| Abstract: |
This
document presents the of an annual educational research forum held at
Wake Forest University (Winston-Salem, North Carolina) on December 11,
2002. A table of contents and 27 research studies of high school
teaching are included. Studies include: Effects of the
Earth/Environmental Science Requirement on High School Science
Enrollment in North Carolina (Lori Beiles); Variations in Teaching
Approaches Used in High and Low Minority Schools (Paula B. Boozer);
Teaching and Applying Language for Communication: The Strategies of
K-12 French Teachers (Shauna K. Callahan); Religious Issues in the
Classroom: Teacher Attitude and Student Response (Jennifer Leigh
Carlyle); Student Perceptions of a WebQuest Activity in High School
Biology (Crystal Carter), Students' Attitude Toward School: Motivation
or Apathy (Chrystal D. Cox); Teaching Methods in Economics Education
(Kristen Evensen), Exploration of the Frequency and Depth of Moral
Discussion in Secondary English Classrooms (Joan E. Ferran); Exploring
Students' Perceptions of the Relevance of Mathematics (Jill Frankfort);
Process Over Product: Does It Really Make a Difference? (Evelyn C.
Frye); Between Ideal and Real: Pedagogy in the Social Studies Classroom
(Benjamin C. Galea); Strategies and Techniques Used to Develop Oral
Proficiency in the Secondary Spanish Classroom (Krishauna L. Hines);
Fear Factor: Foreign Language Anxiety in the Secondary Spanish Program
(Lacey Horner); Effects of Informing High School Females about
Attribution Research (Emi Iwatani); Text vs. Context (Jason R. James);
The Self Efficacy of Students in High Poverty Schools (Kristen Kay
Lucas), The Use of Alternative Assessment Strategies in Secondary
Spanish (Heather Needham); Deconstructing Difficult Texts: Four
Teachers and Their Methods (Lucy Beth Pearce); Teacher Questioning
Types and Patterns (K. Brooks Ranton); Secondary Social Studies
Textbook Selection (Jonathan L. Rybka); Technology Enhanced Instruction
in the Foreign Language Classroom Mu; sic in the Foreign Language
Classroom (Stephanie Simpson); Teacher Response and Classroom
Discussion (Kathy Taylor); Developing Oral Proficiency in the K-12
Spanish Program (Megan D. Webb); A Study of North Carolina Nationally
Board Certified Science Teachers' Use of Technology (Karly Wortmann);
The Use of Metaphor in Classroom Instruction (Katharine O. Young); and
Averting and Reacting: Four Teachers' Methods for Minimizing
Lesson-Thwarting Outbursts (Kelli Zellner). Each study contains
literature review, methodology, results, conclusions, and references.
[For the 2001 proceedings, see ED462384.) |
