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Date of Award
Master of Science in Applied Science Education (MS)
College, School or Department Name
Department of Cognitive and Learning Sciences
Bradley H. Baltensperger
Included in this report is an action research conducted to gauge the effectiveness of DRTA (Directed Reading Thinking Activity) and SQ3R (Survey, Question, Read, Respond, Review) on student summarization of expository text. Students in seventh and eighth grades in Decatur Public Schools and Kalamazoo Public Schools were given a piece of informative text to summarize as a pre-assessment. The students were then provided instruction in both DRTA and SQ3R methods to help break down and identify the main idea and supporting details of expository text. Students were then given the same text and graded on the same rubric as a post-assessment. It was our hypothesis that by providing direct instruction in these strategies we would see an increase in student comprehension of expository text. Results were then compiled and analyzed for overall student growth as well as the effect size of the strategies. Based on our data we found that by directly teaching and modeling DRTA and SQ3R to our students an improvement in student comprehension of expository text was achieved. Following the research paper is a self-reflective essay on the impact of the Michigan Teacher Excellence Program (MiTEP) on me as a teacher. The paper discusses how being part MiTEP provided training and experiences that changed me both personally and professionally.
Ernstes, Joshua D., "MICHIGAN TEACHER EXCELLENCE PROGRAM: PROVIDING THE CONFIDENCE TO DRIVE CHANGES IN SCIENCE EDUCATION", Master's report, Michigan Technological University, 2014.