FAU Lab Schools Teacher Research
The purpose of the study is to determine to what extent note taking through visual or graphic with a kinesthetic integration have on students’ self-efficacy of third grade level math concepts.
We noticed a trend in our speech and debate classes when students struggled to choose articles to analyze for current event assignments. Our students lack the knowledge of how to identify bias and logical fallacies in sources.
Our research investigates the benefits of creative expression in an after-school club called Studio Sessions. Our student population is stressed due to academic and personal pressures. Students do not have school-sponsored creative outlets.
This research aims to create a cross-age scientific curricular experience program model, also known as the S.T.A.R. (Student Talent Ambassadors for Results) program, that utilizes standardized evaluation techniques to determine the impacts of peer-teaching on instructor self-efficacy and learner engagement.
Historically, the diversity of literature in secondary public school classrooms fails to reflect the diversity of the student population in 21st century American schools.
The purpose of this study is to examine the academic self-concept of middle grades students with disabilities at an academically rigorous, high - performing school and how self-advocacy instruction impacts their academic self-concept.
Teaching English Language Arts encompasses reading, writing, speech and language skills, and everything else that falls under these domains. With so many aspects to cover, teachers are always looking for innovative strategies to work smarter when it comes to student success.
Having a deep understanding of fractions beginning in grade five is crucial for future success in mathematics, specifically algebra. Recent studies show that 42% of sixth grade students fail to understand fraction concepts.
Comprehensive school counseling programs need to carefully assess and tailor interventions to meet the student populations’ needs. Unfortunately, the needs of high achieving adolescents in accelerated curricula are often not prioritized in research or practice and many of the universal programs geared towards the general population lack empirical support for their effectiveness with high achieving students.
Sixth graders may enter middle school with academic and social gaps, especially when it comes to communication and advocacy skills.
Educational communities have recognized the importance of presenting information in varying modalities to reach all types of learners. Science through Art provides an opportunity to study the impact of using creative, hands-on process art to learn about the world.