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April 23rd 2005
P.K. Yonge Developmental Research School
College of Education
COLLEGE OF EDUCATION
Dear Fellow Educators,
The Center for School Improvement at the University of Florida's College of Education, in
partnership with the North East Florida Educational Consortium and P.K. Yonge
Developmental Research School, is proud to sponsor the first annual Teaching, Inquiry and
Innovation Showcase. The purpose of this annual event is threefold: (1) To celebrate the
practitioner who, through the processes of inquiry, has contributed to improving schools
from within; (2) To enable practicing teachers and administrators across North Central
Florida and from different programs and affiliations to network with each other; and (3) To
connect prospective and practicing teachers through this forum, enabling prospective
teachers to be socialized into the profession as inquirers, and practicing teachers to shape
the next generation of those entering the teaching profession.
Practitioner inquiry is defined as practitioners problematizing their practice, systematically
studying that practice, and taking action for change based on such study. Through the
process of inquiry, the individuals sharing their work this morning have taken charge of their
professional growth and learning, and have joined fellow educators across the nation in a
powerful mission to better understand, inform, shape, reshape and reform school
Practitioner inquiry differs from traditional professional development for teachers and
administrators, which has typically focused on the knowledge of an outside "expert" being
shared with a group of practitioners. This traditional model of professional growth, usually
delivered as part of traditional staff development, may appear an efficient model of
disseminating information, but often does not result in real and meaningful change in
classrooms and schools.
In the collective sharing of our inquiries across different programs and affiliations, schools,
districts, grade levels, and career stages, we, as fellow educators, develop new knowledge
about teaching and learning. The generation of knowledge by practitioners heavily
contributes to the possibilities for real change to take place in the classroom for improving
schools from within!
Thanks to all who are participating in the Showcase as presenters and audience! As a
prospective teacher, practicing teacher, administrator, professor, or other educational
professional interested in problematizing your professional practice, you contribute to a
larger educational reform the transformation of the teaching profession itself. This
transformation is characterized by the recognition that practitioners generate valuable
knowledge about teaching and learning, and the knowledge generated by practitioners is
necessary to improve the learning and lives of every student! To improve the learning and
lives of every student, it will take the work of us all!
9yau 5Tkehtma&n -(Wara
Professor and Director
Center for School Improvement
2005 Inquiry Showcase
The First Annual Teaching, Inquiry,and Innovation Showcase
April 23, 2005
P.K. Yonge Developmental Research School
University of Florida
8:30 a.m. Welcome To P.K. Yonge
Performing Fran Vandiver, Director, PK Yonge Developmental Research School
Arts Center Orientation to the Showcase
Nancy Fichtman Dana, Director, UF Center For School Improvement
9:00-9:30 am Session I
Room Focus on Fractured Fairy Tales and Fluency Flourishes
J304 Debbi Hubbell, 4th Grade Teacher, Fort White Elementary, firstname.lastname@example.org
When faced with the challenge of increasing fluency with many of my fourth grade students,
I turned to fractured fairy tales. Through the use of devoting ten to twenty minutes a day to
reading fractured fairy tales, many types of insights were gained.
Janna Gwyne, Teaching High Frequency Words and Word Families to Improve
Emily Uadan, Effective Reading Comprehension
Room Even Pre-AP Students Need Help with Study Skills
J306 Angela Hicks, 8th Grade Science Teacher, Suwannee Middle, email@example.com
Study skills require students to engage actively in learning, processing, and recalling
academic information for testing purposes. My inquiry involved a single class of Pre-AP
Science students. The results of my research has prompted me to instruct students on how
to form study skills and use their school provided agendas as one study skill tool.
Tara Plunkett & Sarah Strauss, The Effect of a Structured Reading Program on the
Progress of a Beginning Reader
Room Teacher Takes A Back Seat: Reciprocal Teaching, Does It Increase Interest?
J307 Rhonda Clyatt, 5th Grade Reading Teacher, Lake Butler Middle, Clyattr@union.k12.fl.us
With all the standardized testing our students are put through, do you ever feel that you are
neglecting to build interest in learning? My inquiry focused on using Reciprocal Teaching to
spark interest in reading and develop metacognitive learners. Through observation and
student interviews, I will justify the use of this strategy in my classroom.
Hanna Hopkins, The Flaws of Mental Math
Jennifer Bolick, The Effect of the University of Florida Literacy Initiative (UFLI) Program on
the Reading Comprehension of a Third Grade Student
2005 Inquiry Showcase
Room How Can Cooperative Groups with Individuals of Varying Academic Skills be
J309 Supported by Technology Integration?
Lisa Padgett, Graduate Student, firstname.lastname@example.org
Curriculum-based, technology-enhanced collaboration with Mike Duckworth, Littlewood
This inquiry compared the group interaction and dynamics and individual participation and
achievements of 2 groups (a group of individuals with various academic levels and a group
with similar academic levels) during a curriculum-based, technology-enhanced learning
project. Initial results suggest that technology is supporting active participation in learning
for students with lower academic skills.
Sumara Siegel, Decoding Skills to Improve Reading
Nadeen Lewis, The Effect of the University of Florida Literacy Initiative (UFLI) on a
Student's Reading Comprehension
Room Bridging Guided Comprehension with the Four Blocks
J310 Michelle Edwards & Sandy Davis, 1st Grade & Gifted 2nd Grade Teacher, Williams
Elementary, email@example.com & firstname.lastname@example.org
This presentation integrates the core components of the Guided Comprehension Model with
the Four Block Model into currently used reading programs throughout the district. The
focus will be on how to increase reading comprehension by creating systematic, interactive,
and multilevel literacy lessons that engage readers to their text through strategic reading.
