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- Creator:
- Lumsden, Kaylyn
- Description:
- Extensive research supports the implementation and maintenance of school-wide positive behavior interventions and supports (SW-PBIS). Research shows the effectiveness of SW-PBIS in reducing referrals, suspension rates, and problem behavior. In addition, research has identified that SW-PBIS strengthens school culture and community for staff, faculty, and students. Research has also demonstrated that staff buy-in greatly affects the effectiveness of SW-PBIS programs. Consequently, there is a limited amount of research that identifies methods to increase staff buy-in to an existing SW-PBIS program. The purpose of this study is to identify if professional development effects staff buy-in and support implementation fidelity. Additionally, the study seeks to identify if an offering incentive increases participation in a voluntary professional development session aimed at providing program knowledge and implementation support. This study utilized a mixed method design and collected data concurrently using a single instrument. Results of the study show that professional development affected staff buy-in levels, however, it did not affect the participants’ ability to represent program knowledge. Due to the limited sample size and treatment population, in addition to the limited literature, findings from the study cannot be generalized and more research is necessary to identify if the same results are transferable to other school settings.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
2. Affordances and constraints of multi-age classrooms: an analysis of teacher and student experiences
- Creator:
- Godinez, Gloria Garcia
- Description:
- This teacher action research study focuses on the experiences of both teachers and students in a multi-age classroom after teaching a combination classroom. A mixed-methods approach was selected for this study including qualitative and quantitative data. Grounded theory was chosen in order to examine interviews of students and teachers to retell their experiences. Additionally, STAR Reading, a district wide assessments, were retrieved to get a better understanding of how students compare academically with students not attending a multi-age class when students from the lower level were using upper grade level curriculum in the classroom or accelerated curriculum during their ELA time. As a result, the data showed that the students were progressing with or better than their grade level peers. Contributing factors that could be the cause of this could be the classroom community that a teacher builds or the accelerated curriculum that the fourth grade students used. However, concerns about managing a multi-grade classroom is still a concern that teachers face due to the added stress of planning and preparing for a combination classroom. Students had their own concerns about being grouped by grade level during split level curricular time.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Wallace-Smith, Nerissa L.
- Description:
- This study focuses on the characteristics of first generation college students with an emphasis on alternative education graduates of continuation high schools. The purpose of this study is to identify the institutional agents and pedagogies that increase persistence and retention rates of the alternative education graduate population once they enter a higher education institution. Anonymous surveys of 27 continuation high school graduates were collected to identify educational experiences that proved to be beneficial to their persistence through high school and on to higher education.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Mendoza, Froylan Jr.
- Description:
- The literature on school change commonly suggests that improvements designed and implemented through a collaborative process that involves representatives of stakeholder groups is effective. This study analyzed problems with a previously adopted school discipline policy, engaged stakeholders in a collaborative policy revision and implementation process, and measured the effects of the change at a small, rural, northern California high school. It was anticipated that having an easy to understand, consistently implemented discipline policy would result in fewer discipline referrals to administration and perhaps the start of a shift to a more positive and caring school culture. Data was collected from school records from fall 2012 through fall 2013. Two semesters were followed implementation of the new discipline policy. Referrals were reduced by 19 percent during this period. However, the distribution of referrals across categories remained about the same. Most referrals were made for classroom disruptions and for being tardy at the beginning of class. Both spring 2013 and fall 2013 were under the new discipline policy and procedures. The new collaboratively designed discipline policy appears to be reducing the number of discipline referrals. Additional benefits such as, high student and teacher morale and classroom productivity, appeared among classes of teachers who implemented the new policy.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Catomerisios, Nicolas
- Description:
- This action research project was designed to meet the academic needs of a group of students with learning disabilities in a rural education setting. The study focused on the effects of three comprehension gestures on the students’ reading comprehension. The study posed the question: will students with learning disabilities increase reading comprehension by using gestures that represent comprehension strategies? There was not enough triangulated evidence to validate that gestures representing comprehension strategies increased the reading comprehension of students with learning disabilities. The data did validate, through triangulation, that using hand gestures during a reading comprehension discussion does increase reading comprehension. The conclusion was that the students with learning disabilities did increase reading comprehension through gesturing their opinions and thoughts. The significance of the study was that gesturing is an effect means to help students with learning disabilities increase reading comprehension.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Alexander, Jennifer W.
- Description:
- With the sudden, rapid rise in the number of students diagnosed with special needs, educators and administrators are developing ways to facilitate the development of interpersonal skills and a deeper engagement with the curriculum. Implementing art education into district programs shows promising results in developing and fostering social and behavioral skills in students, markedly in students with special needs. This study specifically addresses the implementation of visual art lessons within a special day class serving kindergarten through third grade to scaffold student development of behavioral and social skills. Parents, teachers, administrators and school staff must work to cultivate a collaborative culture and support the learning of each student.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Taylor, Janice Diane
- Description:
- This study identifies effective strategies for teaching informational text reading to middle school students in History-Social Science classrooms. Previous research indicated that many middle school students exhibit difficulties in reading informational and expository text. The study then investigated the reading education challenges encountered and strategies employed by five middle school teachers in a rural county in Northern California while teaching History-Social Science content. Data was collected through teacher interviews. A keyword coding system was developed from reading education and History-Social Science sources to analyze the interview transcripts. Results show that although teachers were successfully using certain strategies, techniques, and models of instruction for teaching middle school to read informational text, as indicated by their students’ scores on the California Assessment of Student Performance and Progress, there is still a need for increasing utilization of effective strategies, techniques, and models of instruction. Recommendations are made for rural teachers professional learning to address the need.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- O'Grady, Karen
- Description:
- The country of Cambodia, located in Southeast Asia, had a long history of oppressive governments and a deeply held Buddhist acceptance of oppression. Cambodian people believed very strongly in a strict hierarchical social order where they did not question those in power. Sadly, Cambodia was best known throughout the world because the country suffered a terrible genocide from 1975-1979. Led by the notorious Pol Pot, the Khmer Rouge regime executed nearly all of its educated citizens and its teachers, severely crippling the country. The Cambodian people were deeply traumatized from the experience. Since 1993, at least $500 million of foreign aid from Western countries has poured in annually to help Cambodians rebuild their country. The general consensus among scholars was that the aid failed to improve the lives of Cambodians. Reasons for this failure included assumptions made by Western aid workers regarding the nature of Cambodians, their government, their values, their ideas surrounding education, and their meta-cognitive abilities. This study attempted to generate evidence that Westerners’ lack of understanding of Cambodian culture played a part in preventing their efforts to help Cambodians. This thesis reported the results of an online survey given to Westerners who lived and taught in Cambodia. The purpose of the survey was to question Westerners on their knowledge of the Cambodian mindset. Although the number of responses to the survey was small, some evidence suggested that Western efforts to educate Cambodians might have failed because Westerns were unaware of aspects of Cambodian cultural traits that stood in the way of true learning and comprehension.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Rivera, Theresa L.
