Undergraduate Researchers Exploring Classroom Instruction
Proposal Track
Research Project
Session Format
Symposium
Abstract
In recent years, the College of Education at Georgia Southern University has increased the number of students participating in research as well as provided them with solid initial classroom preparation and professional support to produce “highly effective” teachers.
Studies have shown that research experience during undergraduate study is strongly associated with postgraduate research initiatives and future career achievements. So teaching research methods to novice educators like our undergraduates, embodies potential of great proportion in preparing them for their classrooms and possible later graduate level work.
By mentoring students through a research study or teaching research methods, students are better positioned to assess student achievement growth, use reflective methods or observations of their teaching practice and constructive student feedback. The studies below are honors undergraduate students’ research in progress, exploring issues of classroom instruction that will influence their later practice. Additionally, it will serve as a spring board to increase their awareness on the connection between scholarship and teaching.
Keywords
Undergraduate Research, Motivation, Student and Teacher Perspectives, STEM
Recommended Citation
Williams-Johnson, Meca; Dowdell, Anna; Dean, Nneka; Hunter, Kayleigh; and Boyd, Elizabeth, "Undergraduate Researchers Exploring Classroom Instruction" (2016). Georgia Educational Research Association Conference. 59.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/59
Undergraduate Researchers Exploring Classroom Instruction
In recent years, the College of Education at Georgia Southern University has increased the number of students participating in research as well as provided them with solid initial classroom preparation and professional support to produce “highly effective” teachers.
Studies have shown that research experience during undergraduate study is strongly associated with postgraduate research initiatives and future career achievements. So teaching research methods to novice educators like our undergraduates, embodies potential of great proportion in preparing them for their classrooms and possible later graduate level work.
By mentoring students through a research study or teaching research methods, students are better positioned to assess student achievement growth, use reflective methods or observations of their teaching practice and constructive student feedback. The studies below are honors undergraduate students’ research in progress, exploring issues of classroom instruction that will influence their later practice. Additionally, it will serve as a spring board to increase their awareness on the connection between scholarship and teaching.
