| Abstract: |
These
Proceedings document an educational research forum held at Wake Forest
University (Winston-Salem, North Carolina) on December 8, 2004. Table
of contents and 26 research studies of high school teaching are
included. Studies include: The Use of Authentic Materials in the K-12
French Program (Katherine Elizabeth Baird), Surveying Students: What
Classroom Styles They Enjoy and Think Work Best (David Bennett);
Teachers' Perceptions of the Use of Student to Student Interaction in
Social Studies Classrooms (Cynthia Bertram); Effective Writing in
Secondary English Classrooms (Alan Brown); Teaching Styles and Student
Preferences: Is There a Mismatch? (Tucker Campbell); One-on-One
Interactions in the English Classroom (Emily Dolim); The Effects of
Group Work on Student Achievement (Kathleen Eckersley); Opening Salvos:
The First Five Minutes of Class (Marcus Jestfield Eure); Language
Departures: Teacher Response to Nonstandard Language in the English
Classroom (Mary Beth Fay); The Effect of Individualized Oral Feedback
on Perceived Classroom Engagement (Melanie A. Fehrenbacher); Teacher
Beliefs and Practice: Consistency or Inconsistency in the High School
Social Studies Classroom? (Leslie Goelz); Student Preferences for
Teaching Styles: Gender, Student Achievement Levels, and Ethnicity
(Jeanine Greydanus); Secondary Social Studies Teachers' Usage of
Reading Comprehension Techniques in Inclusive Classrooms (Amanda Renee
Houver); Teaching Culture in the K-12 Spanish Program (Tamara Darcel
Hughes); Developing Writing Proficiency in the Secondary Spanish
Classroom (Deborah K. Jackson); Teacher Beliefs and Practices with
Respect to Culturally Relevant Teaching (Erik Johnson); Contemporary
Allusions in the English Classroom (Rebecca Johnson); The Use of
Discussion in the Secondary Social Studies Classroom (Victor Lindsay);
Differences in Teacher Practices between Standard and Honors Level
History Classes (R. Laymarr Marshall); The Effect of
Culturally-Responsive Pedagogy on St; udent Engagement (G. William
Perry); Maximizing Discourse: An Assessment of Male/Female Student
Response in the Classroom (Connie Pullum);The Last Five Minutes of
Class in Secondary English Classrooms (Jennifer Rawlings); Native
Speakers of Spanish in the K-12 Spanish Program (Meredith Rymer); The
Effect of Teacher Instruction and Teacher Behaviors on Student
Participation (Maureen Stanford); Teaching Outside of the Box (Angela
Watkins); A Study of Attitude toward Mathematics and Its Relationship
to Ethnicity and Gender (Olivia Williams). Each paper contains a
literature review, methodology, results, conclusions, and references. |
