Brouillier_Sarah_Research Final Thesis Presentation_EDL691
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Using a combination of survey research, descriptive research, and a quasi-experimental design, I addressed the problem of implementing Common Core State ELA Anchor Standard 10 involving the use of text complexity in the classroom and addressed possible solutions to make this standard more accessible to teachers and students in grades K-8.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Brouillier_Sarah_Research Final Thesis Presentation_EDL691
- 1. Unraveling Text Complexity: Using Multiple Readability Measures in the Classroom
- 2. In the face of the new Common Core State Standards (CCSS), there is an increasing need to use appropriately complex texts and provide appropriately leveled text to readers. However... Problem Statement Teachers in the target school need more knowledge in leveling texts and matching reader to text Many times, there is no reliable readability measure(s) used to match reader to text
- 3. “Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not” (p.16) ACT Report, Reading Between the Lines, 2006
- 4. Purpose of Study Teachers will gain stronger skills in using multiple measures to match reader to text… …and students will show increased reading engagement and improved reading performance.
- 5. 1. What do K-5 teachers in the target school identify as professional development needs as they relate to using multiple readability measures to level text and match reader to text? 2. Did students in grades K-5 demonstrate increased reader engagement (as measured by the DRA2 continuum) after the implementation of a leveled library literacy intervention of appropriately complex texts? 3. Did the use of multiple readability measures to level text and match reader to text increase student reading performance in grades K-2 after 16 weeks of implementation as measured by the DRA2? 4. What are teacher perceptions of text complexity and using multiple readability measures to level texts and match reader to text? Research Questions
- 6. 1. Key Components of Text Complexity (Key article: Alberino, Dr. C., Radikas, A., White, J. (2012). Why text complexity matters [PowerPoint slides]. Retrieved from assessment.education.uconn.edu/conferences/caf2012/) 2. Text Complexity Within the Common Core State Standards 3. The Use of Multiple Readability Measures to Improve Student Reading Performance in the Classroom (Key article: Hiebert, E.H. (2010/11). Beyond single readability measures: using multiple sources of information in establishing text complexity (from print), Journal of Education, 191(2), 33-42. 4. Text Complexity in the Early Grades 5. The Importance of Reader Engagement in the Classroom 6. Quasi-Experimental Design. Literature Themes
- 7. Research Question Participants 1, 4 12 total K-5 Teachers at Target School (2 per grade level) Nonrandom convenience sampling 2 10% of K-5 students at target school Nonrandom sampling from all students who were administered the DRA2 3 All K-2 students at target school (46 K, 51 First, 47 Second; Total: 144) Nonrandom sampling Methodology Research Question Instruments 1, 4 Researcher-created survey (using Survey Monkey) 2 Measurement on the DRA 2 continuum using Reader Engagement Questions/ Student Reading Survey for the Reader Engagement section of the Developmental Reading Assessment 2nd edition 3 Developmental Reading Assessment 2nd edition (administered three times/year)
- 10. RQ #1 and 4 Text Complexity Survey for Teachers: Quantitative Highlights Question #2: I have a strong understanding of the text complexity model and its components as adopted by the state of Connecticut. RQ #1 January 2014 RQ#4 April 2014
- 11. Question #5: The majority of my students understand how to independently select appropriately complex (i.e. “just right”) texts on their own. RQ #1 January 2014 RQ #4 April 2014 RQ #1 and 4 cont…
- 12. Question #11: The largest obstacle in implementing a leveled library of appropriately complex text in my classroom is: RQ #1 and 4 Qualitative Highlights
- 13. Question #13: What did you learn about text complexity and leveled readers that was the most helpful to you in your classroom? “That there are many available books "out there" and getting them leveled, implemented in daily classroom use is a positive component of a successful classroom” “Overall it really helped me to organized all of my reading materials (guided/literature circles/library) to meet the needs of my students.” “I learned the best system to implement to ensure that the library is well-organized for instruction and independent reading.” “How to incorporate the just right texts and the texts student choose even when they may be too difficult or too easy.”
- 14. RQ #2 Spring Reader Engagement Results…….Coming Soon!
- 15. RQ #3 Spring DRA2 Scores….Coming Soon!
- 16. Conclusions
- 17. Limitations
- 18. What Direction Will This Take?
- 19. Implication for Further Research Coming Soon!!