- Description:
- The Self Determination Theory (SDT) has been used throughout the nation and has been applied in a variety of diverse fields and encompasses many different concepts, making the theory unique as well as universal. SDT not only analyses the different levels of motivation that one has, but also looks at the different types of motivation that ones needs to perform at their optimal state. SDT promotes personal agency, civil and human rights, the freedom of individual choice, self-direction and personal growth. This paper describes how the new Self Determination law for individuals with developmental disabilities was founded on the empirical principles and evidence-based practices of the Self Determination Theory (SDT). Analysis of prior Self- Determination pilot projects within the state of California are embedded in the research. Furthermore, this paper presents history and background on the founding of regional centers in the state of California, and the implementation of the first Self Determination pilot program. It documents the obstacles to implementing a self-determination program such as the one in California and includes recommendations for Regional Centers (RCs) to follow in the future. Finally it examines recent disparities for Latino consumers and how new implementations of the law may help improve the quality of service delivery systems.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Chapman, Hillary
- Description:
- This study aimed to determine the effects of cross-age tutoring on the reading comprehension, fluency, and attitudes of the student tutors and the attitudes of their tutees. Four research questions were answered by this study which were: 1. How does cross-age tutoring affect reading comprehension for the student tutors? 2. How does cross-age tutoring affect reading fluency for the student tutors? 3. How does cross-age tutoring affect the reading comprehension and fluency for student tutors who have special needs? 4. How does cross-age tutoring affect reading attitudes for the tutor and tutee? This study was a randomized control trial with 18 participants. Of these 18 students, ten were third graders and eight were in kindergarten. For the study, five of the third grade students acted as tutors for five of the kindergarten students. The five third grade tutors also participated in teacher-led sessions which included session debriefs and direct instruction in tutoring and comprehension skills. The remaining students acted as a control group. Data were collected using the Standardized Test for the Assessment of Reading (STAR) assessment, Curriculum Based Measurement-Oral Reading Fluency (CBM-ORF), Accelerated Reader quizzes, reading attitude surveys, and ethnographic field notes from the researcher. The data indicated that while there were some positive effects to be seen from the implementation of cross-age tutoring, no statistically significant results were found. Therefore, it was determined that more research should be done regarding this topic before cross-age tutoring should be used to improve the reading skills of the student tutors.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Johnson, Camillea C. A.
- Description:
- As the number of young English Learners in the California school system continues to rise, it is critical that educators stay current on the best strategies for helping these students successfully access curriculum. One aspect of helping English Learners achieve academic success is to guide them into becoming more aware of their own learning needs, an important and necessary step on the path to becoming an advocate for one’s own learning process. A method of helping students take that step is the teaching of strategies that lend themselves to self-regulation, a process of trial, error, and much reflection on one’s own thinking and learning needs. The primary purpose of this action research project was to explicitly teach selfregulation strategies to English Learners in a third-grade setting and examine any changes this made in both student work and how student work was approached. Another aim of the project was to see to what extent third grade English Learners would be able to demonstrate their thinking about their own learning process. As part of the action research project, students were explicitly taught an array of self-regulation strategies, given numerous opportunities to practice the strategies that most appealed to them, and then asked to demonstrate their thinking, in a variety of methods, about the strategies they trialed. Previous research done on self-regulation overwhelmingly shows a positive link between self-regulation and academic achievement. However, little research currently exists specifically on English Learners using self-regulation strategies, and even fewer studies focus on students as young as nine years old or so. While it is hoped that this project will add to the body of knowledge on this topic, it must also be stated that this research was conducted under a very specific set of circumstances that may not be applicable to situations outside the scope of this study.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
12. Museum-in-the-classroom: enhancing social studies instruction through a museum/school partnership
- Creator:
- Scott, Adrienne
- Description:
- The museum-in-the-classroom project demonstrates how collaboration between museums and schools can reinforce and enhance the sixth grade social studies curriculum. A combination of constructivist learning theory, historical critical frameworks, and the new museum paradigm, which describes museums as being places to work out meanings, create the theoretical underpinning for the museum-in-theclassroom project. The process spanned the academic year to cultivate critical perspective-taking and curator-like thinking. These skills are important tools for social studies competency and to uncover the interpretive quality of narratives of the past. Through a series of curricular interventions, museum field trips, hands-on activities, and the final construction of a school-site exhibition on ancient Greece, students began to understand the past in more fluid terms (i.e., more than a collection of facts and dates). Furthermore, after the exhibition was installed, students became docents to lower grades. As tour guides, students became competent in all the class research, not just their own. By combining the pedagogies of informal learning and artifact-based epistemology present at museums with the traditional classroom academics this study creates and effective template for future museum/school collaborative partnerships beyond the traditional field trip. Instead of seeing museums and schools as offering completely separate educational fare, teachers and museum educators could begin to build Dewey’s original school blueprint, where traditional classroom and museum exhibit space could exist side-by-side.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- McLean, Anne M.