Melissa Garza, Phonics The Fundamentals of Reading
Ashley Toms, Improving Reading Comprehension and Fluency
Room First Grade Student Led Conferences Using Digital Photography
J312 Kelly Dolan, First Grade Teacher, P.K. Yonge, email@example.com
Can we enable first grade children to lead conferences with their families? This inquiry
began with the teacher's recognition that first grade families would like to know more about
their student's school lives. She used digital photography to capture moments that
communicated the daily routines of her classroom. These photos then became the vehicles
by which the children could effectively lead conferences with their families.
Megan Leilani Breshike & Serena Barry, The Effects of the Use of Structured Reading
Tutorial on the Fluency of Struggling First Grade Readers
Room Pay Attention in My Class!
K324 Anna Sperring, 3rd Grade, P.K. Yonge, Sperrinqapky.ufl.edu
Question: How do I help two students improve their self-regulation? This goal of this inquiry
is to help two students improve their behavior during math instruction. Self-monitoring,
through the use of charts and cubes to keep them on-task, were used in an effort to
improve assessment scores and assignment completion. Can these 3rd grade students
develop a sense of awareness for and the ability to acknowledge control of their behavior?
Jean Cather, Manipulatives, Movement, and Math
Jesseca Hall, When Simple Math Skills Are Not So Simple
2005 Inquiry Showcase
Room But Are They Learning? What Do Grades Tell Us About Student Achievement?
K326 Dennis Bell, Middle School Teacher, P.K. Yonge, firstname.lastname@example.org
The grading practices of teachers were compared/contrasted by analyzing teacher
response to six (6) scenarios embedded with the following issues: Grading Individual
Achievement, Sampling Student Performance, Changing Grades, Linking Grades,
Crunching Numbers, Using Standards, and Communicating with Students about Grades.
Find out how the teachers recommended they would assign a grade to the student
described in each scenario.
Alea Prinzel, Examining the Effects of Individualized Positive Behavior Support on
Courtenay Oiler, To Focus or Not to Focus
Room Show and Tell: Lost Forever?
K327 Kim Sullivan, 3rd Grade Teacher, Macclenny Elementary, email@example.com
Over the last few years, Sunshine State Standards and state testing have become the
driving force behind each lesson in the classroom. Show and Tell along with other
childhood activities that I previously incorporated in the classroom have all but disappeared.
I believe Show and Tell is a valuable tool to help develop relationships, enhance public
speaking, develop responsibility, and encourage dialogue, and questioning among children.
So this year I incorporated Show and Tell with five students per week but I wanted to make
it more than a fun activity. My inquiry stemmed from this wondering: What are the most
effective methods to ensure that Show and Tell is a meaningful, academic-activity?
Desiree Duford, Strategies to Promote Achievement in Basic Mathematical Skills
Amanda Gallo, Teaching Reading Comprehension Strategies Using S.A.I.L.
Room Math Facts: Helping a Struggling Math Student with the Basics
K329 Amy Hollinger, Assistant Principal, P.K. Yonge, firstname.lastname@example.org
Ever wondered how a fifth grade student with low math fact fluency feels about math? This
inquiry was designed to look at how to increase basic fact fluency in math by working with a
below grade level fifth grader. At the same time this inquiry explored the student's feelings
about math in general and if they changed as math fact fluency increased. Does an
increase in math fact fluency lead to a more motivated math student?
Pamela Buckard, Improving the Speed of a Student's Basic Math Facts
Cathy Ball, Motivation and Math: A Focus on Multiplication
2005 Inquiry Showcase
Room "Said" is Dead! Words, Words, Words! Vocabulary and More of It!
K330 Blossom Sprinkle, 4th Grade Teacher, Hampton Elementary, email@example.com
Better vocabulary across the curriculum is essential. How do my students and parents view
better vocabulary? What can I do to be more successful at increasing student knowledge
and use of better vocabulary? I surveyed parents and students about vocabulary use and
importance. I tried new strategies to encourage more specific word use
Lauren Brochu, Can Decodable Books and One-On-One Tutoring Help to Improve
Reading Comprehension in a Second Grade Student?
Lacy Lynn Basford, "Lost at Sea:" Decoding Games and Timed Readings to Help a First
Grader Dazed by a "Sea of Words"
Room "Show the Work!"- Does it Really Make a Difference in Math?
K332 Kristin M. Weller, 7th Grade Math, P.K. Yonge, firstname.lastname@example.org
After teaching math for almost 14 years, I still struggle with students about "showing their
work" on homework and assessments. The only way you can truly learn the process of
math is to practice it. But when faced with a multiple-choice math test, most of the students
do not take the time to show their step-by-step processes, and this frequently results in
incorrect choices for their answers. This inquiry examines the effects of preparing students
to take multiple-choice tests, if the work they show really makes a difference in the students'
performance on the test, and the student habits that make test-taking successful or not.
Cherly Luma, Break Down The Math
Marisa Steckler, Basic Times Tables
Room Helping Cooperative Groups to Cooperate
M345 Donna Nelson-Simon, Primary Reading Teacher, Duval Elementary, email@example.com
The presenter will describe strategies she implemented to help primary students work
cooperatively in small groups.
