'I feel smart': The dynamic interaction between three learning theories, reading skills and conceptual understandings in an eighth -grade science action research stud

The long-term goal of this study was to increase the researcher's knowledge in curriculum content, curriculum design, and implementation, as well as teaching methodologies in the content areas for urban African American middle school students.;The purpose of this specific study was to develop, implement and evaluate a reading in the content areas science curriculum designed to increase conceptual abilities, reading skills, and individual learning for eighth grade-students in urban schools.;The research question that drove the goal and purpose of this study was as follows: How does the theory and practice of accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area impact urban, middle school African American students' conceptual understanding of eighth-grade science? The student participants in this study were 16 African American students in the eighth grade who had below-grade reading achievement (third-grade level on district standardized tests), who were overage for middle school, yet still in the eighth grade, and who had failed the district's eighth grade science curriculum.;This was an action-oriented research study that utilized a mixed methodology of qualitative and quantitative data collection. The quantitative data collection consisted of pre and post tests, surveys with yes/no responses, and graphs. The qualitative data collection consisted of surveys with written responses, and a focus group.;The major finding from this study was that the dynamic interaction of the theories (accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area) put into practice through the Michigan Framework Curriculum had a significant impact on student learning as evidenced by the MAT-7 standardized test scores. Qualitative findings indicated that this dynamic interaction of theories put into practice worked to create a classroom culturally aligned with student culture and created an ongoing teaching-learning cycle in the classroom. The qualitative findings indicated that student potential was developed, students experienced validation and conceptual success in the science curriculum, and student-teacher relationships evolved into partnerships for learning.;For further research it would be useful for an entire middle school faculty in one school to implement this kind of action curriculum and see the effects over time on both the teachers and the students.