- Department of Teaching, Learning, and Foundations
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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.
The White Ally Experience: A Look into the Impacts of Being a White Ally
If an ally knew what they would experience, would they be more willing to stand up? Racism, institutional racism, racial bias, discrimination, and microaggressions have existed in our country since its inception. One way to work to overcome these is by growing allyship and having allies who are willing to speak up and stand beside marginalized groups. This research study addressed what allyship means, the byproducts of racist structures that allies have encountered, ally burnout, and ways to overcome burnout. These were researched through surveys from BIPOCs, named allies, and my school colleague populations. My research found that many White participants who identified as an ally or were called allies have experienced byproducts of racist structures and burnout and have developed strategies to overcome the burnout.
Faculty Mentor: Alexis Jones, Ph.D., Assistant Professor of Teaching, Learning and Foundations
Examination of the Integration of Augmented Reality in Technology in Science Curriculum
This study examines students’ success rate and level of engagement in a science classroom by using augmented reality (AR) specifically merge cube technology devices. Students’ success rate is measured by their grades, which was the standard measure for students’ understanding already in place. Engagement is measured by observing whether or not the students are asking questions, volunteering information, working well with others, paying attention in class, and participating actively in discussions. The data revealed that the total number of participants who earned a C or higher on the final chapter test was equal (31) whether the merge cube technology was implemented or not.
Faculty Mentor: Sham’ah Md-Yunus, Ph.D., Professor of Elementary Education
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
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
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
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
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
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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djcarter@eiu.edu