Stephanie Saari, Finally Catching Up: Mastering the Foundational Building Blocks of Math
Rachel N. Cox, Teaching Decoding Skills through the "I Do It, We Do It, You Do It" Strategy
Room Building Confidence in Beginning Readers: Finding Ways to Challenge
M347 Kindergartners on the Verge of Reading
Mercy Roberg, Kindergarten Teacher, Duval Elementary, firstname.lastname@example.org
The presenter will describe several techniques she implemented in an effort to encourage
kindergartners to see themselves as readers and to practice reading.
Lori Licquia, Reading Strategies to Improve Fluency
Leah Villanueva, Improving Reading Fluency and Comprehension Skills
2005 Inquiry Showcase
Room "Bumping Up Bloom" Utilizing Bloom's Taxonomy in the Classroom
M348 Janice Beach, 6th Grade Science Teacher, Trenton Middle, Beachi2C@gilchrist.k12.fl.us
High Order thinking questions are necessary to encourage critical thinking in students. How
can a teacher incorporate more higher order questions in classroom discussions and have
students recognize and answer them as such. Explore strategies designed to motivate
students to recognize and answer high-level Bloom's questions.
Alissa Akins, The Effects of Instruction in Comprehension Strategies on a Developing
Room A Journey Towards Instructional Decision Making
M350 Linda Cruce, Curriculum Resource Teacher, Alachua Elementary, email@example.com
Data has been around forever, usually gathering dust and taking up space in filing cabinets;
rarely is it used. How can data best be managed and presented in a meaningful way to help
teachers? This inquiry project tells of one school's journey to make sense of all the available
data, to organize it and, ultimately, to begin to use it toward instructional decision making.
Meridith Stone, Strategies to Improve Fluency and Decoding
9:40-10:10 a.m. Session II
Room News Flash: News Team Climbs to New Heights!
J304 Jack Hughes, 6-8 Multi-Curriculum, Chiefland Middle, firstname.lastname@example.org
Now that my 6th grade social studies students have mastered reciprocal teaching, what new
heights can they achieve? I wondered if my students and I could develop an effective,
efficient, and engaging instruction model that would escalate learning and connections. Will
a Headline T.V. News format, social studies curriculum, and reciprocal teaching segue into
"higher" motivation, ownership, learning, and connections to today?
Claire Rappoport, Improving Reading Comprehension
Jessica Matthews, A Step-By-Step Guide to Solving Math Problems
Room All Students Can ACHIEVE...Or Can They? Targeting Level 1 and 2 FCAT
J306 Students in ACHIEVE After School Program
Angela D. Hester, Lead Teacher, Suwannee Middle, email@example.com
Nearly 60% of all students entering Suwannee Middle had scored level 1 or 2 on their most
recent FCAT. Using the ACHIEVE Test as a progress monitoring tool, low scores seemed to
be found consistently in vocabulary measurement, geometry, and number sense. This
inquiry focused on two tools, supported by research, that were used to increase gains. In
this session, I share insights I gained into the implementation and effectiveness of these
tools in an after school program.
Shannon Whitney, Improving Reading Skills Through Sight Word and Leveled Reading Practice
Ana Rodriquez, Silent Struggles: Improving a First Grader's Concepts of Money and Telling Time
2005 Inquiry Showcase
Room Quiet as a Mouse
J307 Jackie Sohn, 1st Grade Teacher, Bronson Elementary, firstname.lastname@example.org
This inquiry focuses on the "why" students choose to withhold academic knowledge that
could benefit everyone. It details the day in the life of a teacher and how as a teacher your
role constantly changes.
Allison King, Helping a Student Stay on Task During Instructional Time
Rachel Behar, Utilizing UFLI to Improve a Struggling Reader's Achievement and Attitude
Room Creative Projects and Accountability: A Look at the Integration of Academic
J309 Skills, Technical Skills, Creativity, and Empowerment Issues in Terms of
Assessment in the Modern Classroom
Carrie Oberg, Graduate Student, email@example.com
Curriculum-based, technology-enhanced collaboration with Lisa Paton, Littlewood
With all the accountability needed in the modern classroom, this inquiry examines how to
assess a classroom project that integrates creative writing and technology. This inquiry uses
the Sunshine State Standards, the ISTE technology standards, and survey questions
concerning the students' use of creativity and their empowerment from using technology to
create a more holistic assessment of creative work. The goal of this inquiry was to see if
these four elements contribute to a more reliable assessment of students for projects that
meet accountability standards, but use a creative and interest driven approach.
Erica Nelson, Is Off-Task Behavior and Playing "Catch-Up" a Vicious Cycle?
Melissa Runyon, The Use of the University of Florida Literacy Initiative to Improve the Fluency and
Comprehension of a Struggling Reader
Room Project-Based Learning: What do They Really Learn?
J310 Megan Wieland, Graduate Student, Meganarie815@aol.com
Curriculum-based, technology-enhanced collaboration with Amy Rollo, Littlewood
Project-based learning is said to have positive influences on student learning through
increased involvement, motivation, and achievement. However, how do we know students
are truly making strides that could not be achieved by more traditional teaching strategies
that require less planning, time, and hands to implement? My inquiry project began by
looking at the influence of project-based learning (with integration of technology) on different
levels of Bloom's Taxonomy and extended itself into how group dynamics influence the
learning of its students.