- Description:
- Mathematics is considered to be a major factor in all aspects of modern society, with the root of mathematical capability stemming directly from classroom activity. Of great concern to educators, parents and policymakers in the United States is the inadequacy of mathematical achievement of American students. The literature shows a conflict in this area, between the Traditionalists and Constructivists. The Traditionalists are of course steeped in traditional education, as found in the practice of rote learning such as in rote memorization of multiplication facts or of the rules of grammar. The Constructivists, by contrast, view learning as development of general mental concepts then applied toward any given area. The most important point is the former is teacher-driven, and the latter driven by students. The present study was concerned with a particular approach drawing on both theories, which looked at an implementation by Renaissance Learning, Inc. called Accelerated Math Fluency, which was utilized in the researcher’s classroom. This classroom was compared with one, equal in most respects that did not implement this program. Statewide annual standardized test scores of students in these two classrooms were analyzed. No statistical difference was found. The progress of students using the Accelerated Math Fluency intervention across grade levels and years at the experimental school was also investigated. These results showed considerable growth in math fact automaticity. Recommendations for further research were made such as, increasing the sample size and grade levels of students in the sample, and complementing quantitative approaches with qualitative measures such as surveys of teachers to gather their reactions to, feelings about, and suggestions for using the particular intervention.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Albalawi, Manal Ali
- Description:
- This thesis addresses the effective use of interactive whiteboards (IWBs) in the classroom. To this end, primary research (surveys, interviews, class observations) was gathered from middle school teachers and students in the U.S., as well as from Saudi teachers. Specifically, the research answers two main questions: What are the best strategies/practices for teaching with the IWB? To what extent do IWBs increase student participation and performance? In addition, U.S. and Saudi teachers were compared to determine any differences in their use of the IWB. Since Saudi teachers are not as experienced as their U.S. counterparts, the intention is to support them in using the IWB more effectively. Overall, it appears that the IWB is a significant improvement over the traditional blackboard. Both teachers and students surveyed agreed that the IWB increases student participation. Whether the IWB increases student performance as well, is not clear. The effectiveness of the IWB depends on the creativity of the teacher. Most teachers only use the IWB to show videos and PowerPoint presentations. The best teachers get students to interact with the IWB by using the other features available. It is very important that teachers get formal training in the use of the IWB; of the U.S. teachers surveyed, only 10% had formal training. While the IWB is an improvement over the traditional blackboard, a newer technology, the eBeam, which can transform any writing surface into an IWB, appears to be a better alternative. It can do everything the IWB does but is less expensive, easier to use, and has fewer technical problems
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lundberg, Shelbi
- Description:
- Decades of research have shown the positive effects of parent involvement on student learning and success. However, studies have also shown that parent involvement is low among low socioeconomic families and minority families. This teacher research study seeks to show that when types of “involvement” other than in-school volunteering are considered, low socioeconomic and minority families are involved in communicating with the school, volunteering at home, and fostering their children’s learning at home. Examples of how families were building students funds of knowledge at home are included. Furthermore, this study aims to show that schools must do their part in meeting the challenges of low socioeconomic families and provide opportunities that tap into their unique expertise. This study uses Epstein’s (2011) definition of school, family, and community partnership– rather than involvement–to create interventions in the researcher’s kindergarten classroom. This thesis concludes with suggestions for improvement and implications for schools.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- LeRoux, Kasie Dawn
- Description:
- Early language and literacy skills are predictors of future academic achievement. This study investigated the effects of dialogic reading on children’s expressive and receptive vocabulary acquisition. Parent participants received training on dialogic reading techniques and the intervention took place in the child’s home. A literature review of language and literacy development, benefits of parent involvement, effects of the home literacy environment, and an overview of dialogic reading and research is presented. Participants included six parent-child dyads from middle-upper socioeconomic households. This was a pre/post-test experimental/control group design. All children in the study made expressive and receptive vocabulary gains. Overall vocabulary growth was compared to Home Literacy Environment Checklist that was completed by the parent vii ent participants. Children with lower checklist scores made the greatest vocabulary gains. Patterns were found between experimental and control group data and are discussed. A similar study design is recommended with a larger group of participants.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Williams, Morgan
- Description:
- Previous studies on children in foster care have focused on the deficits that result from participating in the foster care system, such as the prevalence of developmental delays, instances of abuse, and difficulties that arise in the schooling systems. This study examines children in foster care from a perspective that looks for skills they have, and seeks strategies that can better support children in foster care in the acquisition of early literacy skills. Data was gathered using qualitative interviews of teachers, social workers, foster parents, a school psychologist, and a Foster Care Liaison. The voices of the participants were essential in uncovering qualities that children in foster care possess, a perspective that is often left out in prior quantitative research. Common challenges facing children in foster care that has been documented in previous research is confirmed in this study. This includes frequent moving that causes gaps in learning, a lack of educational accountability, discussion of confidentiality as a barrier to providing academic supports, and the prevalence of emotional trauma. This study found that the biological household of children in foster care may be impoverished, and does not reflect values that prepare children for success in early literacy experiences at school. Strategies recommended to fill in the learning gaps included implementing a clear and consistent routine, holding high educational expectations, exposing children in foster care to literacy experiences with literature, and the use of assessment and tutoring. This study recommends that educational law protecting children in foster care be expanded to include platforms for participants to communicate and share resources, such as the use of an Individualized Education Plan (IEP). The results indicate the use of the Foster Care Liaison should be expanded to better meet the needs of children in foster care. Traditional teaching methods were not found to be effective for use with children in foster care, and this study recommends exploring more student-centered approaches to literacy instruction. The expansion of resources and change in teaching methods calls for changes in district and public policy, as well as increased funding.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Nelson, Alisha L.
