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Be sure to meet with your faculty thesis adviser to discuss accepted guidelines for your thesis area.
Amy Norton (SECED), in her “Teacher, Writer, Person: How Teacher Identity Informs Writing Instruction,” she explored how her own experiences -- in life, in writing, and in teaching, revealing the identities that people bring with them to the classroom.
She distills these lessons into three “rules” for writing instruction to be successful: you must write what is on your heart, you must write the truth, and you must struggle in your writing.
Often, situations arise in their teaching practice that they proceed to investigate.
In some cases, they find some issue deeply troubling that they hope to understand better, or they seek a means of enacting meaningful systemic changes.
Jeffery Mc Mahon’s (SECED) “Problem-solving Abilities Among First-Year Undergraduate Students with Qualifying AP Calculus Exam Scores” examined “the problem-solving abilities of first-year undergraduate students who achieved qualifying scores on the AP Calculus AB Exam in order to determine to what extent and in what combination the problem-solving influences of adaptive reasoning, strategic competence, and established experience are employed in task solving.” Hannah Nellis’ (C & I) “The Effects of Whole Brain Teaching Strategies in the General Education Classroom” explored the effects of WBT (Whole Brain Teaching) strategies on teachers and students in the general education classroom, specifically regarding on-task behavior during whole-group instruction and recall of information after the lesson.
Emma Pebley’s (EPP) “Standardized Testing in the 1960s and 1970s: Exploring the Impact on Today’s Educational Climate” looks into the historical roots of standardized testing, and their “social and political contexts” as a basis for examining “the testing situation of today’s (2010) education” and examines if, how, and to what extent conditions have changed. program requirements, honors students engage in academic enrichment including honors courses, research placement and the completion of a thesis.Students with outstanding records of scholarship and leadership also are invited to join Sigma Theta Tau, the international honor society for nursing.The Department of Education, Theory and Policy offers a Master’s in Educational Theory and Policy.Each of these programs has its own research traditions, and the Scholar’s adviser can best speak to what type of research is the best fit for a project.It also contains information about the Outstanding Thesis Award.Students should also take a look at past theses that have been compiled in the Honors Thesis Archive, taking special care to find work that has been completed in their own subject areas.Abigail Reinhard (SECED) wrote “Exchanged,” a work of fiction following the life of a young Irish-American teenager who attempts to solve a mystery and unlock the secrets of her past – she prefaced her piece with a discussion of her writing process and the inspiration for her fiction.OTHER THESES Katharine Gillen’s (SECED) “Identity and Empowerment: An Educational Philosophy Manifesto” asks how she as a teacher can use literature to best help her students create “their own definitions of and theories about the way the world works.” Aaron Ingham’s (C & I) “The Los Olmos Project: Benefits for Today, Costs for Tomorrow” attempts to predict various costs associated with a massive irrigation project in Peru.The Schreyer Honors College defines the thesis as a scholarly piece of writing in which the writer is expected to show a command of the relevant scholarship in his (or her) field and contribute to the scholarship.It should confront a question that is unresolved and push towards a resolution.