Susan Fletcher, A Secret to Decoding for Some Struggling Readers
Jill Stephens, The Effect of a Structured Fluency Program on a Student's Literacy Skills
2005 Inquiry Showcase
Room From the Heart: Facilitative Teaching As the Catalyst of Change
J312 Dianne Skye, PhD, NCC, P.K. Yonge, firstname.lastname@example.org
An arts-based teaching intervention was evaluated to determine if facilitative conditions of
caring and respect could inspire positive changes in a disengaged student. The intervention
invited the student to explore a learning situation that was self- initiated, personally
meaningful, non-threatening, self-evaluated, and feeling-focused. Findings collected in the
form of journals, interviews, photos, artifacts, reaction from peers, and the target student
assuming the role of teacher with his peers and instructor, indicate that the student was
positively affected by the facilitative conditions of caring and respect that permitted authentic
learning to take place.
Kristi Shinn, Getting Past "I Can't" Helping Students Who Lack Motivation Be Successful in Their
Jenn Stephenson, Number Confusion Through the Eyes of a Six-Year-Old
Room Afternoon Madness Turns to Afternoon Gladness
K324 Judy Crews, 2nd Grade Teacher, Lake Butler Elementary, email@example.com
Follow a 2nd grade classroom's journey from a chaotic stressful end of day to a productive
ending routine. Can we pull together an afternoon routine that will bring about a stress free
ending by making us aware of our actions? Through observations, surveys and other
teacher input, my students and I reshaped our afternoon.
Leslie Barreiro & Mary Cassella, The Effects of a Fluency Program on a Struggling Reader
Room Ingredients for Success: How Self Monitoring Can Develop Time Management
K326 Skills and Motivation in a Low Achieving Student
Ashley Pennypacker, 3rd Grade Teacher, P.K. Yonge, firstname.lastname@example.org
Have you ever wondered why some students still aren't performing those everyday routines?
Answering this question was at the heart of my inquiry. I focused on one student's behavior
during morning routines and how to establish an environment where ALL students could
succeed. The student and I developed strategies to enable him to perform routines
independently and start the day off right.
Angie Moro, Reading Naturally: Helping a Student with Oral Reading
Amanda Bramlett, The Effect of Individual Attention on Student Behavior and Success
Room Supporting Reciprocal Teaching with Learning Strategies
J327 Gordon Dasher, English Teacher, Trenton High, Gordon email@example.com
The Reciprocal Teaching Strategy provided me with a coherent plan for addressing reading
comprehension breakdown. This inquiry addresses the question of how I can support
Reciprocal Teaching with other research-based strategies. For example, which strategies
support questioning or clarifying?
Irene DaCosta, Studying Student-Work Samples to Improve Teaching in a 12th Grade English Class
Danah Young, Studying Student-Work Samples to Improve Teaching in an 11th Grade English
2005 Inquiry Showcase
Room Is an On-line Grade Book Worth It?
K329 Susan Jinks, MS/HS Technology Teacher, P.K. Yonge, firstname.lastname@example.org
After implementing an online grade book in my middle school classes, I reviewed data to
determine if there was a correlation between online grade books and student grades. The
access log and a survey from parents and students were used to judge whether the online
grade book was worth it.
Kristina Wood, Identifying Key Components of Word Problems
Room The Value of Beginning Classroom Procedures
K330 William Randolph Scott, Assistant Principal, P.K. Yonge, email@example.com
This session will look into the value of beginning classroom procedures. Do they enhance
academic achievement or attendance? Deter school tardies? Do they help the teacher with
beginning classroom behavior problems? We will explore these various questions and
answers from students, teachers (K-12), and administrative view points.
Lauren Browning, Increasing Reading Fluency Using Great Leaps Program
Room All Kids Need It: Student Self-Esteem and Academic Success in My Classroom
K332 Jedd Stein, 4th Grade Teacher, Alachua Elementary, JAS111779@aol.com
This inquiry is focused on student self-esteem and its relation to their academic success in
the classroom. Throughout this inquiry, I have researched many strategies to improve self-
esteem, implemented these strategies and collected data on their results. Furthermore, I
have analyzed this data to see which strategies effectively led to academic success in the
classroom and which ones did not.
Callie Force & Emily Rodgers, Improving the Fluency of Two Struggling Readers
Room Up, Down, Over and Under: Interactive Methods to Help Pre-K Children
M345 Understand Prepositions
Liris Yordi, PreK Teacher & Christie Wildes, Speech Pathologist, Rawlings Elementary
The presentation will cover the impact of using interactive methods to teach language
delayed children understand simple presentations. Strategies included pictures, movement,
and music to help children learn simple prepositions as they explore their environment.
Kassie Ponder, Overcoming a World of Distractions One Day at a Time
Heather Churly, Helping a Student Count, Write, and Recognize Numbers From One to Ten
Room Using Functional Behavioral Assessment to Understand and
M347 Intervene with Disruptive Behavior
Isis Pinero, Primary Reading Teacher, Duval Elementary, firstname.lastname@example.org
The presenter will describe the process of Functional Behavioral Assessment that enabled
her to improve a student's Behavior.
Jennifer Giuliani, Reading Comprehension Paraphrasing and Eliminating Distractions
Allyson Fraley, Activities to Improve Multiplication Facts
2005 Inquity Showcase
Room Does Basic Math Facts Influence Problem Solving Skills?
M348 Toma Sue Davis, 3rd Grade Teacher, Anderson Elementary, email@example.com
Do your students count with their fingers? If they do, does it interfere with their problem
solving skills? My focus was to see if there is a correlation with students being automatic
with basic facts and having good problem solving skills.
