{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1375"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1375","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Active learning: strategies that help first graders transition and build literacy skills","abstract":"The purpose of this research inquiry was to investigate what happens when first grade students that have not had the benefits of Preschool or Kindergarten education engage in active learning activities. The study was aimed at looking into how such activities can help with the transition into formal education, as well as with building the grounding literacy skills necessary for success in elementary education. The study was conducted in a first grade classroom with 31 students. The qualitative research paradigm was followed and data collected included student surveys, a Sociogram, student work, teacher observations, student interviews, and observational field notes. The classroom environment (in regards to setup, arrangement, and displays) as well as the effects of setting a safe and comfortable learning community were also importantly observed during this study. Findings indicate that: 1. Active learning had positive effects on student self-perception, 2. active learning had a positive impact on students' perception of literacy, 3. active learning strategies and activities helped improve literacy scores, and 4. active learning helped create an effective learning community.","abstract_html":"The purpose of this research inquiry was to investigate what happens when first grade students that have not had the benefits of Preschool or Kindergarten education engage in active learning activities. The study was aimed at looking into how such activities can help with the transition into formal education, as well as with building the grounding literacy skills necessary for success in elementary education. The study was conducted in a first grade classroom with 31 students. The qualitative research paradigm was followed and data collected included student surveys, a Sociogram, student work, teacher observations, student interviews, and observational field notes. The classroom environment (in regards to setup, arrangement, and displays) as well as the effects of setting a safe and comfortable learning community were also importantly observed during this study. Findings indicate that: 1. Active learning had positive effects on student self-perception, 2. active learning had a positive impact on students' perception of literacy, 3. active learning strategies and activities helped improve literacy scores, and 4. active learning helped create an effective learning community.","abstract_has_math":false,"creators":["Weber, Kacey"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-02-24T08:00:00Z","date_published":"2015-02-24T08:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Language arts (Elementary); Active learning","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/376","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Weber, Kacey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:03Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language arts (Elementary); Active learning","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/376"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research inquiry was to investigate what happens when first grade students that have not had the benefits of Preschool or Kindergarten education engage in active learning activities. The study was aimed at looking into how such activities can help with the transition into formal education, as well as with building the grounding literacy skills necessary for success in elementary education. The study was conducted in a first grade classroom with 31 students. The qualitative research paradigm was followed and data collected included student surveys, a Sociogram, student work, teacher observations, student interviews, and observational field notes. The classroom environment (in regards to setup, arrangement, and displays) as well as the effects of setting a safe and comfortable learning community were also importantly observed during this study. Findings indicate that: 1. Active learning had positive effects on student self-perception, 2. active learning had a positive impact on students' perception of literacy, 3. active learning strategies and activities helped improve literacy scores, and 4. active learning helped create an effective learning community."]},{"key":"dc:title","label":"Title","values":["Active learning: strategies that help first graders transition and build literacy skills"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Weber, Kacey"],"dc:date.available":["2020-03-03T19:59:03Z"],"dc:description.abstract":["The purpose of this research inquiry was to investigate what happens when first grade students that have not had the benefits of Preschool or Kindergarten education engage in active learning activities. The study was aimed at looking into how such activities can help with the transition into formal education, as well as with building the grounding literacy skills necessary for success in elementary education. The study was conducted in a first grade classroom with 31 students. The qualitative research paradigm was followed and data collected included student surveys, a Sociogram, student work, teacher observations, student interviews, and observational field notes. The classroom environment (in regards to setup, arrangement, and displays) as well as the effects of setting a safe and comfortable learning community were also importantly observed during this study. Findings indicate that: 1. Active learning had positive effects on student self-perception, 2. active learning had a positive impact on students' perception of literacy, 3. active learning strategies and activities helped improve literacy scores, and 4. active learning helped create an effective learning community."],"dc:identifier":["https://rdw.rowan.edu/etd/376"],"dc:subject":["Language arts (Elementary); Active learning","Elementary Education and Teaching"],"dc:title":["Active learning: strategies that help first graders transition and build literacy skills"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:09Z"}