Culminating Experience Empirical and Theoretical Research Projects, University of Tennessee at Chattanooga, Spring, 2005

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Elementary Secondary Education; Public Schools; Student Behavior; Drama; Discussion (Teaching Technique); Literacy Education; State Standards; Student Evaluation; Standardized Tests; Science Achievement; Preservice Teacher Education; Masters Degrees; Student Research; Graduate Students; Masters Theses; Poetry; Gender Differences; Computer Software; Latin; Second Language Instruction; Social Studies; Student Attitudes; Knowledge Level; Scores; Academic Achievement; Parent Participation; Discipline; Dress Codes; Handwriting; Presidents; Hands on Science; Teaching Methods; Females; Physics; Art Education; High School Students; Computer Assisted Instruction; Student Motivation; Teacher Attitudes; French; Urban Schools; Emergent Literacy

This document represents a sample collection of master's theses from the University of Tennessee at Chattanooga's Teacher Education Program, spring semester, 2005. The majority of these student researchers were simultaneously student teaching while writing their theses. Studies were empirical and conceptual in nature and demonstrate some ways in which University of Tennessee at Chattanooga graduate students are working to improve the lives of children and adolescents in and beyond the Chattanooga metropolitan area. William Bowen begins this volume with a review of literature that examines 40 years of data related to chronic disruptive students in American classrooms. Amy Bufkin explored the influence of a balanced literacy curriculum on student achievement on state standardized tests. Anthony Goad discussed classroom discussion as a measure of achievement and how it relates to gender. Margaret Green conducted an action research project in which she explored creative dramatics in middle grades literature. Andrew Hampton investigated the influence of the use of tutorial software on Latin achievement in a beginning Latin class. Jeremy Henderson explored the attitudes and knowledge of current events held by 8th grade social studies students. Margaret Hicks researched the effects of purposeful writing activities on handwriting in two kindergarten classes. Lindsay Howard investigated the effects of various review methods on student science achievement. Jessica King investigated the relationship between student achievement and parental involvement. William Littlejohn researched disciplinary actions before and after dress code enforcement at one school. Donna LoCicero explored the use of hands-on activities to teach about significant American presidents and American symbolism to kindergartners. Barbara McGirl explored the impact of hands-on activities in physics on the attitudes of girls toward science. Kimberly Moore evaluated the effects of a visit to a list's studio on the learning and retention rates of a select group of high school art students. Angela Pickett investigated the use of computer based programs with struggling readers. Rachel Pons explored the perceptions of educators regarding the role of parental involvement in children's academic achievement. Kristi Raines explored teachers' opinions of standardized testing. Veronica Scates investigated the relationship between student behavior and academic success. Angela Tuttle compares using stories and TPR to teach kindergarten French. Lisa Ward discussed literacy instruction for emergent learners. Susan Whitfield explored the relationship between parental involvement and student success in urban middle schools.

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