From the ERIC Database


ERIC #: ED503269

Title:Studies in Teaching: 2007 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem,
North Carolina, December 12, 2007)

Authors: McCoy, Leah P., Ed.

Descriptors:   Elementary Secondary Education; Cultural Awareness; Spanish; Second Language Learning; Social Studies; Writing Instruction; Music; Student Evaluation; Secondary School Curriculum; High Schools; Calculators; Knowledge Level; Technology Uses in Education; Popular Culture; Cooperative Learning; Classroom Environment; Small Group Instruction; Learner Engagement; Student Participation; Oral Language; Verbal Communication; Reading Aloud to Others; English Curriculum; High Stakes Tests; Validity; Physics; Student Attitudes; Laboratories; Tests; Biology; Science Instruction; Teacher Attitudes; Homework; Mathematics Instruction; Educational Objectives; Word Problems (Mathematics); Standard Spoken Usage; Primary Sources; Standardized Tests; Relationship; Identification; Teacher Student Relationship; Grammar; Language Proficiency; Native Speakers

Publication Date: 2007-12-12

Pages: 141

Pub Types: Collected Works - Proceedings


These Proceedings document an educational research forum held at Wake Forest University (Winston-
Salem, North Carolina) on December 12, 2007. Table of contents and 23 research studies of high
school teaching are included. Each paper contains a literature review, methodology, results,
conclusions, and references. Studies include: (1) Cultural Development in the K-12 Spanish Classroom
(Sefina Adasi); (2) Where in the World is Writing in Social Studies? (Emily Bagley); (3) The Use of
Music in the K-12 Spanish Classroom (Mary Barnhardt); (4) Using Assessments in the High School
Social Studies Classroom (Christy L. Blankenship); (5) The Calculator Conundrum: Effect of Calculator
Use on Student Knowledge (Lauren Brooks); (6) How Students Engage with Technology in the Social
Studies Classroom (Heather M. Bulpett); (7) I Want My MTV: The Importance of Pop Culture
References Within Secondary English Classes (Katherine S. Cates); (8) Cooperation, Collaboration,
and Classroom Climate: Small Group Learning and its Relationship to Student Participation and
Involvement in the Classroom (Kathryn Claffey); (9) Watch Your Tone: Teacher Tone of Voice during
Student Redirection (Katy Coleman); (10) Words in the Air: Do Read-Alouds Engage the High School
English Classroom? (Amy Fitzgerald); (11) Comparing Selected "Dynamics" Items from North
Carolina's End-of-Course Test in Physics to a Separate Comprehensive Assessment of "Dynamics"
(Richard Gaut); (12) Relationships between Student Attitudes toward Laboratories and Quiz Scores
(Margaret Gross); (13) Effects of Extra Critical Emphasis in Biology Classrooms (Lacey Huffling); (14)
A Study of Teachers' Perceptions of the Importance of Homework in High School Mathematics (Austin
James); (15) Teachers' Use of Small Group Instruction in the Social Studies Classroom (James
Jolley); (16) Objectively Stated: The Role of Explicit Learning Objectives in Creating a Constructive
Class Environment (Chad Lorentzen); (17) The Problem with Word Problems (Ashley R. Lumpkin);
(18) Talkin' Shop: The Use of Slang in the Secondary English Classroom (Scott Murphy); (19) Primary
Source Documents and Standardized Tests: Is There a Relationship? (Matthew Owen); (20) What's in
a Name? (Chelsey Lee Saunders); (21) Teaching Grammar for Proficiency in Spanish at the
Secondary Level (Adrian Singerman); (22) Investigating the Student-Teacher Relationship: A Student
Perspective (Jason M. Sinquefield); and (23) The Use of Authentic Texts in the K-12 Spanish Program
(Ashley C. Velazquez). [For 2006 proceedings, see ED494888.]