Deer Park Elementary- Teacher Research

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Deer Park Elementary School 15109 Carlbern Drive; Centreville, VA 20120 Main Office: (703)802-5000
Teacher Research Teacher-Research is a way that teachers look at their teaching and how their students learn. It is structured in the sense that teachers generate a question(s) about what happens in their classrooms and they systematically and intentionally investigate what goes on in their teaching environments. They collect data from a variety of sources such as observations, work samples, interviews of students, and questionnaires. Teachers reflect on what they are observing and examine their assumptions and beliefs based on what they are finding. Teacher-researchers share their findings with other teacher-researchers and others in the educational field. All the while, teacher-researchers generate new questions and perspectives that often lead to new avenues of inquiry. Teacher research projects are listed below. Quick links will take you directly to the research paper, or you may scroll down to read a short description of each research project conducted. All documents are in PDF format. To get the latest version of Adobe Acrobat, click the link at the top of the page.
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2004 - 2006 Can You Teach Kids to Think? Artwork and Learning Reducing Test Anxiety What's Your Name? DEAR Time Music Aptitude Essential Questioning in Art Promoting Interactive Learning	2001 - 2003 Morning Message Daily Reading Strategies for ESL Make it Work SQ3R Learning Strategy Assessment Nutrition BrainBloggers Writing CyberCitizen Keypal Exchange Multimedia Reading Program Writing Workshop Literature Groups Storytelling Props Storybags Knowledge Notebooks Non-Fiction Reading	1999-2000 Folklore ThinkQuest 1stGrade Computer Skills Wiggleworks



Descriptions of All Teacher Research Projects 2004 - 2006 Think- Can You Teach Kids to Think? By: Judith Brand Artwork - What Does Children's Artwork Tell Us About Their Learning? By Angie Ninde Test Anxiety- Can a Teacher Reduce Testing Anxiety Through the Use of Classroom Modifications? By: Karen Nelson What's Your Name - Why do students from the Korean Culture change their name when enrolling in American schools? By: Patricia Rodriguez DEAR Time- What Happens When Third Grade Students Are Asked to Read Silently for a Period of Time During the School Day? By: Patricia Rodriguez Music Aptitude - How can knowing the music aptitude of my students help me plan for better instruction? By: Marianne Tagge Essential Questioning in Art - If essential questioning is used to discuss and learn about art/artists, will students be more likely to connect art with their own development and personal experiences? By: Precious Werner ACTIVBoard - The Use of an Interactive Whiteboard in Promoting Interactive Teaching and Learning By: Dr. Diane Painter, Betsy Whiting, and Brenda Wolters 2001 - 2003 Morning Message- As primary grade teachers, we were interested in what teaching techniques keep children engaged during morning message writing instruction. Due to the varying reading levels found in primary grades, teachers often have difficulty instructing and engaging the children during whole group morning messages. We wondered as teachers how we could reach each child's needs and enhance the level of excitement. By: Erin Geddes and Mary Swearingen ESL - Daily Reading Interventions to Help Targeted English as a Second Language (ESL) and Non-ESL Students. By: Michelle Greaver and Kristina Hedberg Make it Work- How can a classroom teacher provide differentiated instruction in the regular education classroom and enhance the critical thinking of all students? By: Michelle Greaver SQ3R- Using a triangulated data collection plan, the teacher researcher will show evidence of how the direct instruction of the SQ3R learning strategy helped improve the students’ comprehension and retention of social studies content material. By: Kristina Hedberg Assessment Nutrition BrainBloggers Writing CyberCitizen Keypal Exchange Multimedia Reading Program Writing Workshop Literature Groups- The purpose of this study is to describe what happens when third grade students use written responses as a tool for literature discussion groups and its impact on the students’ comprehension of what they have read. By: Patricia Rodriguez Storytelling Props Storybags Knowledge Notebooks Non-Fiction Reading 1999-2000 Folklore ThinkQuest 1stGrade Computer Skills Wiggleworks

Deer Park Elementary School