- Description:
- This action research intended study to effects of developing vocabulary through cooperative group work and oral presentation in the context of a Kindergarten classroom. The purpose of this study was to research engaging methods to develop vocabulary so that students had a true understanding of them. Cooperative learning, constructivist teaching, the acquisition of vocabulary, and work by Vygotsky were used to inform teaching practices. Methods led to gains in vocabulary knowledge. Through small group cooperation students interpersonal, cooperative skills improved. Using small group cooperation and oral presentation affected students’ vocabulary by providing a rich context for word learning which lead students to taking ownership of the words.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Nonaka, Andrea
- Description:
- High stakes testing and accountability in schools has forced teachers into a tight corner when it comes to instruction. Districts, in fear of low testing scores, adopt more teacher-centered approaches to all content areas where successful testing is imperative, including the English language arts and writing. Disengagement, low motivation, and students’ low self-efficacy are a result. This research sought to find a more student-centered form of formative assessment that could be used during the writing process. A learning segment was created using an instructional rubric in which student generate the criteria by which they were assessed using different levels of student work examples as models. Students were then explicitly taught how to assess their own writing using this criterion. The research showed that students would not only have a better understanding of what was expected of them, but were also given the skills to monitor and make adjustments to their own learning, making them more autonomous in their writing. This, in turn, created improved motivation and a greater sense of self-efficacy.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Porras, Christina
- Description:
- With the demands of the No Child Left Behind legislation in place, Program Improvement schools within the United States are under added pressure to make full use of daily classroom instructional minutes. Concerns have arisen as precious instructional minutes are persistently interrupted by behavioral issues within the classroom. My research explored the outcomes of behavioral issues surrounding the use of cooperative learning structures within the context of our third grade rural school classroom. In this study, cooperative learning approaches resulted in fewer classroom interruptions, increased opportunities for students to use academic content language, stronger peer relationships, promotion of self-esteem, and evidence that students liked to work cooperatively. Teachers willing to incorporate cooperative learning structures into their instruction are setting high standards for students by allowing them to work interdependently with their peers in a harmonious effort of completing learning tasks together. The skills learned in these structures are said to contribute to responsible future citizens.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Prakash, Jason
- Description:
- Since the introduction of No Child Left Behind Act (NCLB), teachers have created different methods in preparation for state-wide testing. Through NCLB, the government has identified mathematics as one of the subjects in which students need to reach proficiency by 2014. However, the current state of student mathematical performance may make reaching this goal more difficult. For instance, students are accountable for knowing more concepts and are evaluated with higher standards than previous years. For students to reach proficiency, students in the elementary grades need to have a clear understanding of these concepts. The following action research study examined the question, “How does the use of reflective journaling impact fourth grade students' performance on weekly math assessments?” From this central question, an additional question was addressed, “How does reflective writing impact students understanding of academic language?” These questions were investigated by creating and implementing reflective journaling at one school site with one low-performing fourth grade math class. In the classroom, 11 students’ data were collected during the second and third trimester. The data were triangulated by collecting and analyzing the students’ assessments, homework, and reflective journals. In the second trimester, the students’ assessments and homework were collected and analyzed. The data were then compared to the data collected from the students’ third trimesters’ assessments, homework, and reflective journaling. Within each journal entry, an academic language component was also addressed. After the reflective journaling was implemented, the students’ assessment scores increased, and the students were also understanding and articulating the academic words used in each lesson.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- DeForest, Hanna Elise
- Description:
- This thesis examines the impact that structured interactive homework activities have on attitudes toward homework. “Gator bags,” a form of literacy bags, were used as the structured interactive homework. Students took turns taking home a gator bag to experience with their families. The students had two opportunities each to take home a gator bag. The forms of data that were collected during this study include homework samples, student interviews, student attitude feedback, and additional feedback forms from both the parents and students. Each form of data collection was distributed twice during this project, once at the beginning of the year (prior to the initiation of the gator bag project), and once at the end, after students and families had experienced the gator bags. In each of the gator bags there were feedback forms for students and their families to fill out after they completed each gator bag. Grounded theory was used to analyze the data from which the conclusions of this research were drawn. The attitude of the students
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Dossey, Ashley
- Description:
- School should be a productive learning environment where students gain knowledge and build on top of their background knowledge. In order to fully comprehend information, students must show interest in the subject matter. Due to the curriculum being tremendously controlled, students are limited when it comes to reflecting on their background knowledge or studying a subject that is appealing. This study investigated a variety of teaching strategies used to enhance the level of student engagement while using stated adopted curriculum materials. My mentor teacher and I explored different aspects of student engagement that involved: implementing different teaching strategies into the classroom, asking for student and parent feedback, analyzing student work samples, interviewing teachers, and maintaining anecdotal records on our lessons. We also looked for any attitude changes involving academics such as an increase in student engagement, active participation, and deeper understandings of the content. The methods and procedures used contributed to answering: How can I improve the student engagement in my second grade classroom using a variety of teaching strategies with state adopted curriculum materials? Anecdotal notes, pretests, posttests, feedback forms, interviews, and student work samples were the methods used to demonstrate that it is possible for students to be engaged while using a variety of teaching strategies with state adopted curriculum materials. The results of the methods used were consistent. Student engagement increased when visual learning, team tasks, and student choice were implemented into the curriculum when compared to teaching using state adopted curriculum materials only. In many cases, students became motivated to extend their own learning through independent research after exposure to engaging teaching strategies.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Shelton, Miranda
- Description:
