla (Committee member) / Chambers, Anthony (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-05