Education, 2009
  • Education, 2009



    Is There Time for Poetry?
    Teri F. Lipp
    Mentor: Cheryl DoBroka

    A control group of 24 urban sixth grade language arts students showed evidence of growth in using figurative language after receiving instruction through poetry. Over a three week period, students in Class A were given a 14 question survey to assess prior knowledge, learning styles, learning interests, and learning strengths. A unit was planned that built on students’ prior knowledge of transition words, simile, and metaphor. Alliteration was a new concept added to the unit. Activities were planned around the students’ learning styles and interests. Assessment was planned around an understanding of learning strengths. Students were given 4 poetry lessons that covered the following English Language Arts standards: Writing Process 1; Reading Applications: Literary Text 6, 7; Writing Processes 10, 12, 15. Writing poetry was modeled, and students made copy change poems inspired by paintings and famous poets. Twenty four students published, presented, and submitted 3 poems. A final survey was given to the students, which included 5 of the exact same questions from the previous test as well as 7 new questions to assess growth in figurative language skills. The data from the surveys suggest that students showed appropriate improvement for a three week period in using alliteration, transition words, and extended use of simile and metaphor. The student work shows evidence of independent thought, mature writing, use of concepts, and connection to content standards.



    Is an inclusion setting or special school better for students with mild to moderate autism?
    Chelsea Neininger
    Mentor: Susan G. Blough

    According to the Centers for Disease Control and Prevention, one in 150 children will be diagnosed with a form of autism this year. Students with this communication disorder have several options to receive education: regular classroom setting, special education services, or even a separate school designed to meet their unique needs. But for students with mild to moderate autism, is a separate school necessary? I gathered a multitude of sources on the subject of how much inclusion students with autism should receive in a school setting and what the benefits and drawbacks of inclusion is for the student, peers, teachers, and the school itself. I researched three different schools in Central Ohio and the amount of inclusion students with mild to moderate autism received with typical-developing students, the varieties and effectiveness of behavior management strategies, and the types of assessments created specifically for students with mild to moderate autism. Looking at these three imperative components of education, my audience should expect to learn which setting is better for a student with mild to moderate autism, a regular public school with some special services or a special school designed for students with the spectrum disorder.



    Childhood Development in the Preschool Years
    Jillian Wilczewski
    Mentor: Sally Creasap

    The preschool years play an integral part in childhood development. These years lay the foundation for a child’s social, emotional, physical, and cognitive development. For the purpose of gaining an in-depth understanding of child development, sophomore education majors at Capital University are provided the opportunity to conduct a case study of a preschool child. This in-depth exploration of a four-year-old male involved collecting data of the child’s motor, cognitive, language, social, emotional, and creative development. The data for this study were collected through both formal and informal observation, questionnaires, and document analysis. The results of this action research identify areas of growth and development in the average preschool child. This presentation focuses on the findings of this case study and highlight the various forms of development that a child experiences through the preschool years.