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Master of Science in Education in Curriculum and Instruction

EIU College Thesis Award of Excellence in the College of Education

This award recognized the highest achievement in graduate research from each of the four academic colleges based on master’s thesis projects. Recognition from the Graduate School includes announcement at the Distinguished Graduate Student Awards Ceremony and publication in the Graduate Journal of Scholarship.

2021 - Jenny Reid

Jenny Reid

Master of Science in Education in Curriculum and Instruction

Growth Mindset: A Key to Motivating Students in Reading

A third-grade class was observed over six weeks to explore what the teacher believes about her students’ reading abilities as well as what the students believe about their reading abilities. These beliefs were compared to actual reading ability levels of the students to measure the accuracy of perceptions held by the students and the teacher.

Faculty Mentor: Amy Davis, Ph.D., Assistant Professor of Literacy and ESL, Faculty Mentor




2020 - Amanda Newmes

Amanda Newmes

Master of Science in Education in Curriculum and Instruction

The Effectiveness of Personalized Competency-Based Education on Student Engagement at the Secondary Level

This study examined the impact of Personalized Competency-Based Education (PCBE) on student engagement across varying ethnicities and grade levels (9-12). A survey method was used to collect data from 500 students in an urban high school setting in order to determine if there were a correlation between PCBE implementation and student demographics.

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




2019 - Catherine Welsh

Master of Science in Education in Elementary Education

Catherine Welsh

Ethnic Identity Development of 1.5 Generation Filipino American Immigrants: A Qualitative Study

This qualitative study examined ethnic identity development of 1.5 generation Filipino American immigrants in U.S. The survey methods used in the study were a demographic questionnaire, and semi-structured interview. Two Filipino students, one from the Southwest and the other from the Midwest regions of the U.S. participated in the study.

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




2018 - Lauren Covington

Master of Science in Education in Elementary Education

Lauren Covington

Analyzing Source Preferences in Student Writing When Integrating Diverse Texts

The purpose of this study was to examine the source preferences utilized by students when looking at multiple sources pertaining to a historical topic. A total of 46 students participated in the study which extended over eight class periods of approximately 50 minutes each. Students were presented with a variety of resources including primary sources, excerpts from trade books, and excerpts from informational texts. Through close reading, teacher-guided notes, and whole class discussion students were able to gain an understanding of this time period. At the end of this unit students completed a Venn diagram to showcase what they had learned about this particular historical content.

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




2017 - Jena Borah

Master of Science in Education in Elementary Education

Jena Borah

Analysis of LGBTQ Content

This research analyzed trade books from the 2013 and 2014 Rainbow Lists which were chosen by the Gay, Lesbian, Bisexual and Transgender Round Table of the American Library Association as the best books published with LGBTQ content the previous year for readers under the age of 18. Forty-seven books at the fourth through ninth grade levels were coded for genre, character identity, role, portrayal, reading levels, Cass (1979) Stages, bullying events, profanity, and sexual content. Suggestions for the use of specific books in classroom situations were discussed.

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




2016 - Steven K. Sakowicz

Master of Science in Education in Elementary Education

Steven Kyle Sakowicz

Researching the Historical Representations of Andrew Jackson in Trade Books

This research qualified and quantified how Andrew Jackson is portrayed in trade books. Misrepresentations within trade books concerning Jackson were reported and analyzed. This empirical research guides educators in selecting books for teaching about Jackson, a controversial historical figure. Suggestions and rationale for trade book and primary source selection and implementation are addressed.

Faculty Mentor: John Bickford, Ph.D., Associate 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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