Stander Symposium abstract book - University of Dayton

11:00 AM to 12:30 PM
hope is that future teachers will be able to effectively identify gifted students within their classroom and better serve them. This paper explains
there are many different definitions of giftedness, encompassing not only academic ability, but also creativity, task commitment, and leadership
potential. Identification processes are shifting and future educators need to be prepared to identify students not purely in an academic sense, but
in a multifaceted way.
Effective Instructional Strategies For Use with Upper-Grade Level Struggling Readers
Presenter(s): Claire M Shaw
Advisor(s): Patricia M Hart
Teacher Education - Course Project, 12_SP_EDT_498_H1
This presentation will focus on struggling readers in upper level grades (9th through 12th). Most reading programs and research focus on literacy
issues in elementary school. In many cases, reading instruction often ceases after eighth grade. After this point, teachers expect students to have
a certain level of reading skill. Because of this, many students who struggle with reading will be mislabeled as having a learning disability.Unfortunately,
recent studies have shown that a quarter of eighth-grade students perform below the “Basic” level of reading proficiency (Allington).
Studies have also suggested that up to 70% of older readers are in need of remediation but do not receive it (Whithear). Because they lack reading
skills, students cannot perform well in other classes, even in subjects like math and science where they may be capable of grasping the concept
but cannot read the assignments or questions. Struggling readers cannot keep up with increasingly advanced language, and often drop out in
high school and become adults without proficient reading skills.The focus for the Stander presentation will be on Chapter 2, the Review of the
Literature for this research study. The review will focus on articles about struggling readers in urban and high-poverty schools. It will also focus on
the most effective strategies teachers can employ to help students become proficient readers. Evidence based strategies that have been identified
as effective will be examined. The impact of implementing these strategies in schools will be an outgrowth of the study. BibliograhyAllington,
R.L. (2011). Reading intervention in the middle grades. Voices from the Middle, 19(2), 10-16.Whithear, J. (2011). A review of fluency research and
practices for struggling readers in secondary school. Literacy Learning: The Middle Years, 19(1), 18-28.
English Language Learners
Presenter(s): Maria C Roth
Advisor(s): Patricia M Hart
Teacher Education - Course Project, 11_FA_EDT_110_P1
Current research shows that the number of English Language Learners in America is steadily increasing. This paper explains some approaches that
are effective in teaching English Language Learners. These approaches include teachers using visual aids in their lesson plans, integrating their
home cultures into their class, being patient with them, and work with them outside of class. This paper includes aspects from each approach in
great detail. All of these approaches contribute to the success of English Language Learners in the classroom.What is the best approach for teaching
English Language Learners?
Highly Effective Teaching Strategies That Impact Low Achieving Mathematics Classrooms
Presenter(s): Erin M Yacovoni
Advisor(s): Patricia M Hart
Teacher Education - Course Project, 12_SP_EDT_498_H1
This research study will look at the importance of teachers using particular instructional strategies and their impact on student learning, within
a low achieving high poverty mathematics classroom. Dr. Deborah Ball, the dean of the School of Education at the University of Michigan, uses
the term “high-leverage practices”. This term is defined as “those practices at the heart of the work of teaching that are most likely to affect
student learning” (Ball, 2010/2011). The study would include looking at these terms used for these practices, and reviewing the effectiveness of
these practices. In looking at the ways teachers instruct their classroom, the study will review the literature on the professional development of
preservice and inservice teachers in learning these strategies. The study will examine the emphasis made during the professional development
of teachers on the connection between instructional practices and student learning. This research may result in teachers being encouraged to use
these research based methods in their classrooms. The achievement gap will be considered as part of this research study.Bibliography:Ball, D. L.
(2010/ 2011). Teaching skillful teaching. The Effective Educator, 68(4), 40-45.
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