Elizabeth Seijas, Getting a Fifth Grader Ready for a Math Chapter Test
Krysty Surrency, A Fifth Grader's Struggle with Addition and Subtraction
Room Using Journals for Social Skill Development
M350 Dory Schofield, Sandra Naipaul, Bernard Baez, Teachers, Williams Elementary,
Presenters will share their experiences using journals with children in the intermediate
grades to address social issues in the classroom. These teachers developed their approach
as a result of their book study work with Habits of Goodness by Ruth Charney.
Pamela Avena, Secluding the Variable and Operations of Word Problems to Increase the
Likelihood of Student Success
10:15-10:45 a.m. Refreshment Break
P.K. Yonge Cafeteria
10:50-11:20 a.m. Session III
Room What part of "BEHAVE" Do You Not Understand?
J304 Courtney Herosy, Kindergarten Teacher, Hampton Elementary, firstname.lastname@example.org
Although we should value children's diversity, teachers sometimes assume that all students
have the same understanding of how to behave. I wanted to give two students in my class a
strategy to allow them to self-regulate their behavior. Through the process, I learned that
one student's understanding of "good" or "positive" behavior was not the same as my own.
This discovery has lead me to look for ways to help this student recognize and adjust his
behavior to a way that will be accepted in a school environment.
Megan Majka, How Do You Get a Student to Monitor and Correct His or Her Own Behavior?
Shana Chronister, Making A Difference
Room It's Not all Skill and Drill! Finding the Balance Between Students' Emotional
J306 Well-Being and Fluency Overkill
Kyra Purvis, Reading Resource Teacher, Bronson Elementary, email@example.com
When faced with what to do with a non-ESOL student with limited fluency in a 3rd grade
classroom, I turned to just an extra half hour a week to maintain a balance between fluency
and the student's emotional well-being to be ready for FCAT.
Genevieve Bryan, Making Math Count: Little Steps to Big Changes
Andrea Huegel, Improving Reading Comprehension and Fluency
2005 Inquiry Showcase
Room Technology In! Paper and Pencil Out!
J307 Carolyn Parrish, 1st Grade Teacher, Lake Butler Elementary, firstname.lastname@example.org
Integrating technology in the primary classroom is a focus in today's classrooms as a
powerful tool to enhance learning. How can I incorporate "age appropriate" individual and
computer/technology activities in the classroom instead of the "paper and pencil" drills?
Amber Gillespie & Felicia Naidu, The Effects of the Use of a Modified UFLI Tutoring
Program on Student Reading Achievement
Room Impact of Technology When It Is Integrated into the Curriculum and When It Is Not
J309 Lea Flowers, Graduate Student, Flower04@ufl.edu, Littlewood Elementary School
Curriculum-based, technology-enhanced collaboration with Ashley Redman
Does it really matter if technology is directly related to content in the curriculum? My inquiry
delves into the impact this has on my 5th grade class. I wanted to know how a project using
technology that is unrelated to the curriculum compares to other projects that are integrated
with the existing curriculum in terms of student achievement, behavior and engagement.
Erin Stacy, Motivation is Key
Chrissanna Srdoch, Increasing Comprehension by Allowing a Student to Teach an Explicit
Room Can the Implementation of Basic Technology Improve Reading
Carolyn Bosworth, Graduate Student, email@example.com
Curriculum-based, technology-enhanced collaboration with Karen Ware, Littlewood
What are some simple and easily implemented methods to improve struggling readers'
comprehension? The focus of this inquiry was to improve reading comprehension by
adding simple technology-based strategies into the daily first grade classroom activities of
two struggling readers. The basic technologies used were word processors, cassette
recorders, and the Internet.
Brittany Aronson, Using Extrinsic Motivation to Increase Intrinsic Motivation
Jeanette Silvas, The Impact of UFLI Tutoring on a Struggling Reader's Progress
Room Time is Definitely Not On My Side: Secondary Classroom Organization, Time
J312 Management and Meaningful Response to Every Student's Writing
Greg Cunningham, Middle School Teacher, P.K. Yonge, firstname.lastname@example.org
The great joy and the great bane of teaching secondary English language arts is being
allowed inside the minds of students through the reading of, and response to, their writing.
But how can I meaningfully respond to my students' writing without sacrificing time for my
family and my self? This inquiry examines the effects of completely overhauling my
classroom structure with the intention of (1) aligning my instruction and measurement more
closely with my standards, (2) reducing the amount of work I bring home and (3) improving
the quality and quantity of my students' individual writing conferences.
Lauren Tripp, Studying Student-Work Samples to Improve Teaching in 9th Grade English
2005 Inquiry Showcase page 11
Room An Exploration into FCAT Explorer
K324 Pamela Plemmons, 8th Grade Math Teacher, Chiefland Middle, Plemmop@levy.k12.fl.us
My inquiry involved using FCAT Explorer as a preparatory tool for the FCAT. I wondered if
students would be more motivated and confident of their skills if technology in a low risk
environment was used instead of just traditional "paper-pencil" activities. Results of my
research have given me useful insight into the role that FCAT Explorer will play in next
Mina Matovska, Math Word Problem Mastery
Susan Schroeder, Disorganization Intervention Eliminates Anxiety
Room Effectively Communicating Assessment to Parents and Students
K326 Jane Gravois, Elementary Art Visiting Instructor, P.K. Yonge, email@example.com
What are ways to effectively communicate the assessment of the visual arts to parents and
students? In this inquiry, I was reflecting on the aim to provide a valid and reliable measure
of evaluating student artwork and the ways to communicate this to students and parents.