- As a teacher researcher, I examined the following question: “How does a mentoring program impact students’ engagement with school in a high needs, high poverty school context?” A supporting question to this action research included: “What are teachers’ perceptions of students from a high needs, high poverty school context?” These questions were examined by providing and implementing a mentor program at the school site for students ranging from third through sixth grade in a low income, high poverty school context. The supporting question was examined by interviewing seven teachers at the school site to gain an understanding of the teachers’ perceptions of the designated demographic. The qualitative data was collected and analyzed to gain information on the impact of a mentor program implemented into a high poverty school context. There were methods used to collect triangulated data that supported the research question and the supporting question. A pre and post school attitude survey, weekly journaling, and teacher perception interviews were all conducted to provide data to the action research questions. This action research intended to study the issue of poverty and how it affects the students in school, and what interventions can be used to help break the cycle of poverty and support the students and schools. Poverty affects one in four American children and using tools, such as a mentor program, as an early intervention can support the students in succeeding in school and building supportive and healthy relationships.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Xiong, Lee
- Description:
- The Hmong language was identified as an oral tradition in which the older generations orally taught values, morals, and ritual rites to the younger generations for thousands of years dated back to 2,500 B.C. in China. About 6 decades ago, a group of French-American missionaries and a linguist developed a writing system for the Hmong in Laos in 1950. It was identified as the Romanized Popular Alphabet (RPA script). The RPA script became the literacy for the Hmong. For the Hmong language, the RPA script is divided into three groups: consonants, vowels, and tone markers. The consonants are further categorized into four groups such as 18 single consonants, 22 double consonants, 14 triple consonants, and 3 quadruple consonants. There are a total of 57 Hmong consonants, 13 vowels, 6 mono-vowels, and 7 bi-vowels. There are eight tone markers that indicated the high, middle, and low pitch in each word that is spoken. These are the important elements of the Hmong literacy. Once a student has mastered the pronunciation of these individual letters she or he would be able to paste the letters to make words. The words could be formed into sentences. This researcher noticed the alphabet to be a problem for the Hmong American students because English and Hmong rely on the same alphabets, but different a phonetic guide. It is frustrating for many beginning Hmong American students when they first attempt to learn the language.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- James, Philip Lee
- Description:
- Reading comprehension is essential for student success both in and out of school. My philosophy in education involves preparing students for success in and out of school. It is my belief that students who are able to take control of their own learning will have a higher opportunity to achieve this success. Instruction in self-regulated reading strategies is a method for achieving both of these elements of education. Research regarding direct instruction of self-regulated practices suggest that proper implementation of these practices have cognitive benefits in increasing reading comprehension. Models of self-regulation indicate that development of self-regulation is a cyclic process that includes: 1) Self-evaluation and monitoring, 2) Goal Setting and Strategic Planning, 3) Strategy implementation and monitoring, and 4) Strategic outcome monitoring. I used this model to implement goal setting as the catalyst for instruction in self-regulated reading comprehension strategies to a group of second grade readers who were struggling with reading comprehension. My goal was twofold: 1) To provide students with a skill that could hopefully be beneficial for years to come 2) To potentially provide other educators with information documenting benefits for implementing these strategies into their own classrooms. I began by teaching students the reading comprehension strategies of asking questions about text, making predictions and asking clarifying questions while reading. After students had practice using these strategies, I used goal setting to introduce self-regulated reading comprehension strategies into my instruction. Students made goals and monitored their progress as well as their use of these strategies on a weekly basis. The results of the study indicated that there could be a positive correlation between students’ use of self-regulated reading strategies and an increase in reading performance. All students that participated in the study showed an increase in motivation and participation during reading instruction. Most students also showed significant gains in average reading comprehension scores, book level, comprehension quiz pass rate, and/or average words read per week; however, not all students’ improvement was able to be directly linked to use of these self-regulated strategies.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lv, Xuejing
- Description:
- Because China has become an important player in the global market and the connections are increasing between American and Chinese businesses, more American ecommerce personnel are learning the Chinese language. However, traditional Chinese language curriculum focuses on college life or children’s activities. In order to remedy this situation, the author developed this curriculum tailored to the needs of American ecommerce personnel learning the Chinese language. The purpose of this project was to design a systematic Chinese language curriculum for American e-commerce personnel. The significance of this project is that it provides three special features for American e-commerce personnel: computer Chinese, professional vocabulary, and business culture. These three items make this curriculum focus more on the working environment in the e-commerce field, which would facilitate the communication between American personnel and their Chinese co-workers. This project will focus on comprehension and expression of the Mandarin Chinese Language. The whole curriculum includes a detailed introduction section and six lessons. The introduction includes Hanyu Pinyin Structure, useful expressions, the Chinese writing system, and computer Chinese. The lessons have learning objectives, dialogues, vocabulary, language assessments, culture notes, and progress checklists. This whole curriculum will serve as teaching material for bilingual language teachers, who instruct American e-commerce personnel to learn the Chinese language. They can revise the content-related professional areas according to the situation of their students.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lundberg, Jennifer Corwin
- Description:
- English language learners (ELLs) make up an increasingly large population of students in the United States. While many ELLs come to school with little background in the English language, No Child Left Behind (2001) mandates that they demonstrate grade-level reading skills. This study takes place in a rural Northern California school where a majority of the students are English language learners. The research focuses on a group of seven third-grade students whose reading test scores indicated a need for supplemental instruction. The intervention took the form of a small group lesson at the start of each day, four days a week. Research pointed to building background knowledge by previewing vocabulary and creating context through pre-reading activities as a way to improve reading comprehension. These strategies were implemented during the small group intervention. Data for the study included test scores, anecdotal notes, and feedback from the students. This data was collected throughout the intervention and analyzed using the grounded theory. The results of this research were inconclusive. Triangulation of data did not show significantly that the strategies employed in the small group intervention improved reading comprehension.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Baumgartner, Kaitlyn P.
