GradImpact: Exponentially Improving Student Learning in Low-Income Districts

    Inquiry-based learning is an active learning model that begins with a facilitator (teacher) asking questions, posing problems, or creating scenarios. This teaching model has become increasingly common in college classrooms, but Jessica Bohlen wanted to try the method with younger students. A recent M.A. recipient from the University of West Georgia and high school English teacher, Bohlen began a trial run partnership with two UWG professors and a local elementary school teacher. What they discovered could be transformational for the K-12 community.

     

    At the end of the nine-week study, Bohlen saw a huge improvement in her classroom – 492 percent to be exact. Not only did her students perform better on test assignments, but their classroom behavior and confidence levels greatly improved. Bohlen’s results are particularly inspiring, because some of her students have learning disabilities.

     

    Since the study was completed, Bohlen has had other teachers come into her classroom to see the results for themselves. Several have started to use inquiry-based learning approaches in their own classrooms. To learn more about Jessica’s work, visit the University of West Georgia website.

     

    Visit the GradImpact Feature Gallery to learn more about the amazing, innovative research being done by graduate students and alumni across the world.

     

     

     

    **Photo Credit: Amy K. Lavender

     

     

     

     

    The CGS GRADIMPACT project draws from member examples to tell the larger story of graduate education. Our goal is to demonstrate the importance of graduate education not only to degree holders, but also to the communities where we live and work. Do you have a great story to share about the impact of master’s or doctoral education? Visit our WEBSITE for more information.

     

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