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Master of Science in Education in Curriculum and Instruction

King-Mertz Research/Creative Activity Award of Excellence

2021 - Lacey Wright

Master of Science in Education in Curriculum and Instruction

The Effectiveness of Repeated Reading Practice on Fifth Grade DIBELS 8th Edition Progress Monitoring Oral Reading Fluency (ORF) Scores

The purpose of this study was to determine if using repeated reading as an intervention was effective at increasing participants’ oral reading fluency scores when measured using the DIBELS 8th Edition Oral Reading Fluency (ORF) progress monitoring passages. The researcher also wanted to determine how effective the repeated reading intervention was in increasing participants’ oral reading fluency scores. Twenty-one students, ages 10 and 11, from a single fifth-grade classroom participated in the study for six weeks.

Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education, Faculty




2020 - Haley Hawkins

Master of Science in Education in Curriculum and Instruction

The Efficacy of Approaching Homework as a Formative Self-Assessment in a High School

The purpose of the study was to determine the effect of treating homework as a formative self-assessment, where participants graded and corrected their own assignments, had on a summative unit assessment. The researcher also wanted to determine the effect the treatment had on the participants’ mathematics self-efficacy. Thirty-four ninth and tenth grade students from two of the researcher’s Algebra I classes participated in the six-week study: one class was the experimental group and the other was the control group. The researcher used two different instruments on both groups: A summative unit assessment that was used to compare the two groups’ average scores. And a five-point Likert-scale mathematics self-efficacy survey used to compare the two groups’ average rating scores.

Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education, Faculty




2019 - Christina Gherna

Master of Science in Education in Elementary Education

Using Marzano’s Six Steps to Vocabulary Instruction in a Fourth Grade Classroom

The purpose of this study was to determine if Marzano’s six steps to vocabulary instruction had a positive effect on vocabulary knowledge compared to the Wonders reading curriculum method used in a fourth grade classroom. The researcher also wanted to find out if Marzano’s method was more effective for low achieving readers compared to high achieving readers. Twenty-two fourth grade students from one classroom, ages nine and ten, participated in the study for six weeks.

Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education, Faculty Mentor




2017 - Jessica Hanna

Master of Science in Education in Elementary Education

Examining the Impact of Frustration Levels on Multiplication Automaticity

The purpose of this action research was to examine the effectiveness of the Rocket Math program when working to develop multiplication automaticity with third grade students. Additionally, the study also examined which intervention, the Rocket Math app or paper and pencil, produced greater gains and how student frustration levels correlate to performance. A total of 18 third grade students were participants in this four-week study. A pretest and posttest was used to establish a baseline and measure student growth during the study.

Faculty Mentor: John Bickford, III, Ph.D., Associate Professor of Early Childhood, Elementary, Middle Level Education, Faculty Mentor




Kara Eident

2015 - Kara Eident

Master of Science in Education in Elementary Education

Implementing Readers Theater in a First Grade Classroom: Impact on Sight Word Acquisition and Fluency

The purpose of this action research study was to examine the impact of implementing Readers Theater on reading fluency and sight word acquisition in a first-grade classroom. This five-week study examined the effects of implementing Readers Theater in a classroom with 18 participants of varying reading abilities. Data was collected using DIBELS, Dynamic Indicators of Basic Early Literacy Skills, oral reading fluency first-grade passages, the Multidimensional Fluency scoring rubric, and Dolch sight word lists. Data collected measured student growth in words correct per minute and four dimensions of reading fluency: expression and volume, phrasing, smoothness, and pace.

Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education, Faculty Mentor




Katie Lancaster

2014 - Katie Lancaster

Master of Science in Education in Elementary Education

An Examination of Using Graphic Organizers to Teach Writing: A Case Study

The purpose of this action research study was to determine whether using graphic organizers to teach writing would have an impact on first grade students’ attitudes toward writing and proficiency in the areas of word choice and organization. This was a six week study.

Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education, Faculty Mentor




Angela Coady

2011 - Angela Reed Coady

Master of Science in Education in Elementary Education

Content Area Reading in the Elementary Grades: The benefits of incorporating content learning into reading strategies at an early elementary level, as well as incorporating reading strategies into content learning at an upper elementary level

The purpose of this colloquy was to examine the exposure to reading strategies within content areas. Quality of textbooks, content curriculum, and resource availability was investigated. Awareness, knowledge, and comfort in teaching reading through various content areas was also researched.

Faculty Mentor: Daniel Carter, Ph.D., Assistant Professor of Early Childhood Elementary, Middle Level Education, Faculty Mentor

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Dr. Daniel Carter
MSED C&I Graduate Coordinator

2201 Buzzard
600 Lincoln Ave.
Charleston, IL 61920
217-581-7885


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