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Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing

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This action research was based on student collaboration. It took place in a classroom for 5th and 6th-grade teachers co-taught a social studies unit involving students in collaborative research and writing on a wiki. Data sources were classroom observations and eight wiki groups’ collaborative writing. Participating students represented meanings they had constructed about their topics in a variety of ways: by introducing, stating, or repeating information or an idea (knowledge telling processes); by developing previous ideas with examples, statistics or other information (knowledge telling processes); and by drawing conclusions, identifying cause-effect relationships, or making inferences or judgements (knowledge transforming processes). They engaged in knowledge telling processes to a greater degree than they engaged in knowledge transforming processes. Additionally, students showed a strong sense of audience when talking about the decisions they made while writing and in the personalizing of some ideas in their writing.

Social Studies Education and Public Art: The Detroit Billboard Project

This action research project focuses on the evaluation of high school students’ involvement in community-based writing purposes and artwork through social studies. The sample size for this project includes forty-seven students where each student completed a survey. The method for this action research project was a mixture of methods. The results included the majority of the students’ awareness of community issues increased. The study shows the implementation of projects like this suggest that creative projects with the real-world application are motivational and promote civic education.

Implementing Portfolios in Teacher Training: Why we use them and why we should use them

This study investigates the use of the portfolios in teacher training programs and analyzes the contribution of portfolio utilization to educators, teacher training programs, and students. An action research design was adopted involving 25 third grade social studies student teachers, who were randomly chosen from a sample of 128 students by selecting every fifth student on the classroom list of a semester-long course (14 weeks) in the 2012-2013 academic years at a state university in Turkey. This is a qualitative research study based on four open-ended questions and semi-structured interviews that were conducted with eight educators. The findings indicated that portfolio utilization helps educators make modifications in their traditional roles and encourages them to adopt more student-centered approaches. In addition, portfolios assist in clarifying the program scope and goals and makes learning outcomes transparent. Furthermore, portfolios are a viable, effective, and appropriate tool in documenting student teachers’ learning and professional development. The results of the research show that educators should take the utilization of portfolio into account not just to increase students’ learning and assessment but also because of its additional benefits to educators and programs through many factors, such as being informed about the qualities and effectiveness of the program and daily lectures, putting the constructivist philosophy of the program into practice, creating a more democratic environment, ensuring one-tone interaction with the students, providing individualized learning, and using assessment as an integral part of learning and promoting dialogue with colleagues. Keywords: Portfolio assessment, alternative assessment, teacher training, student-centered learning, learning to teach, active learning.

Improving the Cultural Responsiveness of Prospective Social Studies Teachers: An Action Research

This action research based on teacher training so teachers are culturally responsive and to allow students benefit for learning-teaching environments. The research problem of the present study is “How can we ensure prospective teachers become culturally responsive individuals?” This study, conducted within the scope of the course Communication and Human Relations with third-year prospective social studies teachers, was planned as an action research. The resulting data were subjected to content analysis. Creating action plans allowed prospective teachers get to know their own culture, learn about the cultural backgrounds of their students, gain a better understanding of social, economic, and political contexts, and improve their skills and willingness to use culturally appropriate management strategies and their commitment to create inclusive classrooms, which are among the elements of culturally responsive teaching

Summary of: Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing

This action research project is the most effective because it allows students to learn how to work collaboratively and use media to do it. Students are able to interact with students in a different grade level to work on a common project. This action research project promotes communication, relationships, and trust. Students needed to work on essays collaboratively to meet writing standards. Students displayed emerging results to communication. Students had to effectively use what was learned in writing to help guide their partners through the writing process. Results showed that the older students were more successful and well connected to the ideas of the process. This study was powerful because it allowed for a student to communicate using media and be able to use standards learned in class in a real-world situation. This action research project is a good reflection of how students can use media to synthesize information taught in class, work collaboratively [l1] [l2] [l3] and communicate effectively with others.

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Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing. (2018, October 08). GradesFixer. Retrieved July 7, 2022, from https://gradesfixer.com/free-essay-examples/grades-five-and-six-students-representation-of-meaning-in-collaborative-wiki-writing/
“Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing.” GradesFixer, 08 Oct. 2018, gradesfixer.com/free-essay-examples/grades-five-and-six-students-representation-of-meaning-in-collaborative-wiki-writing/
Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing. [online]. Available at: <https://gradesfixer.com/free-essay-examples/grades-five-and-six-students-representation-of-meaning-in-collaborative-wiki-writing/> [Accessed 7 Jul. 2022].
Grades Five and Six Students’ Representation of Meaning in Collaborative Wiki Writing [Internet]. GradesFixer. 2018 Oct 08 [cited 2022 Jul 7]. Available from: https://gradesfixer.com/free-essay-examples/grades-five-and-six-students-representation-of-meaning-in-collaborative-wiki-writing/
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