- Description:
- Today’s United States colleges and universities are tasked with serving an increasingly diverse student population. As universities experience these changing demographics, educators in and outside of the classroom must assess how prepared they are to meet the needs of underserved students, specifically: first generation, low income, and students of color. As universities evaluate their ability to serve the needs of histrically underserved students, it becomes important that those working directly with students are in the practice of seeking new and more effective ways to better support the academic success of these students. This study took place at a public institution in rural Northern California and focused on the role academic advisors play in supporting underserved students. Three populations were of focus: paraprofessional advisors, professional academic advisors and underserved students, themselves. The researcher employed qualitative research methods to transcribe and analyze the data. Four main themes were identified through the research. Academic advisors in the Advising Office do not have an in depth knowledge of the developmental academic advising practice and student participants desire a relationship that parallels the developmental advising framework. Assumptions of student diversity and perceived needs of underserved students identified by advisors were not consistent with the needs identified by students themselves. However, all three populations interviewed identified the significant role advisors play in serving as the primary educational allies for underserved students in higher education. Lastly, this study revealed existing structures that constrain advisors’ ability to meet the identified needs of underserved students.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Flournoy, Haley Shae
- Description:
- ABSTRACT CHARACTER EDUCATION: THE MISSING PIECE IN DEVELOPING DEMOCRATIC CITIZENS IN THE PRESENT WORLD OF EDUCATION by Haley Shae Flournoy Master of Arts in Education California State University, Chico Summer 2011 Since the introduction of No Child Left behind, a growing trend has been observed in public schools throughout California and across the United States. It seems that most public education systems have rid their curriculum of any evidence of subject matter unrelated to high stakes testing, leaving behind crucial character building elements that were once the foundation of our educational system. This study intends to address the issues surrounding character education, its place and purpose, and its effectiveness in impacting the growth of students as democratic citizens within the context of a public special education day class middle school classroom. Using the co-teaching model, with one teacher as expert and the other, myself, as the teacher in training, we will explore and study the effectiveness of our consistent and conscientious use of character education programs in promoting more thoughtful, engaged, and collaborative students.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Adamian, Annie
- Description:
- ABSTRACT CREATING AND SUSTAINING A DEMOCRATIC CLASSROOM IN THE PRESENCE OF MARKET IDEOLOGY by © Annie S. Adamian 2010 Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2010 Equitable learning environments that empower, enlighten and promote lifelong learning for all students are rare in today’s American public schools. Addressing the need for a forum in which students begin to gain knowledge by the means of critical pedagogy has been silenced and dominated by the rigid discourse driven by market ideology. High stakes testing sustained through sanctions and incentives are promoting a culture of schooling which deems knowledge as a means to an end. In order for equitable learning environments to become a reality, democratic practice needs to come alive in the classroom. This study explores the ways to create and sustain an equitable learning environment by means of democratic practice. The author employs action research, using both qualitative and quantitative measures, and develops meaningful insight into how democratic practice can coexist within the context of market ideology. Seeking xi balance between the public (social reconstruction ideology) and private (market ideology) purposes of schooling was the foundation of this study. This study provided an emic perspective into four seventh grade life science classrooms. By linking theory and practice (praxis), action was taken to meet the needs of all learners, and the results show that it is possible to teach democratically in a system that is driven by market ideology.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Schreder, Karen
- Description:
- ABSTRACT EVALUATING TEACHER EFFECTIVENESS: A TEMPLATE FOR ADMINISTRATORS AND TEACHER TRAINERS by Karen Schreder Master of Arts in Education Educational Leadership and Administration Option California State University, Chico Spring 2011 It is of little doubt that a great teacher can have a positive influence on a student both academically and morally. However, there is no definition of a highly effective teacher to use as a reference or a guide for administrators, teachers, or teacher trainers. It is important to research and delineate these qualities so that current and pre-service teachers can grow and develop to their full potential. This project investigates the need for a revamped evaluation tool that includes areas that are important to all areas of highly effective teaching: Classroom Management, Pedagogical Content Knowledge and an area the author termed Teacher Behavioral Modalities. Research indicates that this area is as important to highly effective teaching as Classroom Management and Pedagogical Content Knowledge. This project describes how these domains are related, and looks more specifically at the area of Teacher Behavioral Modalities, investigating the relevance of this area to highly effective teaching. In addition, this project assesses current evaluation tools and the degree to which each of the domains is reflected in these evaluations. A survey and follow-up interviews confirmed the value of Teacher Behavioral Modalities, and the need to have them included in the current evaluation tool. Teacher quality statements based on each domain were created, in addition to an evaluation template specifically aimed at the evaluation and development of the area of Teacher Behavioral Modalities.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
33. How would a service-learning project about diversity impact students' acceptance of differences?
- Creator:
- Fraga, Maria Viridiana
- Description:
- One Special Day Class of nine students participated in a service-learning project about diversity. The curriculum used in this service-learning project was obtained from the organization Teaching Tolerance and from children’s literature on diversity by authors such as Patricia Polacco. As part of the service learning, these students were in charge of promoting cultural awareness by presenting their culture poster presentations to their general education peers. The researcher examined the question: How would a service-learning project about diversity impacts students’ acceptance of differences? Other questions that will be examined: Does a service-learning project increase students’ motivation and engagement at school? Could a service-learning project on diversity decrease bullying? Does curriculum about diversity decrease stereotyping and racial slurs within the student body? The action research project was intended to raise students’ awareness about differences such as ethnicity, learning abilities, gender and socioeconomics as well as attempt to decrease bullying within the school grounds. Students’ level of engagement and participation in the service-learning project about diversity was gathered through student journals, teacher journals, and pre survey, which were analyzed to interpret students’ acceptance of differences.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Pike, Melody Jane
- Description:
- ABSTRACT EMPOWERING INDEPENDENT LEARNERS: INTERNET SEARCH SKILLS IN THE FIFTH GRADE by © Melody Jane Pike 2011 Master of Arts in Education California State University, Chico Summer 2011 Empowering students to be independent learners is an important part of educating the “digital-age” generation. Students in my class appeared to have no schemas or strategies to rely upon when attempting academic searches. Most students quickly grew frustrated and reverted to the 1970s set of encyclopedias in the room to seek answers. This thesis was conducted in a rural fifth-grade classroom and aimed at building Web-literacy skills among the twenty-seven participating students to find information on the Web. The history lessons covering the American Revolution were a wonderful context for the study, as there are many specific facts and events for the students to find. Data was collected using a variety of sources for this study including videotapes, written lessons, observations, surveys and journal entries from students and teachers. Student performance was assessed before and after the Web-searching lessons and focused on students’ ability to construct search queries and determine the trustworthiness of sources. The study also included measurements of students’ self-efficacy (student confidence). Analysis of the study’s results drew upon qualitative and quantitative techniques. Measurements from before and after the Web-searching lessons were examined and outcomes demonstrated that performance among students improved, and became more consistent, in Web-searching tasks. The mentor teacher and I were able to include a wide range of questions about the American Revolution and not merely the questions that were supported by the limited and dated reference materials available within the classroom. Teaching students to effectively search for information on the Web is an important part of empowering independent learners.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Quilty, Monica E.
