Ankerstar, Alison (MA, 2005)

Moving Beyond Counting On: Teaching Students to Use the Addition Strategies Make Ten and Doubles Plus One to Solver Unknown Addition Facts

Atalla, Lara (MA, 2006)

Bridging the Analytical Gap: An Exploration of the Correlation between Analytical Reading Strategies and Improved Use of Analytical Support in Student Writing

August, Cynthia (MA, 2005)

Hearing is Reading: The Positive Effect of Echo Reading

Austin, Phiroz (MA, 2006)

Students in Jeopardy! Will Weekly Quizzes Strengthen he Weakest Link, or End Up Creating a Family Feud?

Ayar, Joanne (MA, 2009)

Using Phonemic Awareness Strategies to Increase Fluency

Azevedo, Amber (MA, 2007)

Integrating Algebra Content in a Geometry Class Through the Use of Daily Openers

Bagtas, Michelle (MA, 2006)

What Engages Students in Writing? Directed vs. Undirected Writing

Bajwa, Manpreet (MA, 2008)

“Thank You Ms. Bajwa for Helping Us with Our Writing!”

Balkind, Sabrina (MA, 2009)

Literature Circles Encircling Reading Comprehension

Barham, Jennifer (MA, 2008)

Write it, Sing it, Act it Out: A Multi-Modal Approach to Teaching Vocabulary

Barry, Matthew (MA, 2009)

Abstract not available at this time

Basker, Elizabeth (MA, 2006)

"I Know! Birthday starts with letter b!" A Study of Letter Identification, Sound Identification and Phonemic Awareness in Kindergartners

Battisti, Bryce (PhD, 2008)

Permaculture in Higher Education: Teaching Sustainability Through Action Learning

This is a case study of the use of Action Learning (AL) theory to teach and confer degrees in Permaculture and other forms of sustainability at the newly formed Gaia University International (GUI). In Chapter Two I argue that GUI, as an institution of higher learning, is organized to provide support for learning. The goal of the university structure is to provide students, called Associates, with a vehicle for accumulation of credit towards a bachelor's degree. This organizational structure is necessary, but insufficient for AL because Associates need more than an organization to provide and coordinate their degree programs. In other words, just because the network of university structures are organized in ways that make AL possible and convenient, it does not necessarily follow that Action Learning will occur for any individual Associate. The support structures within GUI’s degrees are discussed in Chapter Three. To a greater or lesser degree GUI provides support for personal learning among Associates as advisors and advisees with the goal of helping Associates complete and document the outcomes of world‐change projects. The support structures are necessary, but not sufficient for AL because the personal learning process occurring for each Associate requires transformative reflection. Additionally, because Associates' attrition rate is very high, many Associates do not remain enrolled in GUI long enough to benefit from the support structures. At the simplest organizational level I discuss the reflection process conducted in the patterned interactions of assigned learning groups called Guilds (Chapter Four). These groups of Associates work to provide each other with the best possible environment for personal learning through reflection. As its Associates experience transformative reflection, GUI is able to help elevate the quality of world‐change efforts in the Permaculture community. Provided the organizational and support structures are in place, this reflection process is both necessary and sufficient for AL. By this I mean that if transformative reflection is occurring in Guild meetings, and is supported by a system of advisors, reviewers and support people within a university organized to give credit for Action Learning, then Action Learning will occur for individual Associates.

Baty, Jacob (MA, 2006)

Gently Nudging Students to Enjoy Reading: Conferencing, Contracting, Modeling for SSR Success

Baxter, Christina (MA, 2008)

Adventures in Literature Circles: Boosting Students’ Reading Engagement and Comprehension

Becker, Emmaley (MA, 2007)

I Love the Pictures! Using Interesting, Well-illustrated Picture Books to Promote English Language Development

Beckett, Brooke (MA, 2009)

Differentiating Instruction Using Jigsaws: Results in a SDAIE Science Class

Beckman, Megan (MA, 2007)

Moving Beyond, “We Write Because Our Teacher Tells Us To!” A study of expository writing instruction

Beddow, Margaret (PhD, 2008)

A Longitudinal Case Study of a Latina Bilingual Teacher Promoting Academic Literacy Through Social Studies Instruction