Abstract

This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner’s (ELL's) relationship with peers, and personal perspec-tives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions con-cerning enjoyment and contentment of academic topics. Three ELLs from two learning environ-ments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demon-strated an overall increase of more intimate friendships. Examination of the ELLs' oral inter-view responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.

Notes

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Thesis Completion

2014

Semester

Summer

Advisor

Ezell, Dan

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Child, Family, and Community Sciences

Degree Program

Exceptional Education

Subjects

Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

Format

PDF

Identifier

CFH0004665

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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