Search

Anton Makarenko, one of the predominant Soviet educational theorists ofthe 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Anton Makarenko, one of the predominant Soviet educational theorists of the 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Anton Makarenko, one of the predominant Soviet educational theorists of the 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Anton Makarenko, one of the predominant Soviet educational theorists of the 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Anton Makarenko, one of the predominant Soviet educational theorists of the 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Anton Makarenko, one of the predominant Soviet educational theorists of the 1930s, developed a unique system of education designed to reeducate the juvenile delinquents who plagued the Soviet Union following the Bolshevik Revolution. Though he designed his methodology to educate a specific population and to create ideal communist citizens, Makarenko’s techniques continue to be held in high regard and are still used across Eastern Europe and in many other parts of the world. However, American educators possess very little knowledge ofMakarenko’s philosophy. Therefore, this study explored the potential effectiveness ofMakarenko’s methods in American schools and the extent to which they are currently being applied. The study began by examining Makarenko’s methods as they are currently employed in a residential school for mildly cognitively delayed children in Shirokolanovka, Ukraine. The use of Makarenko’s methods appeared to create desirable student characteristics such as leadership skills, discipline, kindness, and responsibility to one’s community, attributes that American schools attempt to develop in their students as well. A review of literature then investigated the fundamental principles of Makarenko’s educational methodology. Additionally, a teacher questionnaire was designed and distributed to Helena School District teachers to measure the applicability of Makarenko’s methods in modem, American classrooms. Teachers rated statements regarding Makarenko’s techniques based on their agreement with the statement and the extent to which the method is currently being practiced in their classroom or school. The results from the questionnaire suggested that the majority of Makarenko’s techniques are effective in American classrooms and many are currently being applied.

Math and music share one very common property; they are both universal languages of the world. Their scientific relationship represents another powerful tie. The harmonious, unique, and enjoyable tunes we hear are surrounded by scientific and mathematical concepts that make music possible. Exploring this natural connection between math and music allows for a more complete understanding of both these subjects. By analyzing the formulas used to create musical notes, examining how to apply matrices to music, and implementing an inter-disciplinary unit of math and music into the classroom, the reader of this thesis will discover the multitude of similarities that math and music share.

Math and music share one very common property; they are both universal languages of the world. Their scientific relationship represents another powerful tie. The harmonious, unique, and enjoyable tunes we hear are surrounded by scientific and mathematical concepts that make music possible. Exploring this natural connection between math and music allows for a more complete understanding of both these subjects. By analyzing the formulas used to create musical notes, examining how to apply matrices to music, and implementing an inter-disciplinary unit of math and music into the classroom, the reader of this thesis will discover the multitude of similarities that math and music share.

Math and music share one very common property; they are both universal languages of the world. Their scientific relationship represents another powerful tie. The harmonious, unique, and enjoyable tunes we hear are surrounded by scientific and mathematical concepts that make music possible. Exploring this natural connection between math and music allows for a more complete understanding of both these subjects. By analyzing the formulas used to create musical notes, examining how to apply matrices to music, and implementing an inter-disciplinary unit of math and music into the classroom, the reader of this thesis will discover the multitude of similarities that math and music share.

Math and music share one very common property; they are both universal languages of the world. Their scientific relationship represents another powerful tie. The harmonious, unique, and enjoyable tunes we hear are surrounded by scientific and mathematical concepts that make music possible. Exploring this natural connection between math and music allows for a more complete understanding of both these subjects. By analyzing the formulas used to create musical notes, examining how to apply matrices to music, and implementing an inter-disciplinary unit of math and music into the classroom, the reader of this thesis will discover the multitude of similarities that math and music share.

Math and music share one very common property; they are both universal languages of the world. Their scientific relationship represents another powerful tie. The harmonious, unique, and enjoyable tunes we hear are surrounded by scientific and mathematical concepts that make music possible. Exploring this natural connection between math and music allows for a more complete understanding of both these subjects. By analyzing the formulas used to create musical notes, examining how to apply matrices to music, and implementing an inter-disciplinary unit of math and music into the classroom, the reader of this thesis will discover the multitude of similarities that math and music share.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.

This purpose of this paper is to demonstrate the effectiveness of teaching directly and indirectly in order to help students develop reading skills and the motivation to read throughout life. Through the means of a review of literature and the implementation of a unit plan, this paper will propose a possible solution to the reading debate that centers on a search for the one “best” method. Three research questions were addressed: 1) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of reading within a unit of study; 2) does a mixture of direct and indirect instructional methods provide an effective format for the teaching of integrated subject areas within a unit of study; and 3) does a mixture of direct and indirect instructional methods provide increased interest in reading? The sample group for this project was a first and second grade multi-age class of thirty-seven students in a public school. A reading interest survey was administered at the beginning and end of the unit, and informal observation formed the basis for evaluation. A mixture of direct and indirect instructional methods based on activities employing both methods proved to be an effective format for instruction in reading and an integration of the subject areas. The conclusions of this study indicate that direct and indirect instructional methods can occur simultaneously in reading methods based on opposing philosophies.