Surveys were utilized to assess the effectiveness of current communications with parents,
the clarity of checklists and rubrics utilized, and the thoughts on letter grading vs.
"Excellent", "Satisfactory", and "Needs Improvement" ratings.
Dana Edwards, Improving A First Grader's Mathematic Comprehension
Traci Iserman, Strategies to Help Move Math Thoughts from Mind onto Paper
Room Learning in the Palm of Your Hand
K327 Trey Whiddon, 5th Grade, Rawlings Elementary School, firstname.lastname@example.org
This presentation demonstrates the benefits of using Palm Pilots for everyday use in
reading. The inquiry shows a connection between the use of the Palms and an increase in
organizational skills and increases in test scores in reading and math.
Erin Hogan, Developing Automaticity with Basic Math Facts to Ten
Michelle Gause, Keeping On Task
Room Providing Opportunities to Build Self Esteem and Ability in Math
K329 Angela Johnson, ESE Support Teacher, P.K. Yonge, email@example.com
Learning new math concepts can be just as hard as learning a new language for some
students. Due to a high number of struggling students in my class, I purposefully structured
it so that students are given more opportunities to practice and review math concepts in
addition to whole group lesson, journal time, and homework. The purpose of my inquiry is
to see if this extra time and attention spent on practice and review helps alleviate the
frustration and poor self esteem often associated with math.
Keely Cook, Individualized Instruction Worth Its Weight in the End
2005 Inquiry Showcase
Room Interns + FCAT = ?: Using Data and Pre-interns in the Preparation Process
K330 Peggy Sommers, 4th Grade Teacher, Alachua Elementary, peqgvs2003)_alltel.net
Modern teachers must multitask and deal with many dilemmas. One huge dilemma which
lies heavily on every teachers' mind is how to best prepare students for the FCAT test. This
inquiry examines the effects of the best utilization of time two months before the FCAT with
the intention of (1) using math data to drive my instruction, (2) teaching mastery of deficient
math skills, and (3) using my pre-interns effectively in this preparation process.
Eve Mihelic, Back to the Basics
Jaime Shewbuirt, Motivating a Student to Complete and Turn in Assignments
Room Together Everyone Achieves More: Working Together to Facilitate
K332 Development of an Integrated Curriculum
Kevin Berry, 4th Grade Teacher, Alachua Elementary School, firstname.lastname@example.org
This inquiry explores ways in which a team leader collaborates with teammates to engage
in curricular change targeted at integration across the content areas. The inquiry identifies
organizational, personal, and interpersonal aspects of collaboration around integration.
Samantha Feigelson, Number Nonsense: Making Sense of Recognizing and Writing Basic
Room Perspective on Procedures: The Importance and Challenge of Teaching
M345 Classroom Procedures
Donna Bergen, 4th grade teacher, Duval Elementary, email@example.com
Assuming responsibility for a class midway through the year presents special challenges,
even to the most experienced teacher. The presentation focuses on the teacher's efforts to
establish and maintain expectations for behavior in her classroom.
Kristina Greco, Helping a Student Stay on Task
Jennifer Brown, Assisting a Student in Monitoring Her Own Behavior
Room S.O.S = Strategies Of Success
M347 Carrie Barnes, 4th Grade, High Springs Elementary School, KECAAVBA@aol.com
Teaching reading is an awesome task for teachers. Students need to have strategies that
help them become successful readers. So...What are reading strategies and how can
reading strategies be used effectively in the classroom? This inquiry explores before,
during, and after reading strategies that help students make meaning of the text.
Ashley Torres, Improving Reading Comprehension and Fluency
Tiffany Molyneux, Money Matters
2005 Inquiry Showcase
Room A Tale of Three Teachers: Lessons About Co-teaching
M348 Keri Madsen, Speech Pathologist, Alachua Elementary School, firstname.lastname@example.org
In this inquiry, the experiences of three educators a speech pathologist, an ESE teacher,
and an elementary intern who co-taught a group of struggling 5th grade readers, are
shared. The findings are shared in the form of three themes that supported co-teaching and
an overarching "Ah Ha" about the key factors involved with really making co-teaching work
Lisa Pantano, Increasing Recall in Mathematics
Carolyn Shields, Working to Improve Multiplication Recall
Room The Principals' Learning Community: Administrators Exploring The
M350 Effectiveness of Their Roles as Instructional Leaders
Garry Durham, email@example.com, Principal, Anderson Elementary School
Jeffery Edison, firstname.lastname@example.org, Principal, Chiefland Middle School
Linda Johns, email@example.com, Principal, Lake Butler Elementary School
Mark Bracewell, firstname.lastname@example.org, Principal, Lake Butler Middle School
Fran Vandiver, email@example.com, Director, P.K. Yonge
Michael Allan, allen firstname.lastname@example.org, Principal, Fort White Elementary
NEFEC "Lucky 13" Principals
Principals from the first cohort of the Florida Reading Initiative share the ways they have
interacted as a Professional Learning Community for the past four years. In year 4, we
engaged in a collective inquiry focusing on the following wondering: What do I learn from
comparing and contrasting my own perceptions, my teachers' perceptions, my leadership
team's perceptions, and my supervisor's perceptions about my own instructional leadership
as a principal? To gain insights into our leadership practices, we utilized Kouzes and
Posner's Leadership Practices Inventory. Come learn about our learning community, how it
emerged over the last four years, and what we've learned about our practice as principals
from engaging in the process of inquiry.