- Description:
- ABSTRACT LEARNING TO READ IN A STANDARDS-BASED, TEST-DRIVEN, NO CHILD LEFT BEHIND ERA by Monica E. Quilty Master of Arts in Education California State University, Chico Summer 2011 So much of a child’s learning experience is based on their ability to meet standard-based proficiency benchmarks and their success is measured by test-driven achievement. Most student assessment is based merely on their academic strength of a child and other abilities, attributes and characteristics go undetected and unnoticed. However, when teaching to the whole child, it is critical to factor in not only academic strength, but to address a child’s social emotional being. The climate of the classroom should promote whole child learning; we must incorporate teaching collaboration, cooperation and acceptance instead of competitiveness. It is critical to develop in all children a positive philosophy about education in order for each of them to have the opportunity to achieve at their own highest level and succeed in whatever they choose to do. Reading leads to all other learning. If a child feels positive about their ability to read and learn, then that child will be motivated to read. However, reading must be taught directly and systematically. Students who are strong readers in first grade tend to be strong readers in their life. Sound acquisition and letter recognition are the fundamental steps to learning to be a good reader. Engagement and participation is extremely valuable in teaching students. An environment that promotes literacy in the youngest school aged child, promotes phonics and phonemic awareness. The purpose of this action research project was two fold, first to critically examine the necessity of curriculum supplements in ELA phonics station to impact students’ retention of letter sound acquisition and second, to study an effective way to insure students’ phonemic awareness preparedness for successfully learning to read in a standards-based, test-driven, NCLB era. A combination of quantitative and qualitative methods were used to analyze data 1) grounded theory using constant comparative analysis, 2) intrinsic case study, 3) frequency distribution tables and polygons, and 4) histograms. Teaching to the whole child and creating a classroom atmosphere that supported fun and engaging lessons and promoted students constructing their own learning, contributed to success in reading. Further, instruction that is strong in phonemic awareness and phonics development strategies is critical to letter identification and sound acquisition retention.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Bernedo, Anna
- Description:
- ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by Anna Bernedo 2011 Master of Arts in Education California State University, Chico Summer 2011 As the researcher, I examined the following question: How does my use of English language development strategies, while teaching explicit vocabulary instruction during read aloud time, affect all my students’ vocabulary development? Other questions included: Do the students in the study acquire more vocabulary? Do the students obtain a deeper understanding of the meaning of words and how to correctly use them? Do the students respond differently to paper and pencil tests versus electronic format? These questions were examined while providing explicit vocabulary instruction with the use of research-based English Language Development strategies to support vocabulary acquisition for all students in the class. Specific research based strategy models included Specially Designed Academic Instruction in English and Sheltered Instructional Observation Protocol. Qualitative data was analyzed to determine the impact participation in vocabulary instruction has on students’ vocabulary development. Multiple methods of data were collected to demonstrate triangulation. Students’ pre- and post-test vocabulary test scores were compared to determine if students made any gains, based on vocabulary questions answered correctly. The number of correct answers for the pre-tests was compared with the number of correct answers on the post-test to calculate the difference. The action research thesis intended to not only examine the gain, if any, of vocabulary knowledge as determined by the vocabulary tests, but also to determine if vocabulary gains had been confirmed by the data collected. Student vocabulary assessments, student vocabulary journals, student letters, observations, video recordings, and teacher journals to interpret students’ development and engagement in vocabulary knowledge were analyzed.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Cruthird, La Tonya
- Description:
- ABSTRACT USING CLASS-SIZE REDUCTION AS A TOOL TO CLOSE THE ACHIEVEMENT GAP FOR ELL STUDENTS FROM A LOW SOCIO-ECONOMIC BACKGROUND: A ONE SCHOOL CASE STUDY by La Tonya E. Cruthird Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2011 The study investigates whether or not class-size reduction was a key factor in helping English language learners close the academic achievement gap, or if other factors were involved. Other factors that could have affected student achievement were implementation and resource allocation, teacher qualifications, classroom practices, parental involvement, and student motivation. Hypothesis 1 stated that class size reduction does play a part in helping English language learners achieve proficiency in English language arts and mathematics. Hypothesis 2 stated that a change in curriculum and how the curriculum is presented can affect the academic achievement of English language learners. Hypothesis 3 stated that class size influences behavior. The results supported the first hypothesis. The second hypothesis was supported. The results supported the third hypothesis.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Donahoo, Katie-ann K.
