| Affiliations: | |
| Project Leader: | Emily Holtz emilyholtz@tamu.edu Teaching, Learning & Culture |
| Faculty Mentor: | Dr. Sharon Matthews, Ph.D. |
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Meeting Times:
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TBD |
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Team Size:
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3
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| Open Spots: | 0 |
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Special Opportunities:
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Experience with coding techniques of a large scale project, procedures on conducting content analysis, data analysis (if interested), possible inclusion in presentations and publications (depending on the individual), and recommendation for graduate programs
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Team Needs:
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3 highly motivated undergraduate students. Education majors are encouraged, but ALL are welcome to apply. Must be available for weekly or bi-weekly meetings. Also of note is that this project with likely continue through the fall and spring semester, so a year long commitment is necessary. Because of the time commitment, undergraduates should be prepared to complete work on this project in conjunction with their regular coursework |
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Description:
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K-12 students nationwide are scoring below average on state and national writing exams. This is potentially a result of colleges and universities failing to prepare preservice teachers to best implement writing instruction in the classroom. This project is a large scale content analysis of college and university course catalogs from across the nation to examine how preservice teachers are prepared to instruct students in writing. We will specifically look at writing instruction for elementary aged students along with special populations such as English Language Learners. |