Jessica Houchens, Building a Foundation: Strategies to Master Basic Math Facts
Marie Halford, Strategies for Motivating and Engaging Students in Math
11:30-12:00 p.m. Session IV
Room Was it Worth it? FCAT and Student Performance
J304 Wilda Jones Long, 8th Grade Math Teacher, Trenton High, Longw@cilchrist.k12.fl.us
Put the textbooks away. It's FCAT prep time. Six weeks were dedicated to Mathematics
FCAT prep in which approximately one week was devoted to each of the five strands.
Focus was on student growth, student value and the burning question was it worth it?
Lori Mangold, Focusing to Transfer Understandings
Adam Hulme, Strategies to Improve Math Skills
2005 Inquiry Showcase
Room What Makes Word Walls Work
J306 Beverly Rentz, 3rd Grade Teacher, Macclenny Elementary, email@example.com
Are word walls for show or can they really be used in a meaningful way? This driving
question began to create a desire in me to make word walls an effective tool in my
classroom. I wanted to provide a foundation for word patterns to assist my struggling
readers. My inquiry describes the implementation of word wall activities and how I was able
to integrate these activities into a literacy center during reader's workshop.
Lauren DeLoach, Identifying the Letters and their Sounds
Aspen Mankowsky, A Successful Double Dose of Reading Instruction
Room Continuous Motivation of Upper Level (FCAT Levels 4 & 5) 7th Graders in
J307 Reading Class
Lucy Lacey, 7th Grade Reading Teacher, Trenton Middle, Lucycolemanlacey@aol.com
Students were given an eighteen question survey concerning their interests, improvements,
attitudes and concerns about taking a required reading class. These surveys were
analyzed, leading to the development of recommendations for reading curriculum for high-
level readers in middle school and beyond.
Joanna Raindaldi, Studying Student-Work Samples to Improve Teaching in an 11th Grade
Elizabeth Sturges, Building Fluency
Room Building Blocks: The Necessary Elements for Teachers to Seamlessly
J309 Integrate Technology in their Classroom
Hannah Dhillon, Graduate Student, firstname.lastname@example.org
Curriculum-based, technology-enhanced collaboration with Jan Johnson, Littlewood
What are the necessary elements that must be present for a teacher to embrace, have
confidence, and apply technology in the classroom? What are the stages of technology
development? This inquiry began after school hours during scheduled professional
development time between a veteran Kindergarten teacher and a pre-service, technology
practicum student. It is my belief that teachers, when afforded the proper resources and
setting, can begin to seamlessly integrate technology in their classroom.
Lauren Waite, Effective Strategies for Keeping an Easily Distracted Student Engaged in his
Kathleen Kennedy, Increasing A Student's Cooperation with Authority
2005 Inquiry Showcase
Room Technology and Autism: How Can Technology Support the Communication
J310 Skills of a First-grade Student with Autism?
Meghan Gallagher, Graduate Student, Meghan722@yahoo.com
Curriculum-based, technology-enhanced collaboration with Tammy Gumbiner, Littlewood
My goal as a teacher is to meet the challenges of students with diverse needs. I believe that
in many situations technology can be used practically and meaningfully to support curricular
goals while simultaneously meeting the unique needs of students. My inquiry involves what
I learned about a first-grade student with autism and how technology can enhance and
support one of his greatest challenges: communicating with others academically and
D'Arcy Moran & Vicky Sharpe, The Effects of UFLI Intervention on the Reading Fluency
of a Struggling Reader
Room The Dreaded Notebook Check: How to Maximize Student Organization and
J312 Learning through the Use of a Science Notebook
Michelina (Mickey) MacDonald, Science Teacher, P.K. Yonge, email@example.com
One area that students entering high school have difficulty in adjusting is organization.
Previous to my inquiry, I assessed science notebooks once a semester by collecting each
student's notebook and checking for specific handouts and assignments. Because the
quality of student notebooks was so poor and because students did not value their
notebooks as a resource for reviewing and learning, I focused my inquiry on how the use of
a science notebook as both a tool for learning and a tool for organization could be
maximized for my 9th grade Integrated Science students. Deliberately using class time for
organizing work, requiring weekly open notebook quizzes, and assigning notebook
"buddies," I was able to compare this teacher-directed method of maintaining a science
notebook to the more tradition student-directed maintenance of the science notebook.
Kristin Kata, Increasing Fluency and Comprehension in a Struggling Fifth Grade Reader
Haley Belton, Developing Increased Comprehension and Reading Ability with a Struggling
Fifth Grade Student
Room Efficiency & Effectiveness of Non-Traditional Instructional Methods
K324 John Kreinbihl, 5th grade Teacher, Anderson Elementary, firstname.lastname@example.org
Research tells us that "lecture and practice" is not the most effective instructional method.
However, I have had my doubts as to the efficiency of non-traditional methods in particular
learner directed instruction. Two classes of fifth-grade students received instruction in
addition and subtraction of fractions. One class was subdivided into eight teams of four
members each. Each team was responsible for teaching one lesson to the rest of the class.
The second class was taught by traditional (i.e. teacher directed) instruction. Learning gains
were compared by measuring the group's improvement on posttest results.
Elisabeth Crane, Helping a Student Consistently Solve Subtraction Problems Correctly
Darcy Beth Austin, Math Strategies to Improve Multiplication Skills
2005 Inquiry Showcase
Room Understanding the Bully: How to Disempower a Bully and Empower the
K326 Student Within
Christy Lee, 3rd Grade Classroom Teacher, P. K. Yonge email@example.com
The act of bullying is a phenomenon that faces teachers and schools across the country.
My inquiry takes a closer look at one student in my class and his bullying behavior. In
particular, I focused on the causes, consequences, and students he seemed to target in
order to better understand how I could to promote the student within.
Andrea Neu, Improving Reading Comprehension
Jennifer Worthington, Improving Reading Comprehension Skills Through Decoding and
Room How do you Fit in Social Studies? Using the Newspaper to Enhance Reading
Amy Fralick, 4th Grade Teacher, High Springs School, AmyFralick@hotmail.com
Given the current time constraints placed on teachers today, providing social studies
instruction often gets placed on the back burner when working with struggling readers. This
inquiry explores how a 4th grade reading teacher found ways to integrate social studies into
her reading classroom using newspapers.
Samantha Nadler, Playtime is Over: Transitioning from the Playground to the Classroom
Bilbo Dennis, Effects of a Structured Reading Program on a Fluent Reader's
Room Their, There, or They're? Teaching Children about Word Usage of Commonly
K329 Misused Words in their Writing
Gail Stewart, 4th Grade Teacher, P.K. Yonge, firstname.lastname@example.org
Originating from frustration of reading student work with errors in word usage, the focus of
my inquiry was to help students know which word to use. I wanted to investigate how
explicit instruction with homophones could help solve this problem and help students be
word usage experts and apply their knowledge to their writing.
Elyse Hambacher, Behavior Modification: Using Reinforcement Menus to Improve
Jenny Williams, Pig, Planet, Pop...Oh Please! Games to Aid Fluency Development
Room Data, Data, Everywhere -- Makes It Hard To Think!
K330 Eva Copeland, Reading Specialist, Alachua Elementary School, EMC31155@aol.com
Data is generated daily in our schools but the question is "Which data will help teachers to
make relevant educational decisions?" This inquiry takes a look at the types of reading
data available and investigates what constitutes data that helps teachers to make
appropriate decisions about their instruction.
Aimee Yorkson, Lean on Me, Myself and I: Helping a Student Successfully Work on His Own
Audra B. Henry-Nix, The Impact of UFLI Tutoring on the Encoding Abilities of a Struggling Reader
2005 Inquiry Showcase
Room Teaching Teachers to Teach with Technology
K332 Jeff Boyer, Technology-Curriculum Coordinator, P.K. Yonge, email@example.com
During July of 2004, twenty-three PKY teachers participated in an intensive, week-long
technology integration institute. A technology coordinator examines the long-term
effectiveness of this professional development. He also examines attitudes and beliefs of
the participants related to technology as compared to the integration of technology into
those participants' classrooms.
Melanie Turner, Stimulating Interest, Enhancing Concentration and Building Confidence of
a Reserved Learner during Whole-Group Math Instruction
Room "Call on Me!" Decreasing Verbal Outbursts During Reading Instruction
M345 Carolyn Smith, Special Education Teacher, Duval Elementary, firstname.lastname@example.org
The presenter will describe a series of steps she took to understand and intervene with a
first grader's disruptive behavior.
Meagan Magnuson, Helping an ESOL Student Learn to Deduce Directions for Various
Types of Math Problems
Room Once Upon a Literacy Ball
M347 Elmira Good, Kristen Shumbera, Stacy Bertrand, Liris Yordi, Elizabeth Johnson,
Lorraine Ritz, Shenika Rutledge, Myrna Dindial, with Head Start and PAMM Teachers,
Rawlings Elementary, email@example.com
This presentation documents the impact of the parent component of a multi-grade, inter-
disciplinary project. In this project, children learn to analyze fairy tales to learn the elements
of a story. Parent involvement and children's knowledge are assessed.
Morgan Kennedy & Kasandra Brown, Effects of a Structured Tutoring Model that
Incorporates Varying Reading Levels on Student Progress
Room Heard It Through the (Middle School) Grape Vine
M348 Darby Allen, 6th and 8th grade Teacher, Chiefland Middle, firstname.lastname@example.org
Communication is an integral part of our education system. Although teachers are faced
with many obstacles, I believe we must find a way to effectively communicate with parents
to ensure success for our students. I was satisfied with my communication efforts at the
elementary level, but hit a brick wall when I moved to the middle school. I wondered how I
could better communicate with my middle school parents. I conducted parent surveys,
teacher surveys, and on-line research to develop a better communication plan at the middle
Danielle Russell, Using One-On-One Math Strategies to Improve a Student's Ability to
2005 Inquiry Showcase
Room Engaging Active, Distractable Students in Independent Activities During
M350 Reading Group
Amy Martin, Fort White Elementary, Martin email@example.com
Come learn about strategies I implemented to manage my entire classroom during the
times I was teaching a smaller reading group.
Katie Flanagan, Increasing Word Recognition and Fluency in a Third Grade Student
12:05-12:30 p.m. Closing Session
Performing Arts Center
A Celebration of the Practitioner Inquiry Experience
Nancy Fichtman Dana, Director
Center for School Improvement
2005 Inquiry Showcase