- Description:
- ABSTRACT THE IMPACT OF STUDENT CHOICES ON ENGAGEMENT IN LEARNING by © Katie-ann K. Donahoo 2011 Master of Arts in Education California State University, Chico Summer 2011 Our future democracy depends on fostering youth with an education in which students learn to think critically, listen and learn from others’ viewpoints, and feel their voice is valued. Students should feel confident as they exercise their own choices in curriculum, contributing to their education through critical thinking and decision making. Strict school guidelines and prepackaged curriculum have created lost opportunities for students to think critically and many students seem to be disengaged in their learning. This study attempts to empower students by creating a learning environment in which students are provided with choices in the curriculum in ways that will impact their engagement in the content. The author employs action research using qualitative measures. The results in this study show that when students are given choices they feel empowered through their experiences of having autonomy in their learning. This study found students taking the initiative, listening and learning from their peers and thinking critically. These practices leave students feeling valued, cared for and confident. The goal of this study is that students will continue to feel empowered through their voices and choices in and out of the classroom and carry these traits into adulthood. This study proves that creating a democratic learning environment is not impossible in our current school system.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Brady, Matthew David
- Description:
- This study investigated the experiences of newly promoted fire apparatus engineers within CAL FIRE. Provided is a description of the organization, the fire apparatus engineer position duties, and mandated training prior to appointment. A presentation of the literature published regarding the construct of self-efficacy is included, as well as, the literature discussing mentor relationships, particularly in the workplace and the fire service. This study investigated the experiences of newly promoted fire apparatus engineers within CAL FIRE. Provided is a description of the organization, the fire apparatus engineer position duties, and mandated training prior to appointment. A presentation of the literature published regarding the construct of self-efficacy is included, as well as, the literature discussing mentor relationships, particularly in the workplace and the fire service.This study investigated the experiences of newly promoted fire apparatus engineers within CAL FIRE. Provided is a description of the organization, the fire apparatus engineer position duties, and mandated training prior to appointment. A presentation of the literature published regarding the construct of self-efficacy is included, as well as, the literature discussing mentor relationships, particularly in the workplace and the fire service. The design of the investigation elicited the perspective of the new fire apparatus engineer; specifically, attempting to develop a greater understanding of the availability of mentor relationships. The study investigated the effect that mentor relationships have on these individual’s perception of effectiveness and their occupational selfefficacy. Two methods of data collection were utilized: personal interviews and a reflective test of occupational self-efficacy. The research documented the experiences of seven new fire apparatus engineers during the 2011 fire season. The researcher reflectively analyzed the interviews and found two participants had formed mentor relationships. Each of the participants was able to discuss his perception of effectiveness through the four components of self-efficacy. The data from the occupational self-efficacy test was tabulated and averaged, providing unexpected results. Participants formed mentor relationships directly affected three of the four components of self-efficacy: vicarious experience, verbal persuasion, and psychological arousal. Qualitative evidence documented each individual’s experiences and provided insight into the relationship between mentorship and self-efficacy.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Macaluso, Maria J.
- Description:
- This study aims to answer three questions about the effect of using rubrics in a classroom. The main question is: How does using rubrics affect students’ quality of work on social studies assignments? This main question influenced the creation of two sub-questions. The first is: How does the use of rubrics affect the amount of questions that students ask their teacher about the criteria for social studies assignments? The second is: When using rubrics, which students experience a difference in the quality of their work? The data collection process took place in a 5th grade classroom at a school in rural northern California. Basic findings concluded that using rubrics positively affects the quality of student work. Of the 24 students who participated in this study, 21 students had an increase in their quality of work when they used rubrics. The use of rubrics also affects the number of questions that students ask about criteria on assignments; 23 of 24 students believe that using a rubric helped them to understand an assignment and ask fewer questions about the assignment criteria. Students who had performed at a low quality of work saw the most impact from using rubrics. Those students who were performing at a high level of quality without a rubric also performed at that level on rubric-based assignments.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Findlay, Denise
- Description:
- ABSTRACT LANGUAGE USE IN A FIRST GRADE CLASSROOM by © Denise Findlay 2010 Master of Arts in Education Linguistically and Culturally Diverse Learners Option California State University, Chico Summer 2010 Frequently, in classrooms, the language that is used has an implied meaning which may not be understood by students. In addition, educators often use specific, common patterns of instructional language such as the initiate-respond-evaluate (IRE) format that generally elicits a one-word response or an answer lacking any depth. In this study, a microethnography was conducted in order that observations might be made that would illustrate the variety of communication styles and patterns in a 1st grade classroom. In this microethnography, it was apparent that situations occurred in which students might not clearly understand the use of certain language structures in which behavioral expectations were desired on the part of the teacher. Also, it was apparent that income levels were integral to the use of language. Those students with lower socioeconomic levels of income were erroneously thought to lack the language required to tell a story. This was, in fact, not the case. As well, a deeper understanding of stories was gained when first graders were placed in small groups and discussions related to the reading were more conversational than highly structured in an IRE format.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Rogers, Timothy K.
- Description:
- ABSTRACT ANALYZING THE COMMUNICATION GAP BETWEEN THE INSTRUCTIONAL DESIGN CONSULTANT AND THE FACULTY MEMBER IN THE DESIGN AND DEVELOPMENT PROCESS OF A WEB-BASED COURSE by © Tim K. Rogers 2010 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2010 The purpose of this thesis was to examine potential communication barriers between an instructional designer and a faculty member while in the process of developing web-based course content using a learning management system. The analysis compares both faculty and instructional designer perspectives during this process. The intent of the author was to increase understanding related to the goals, outcomes, and needs of a faculty member and what instructional designers can do to improve potential communication barriers between these two professionals. This study’s underpinnings are based on Vygotsky’s zone of proximal development, which was used as the theoretical framework. xi The review of literature outlined six areas that supported the theoretical framework of this study. The review included: 1. Zone of proximal development and scaffolding 2. Needs assessment and task analysis 3. Communication models 4. Executive coaching/technology integrated curriculum 5. Effective web-based instruction 6. Effective web-based course design and development The design of the instrument was created with the intent of collecting data from California State University, Chico faculty members by the use of a questionnaire hosted online. Similarly, data collected from instructional designers were by way of interview questions that were sent out to various university campuses via email. The results of this analysis are targeted for graduate-level students, faculty in higher education, and instructional technology consultants who assist faculty with their educational technology needs. Recommendations are part of the scope of this study as conclusions are drawn and suggestions are made for further research related to this area.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Ginno, Kate
- Description:
- ABSTRACT MEASURES OF CONTENT READING COMPREHENSION: COMPARING THE ACCELERATED READER MEASURE AND AN INFORMAL MEASURE by Kate Gage Ginno Master of Arts in Education Reading/Language Arts Option California State University, Chico Summer 2009 This researcher noticed a common trend in incoming seventh grade students’ reading comprehension abilities. Many of these students lacked the skills and strategies to effectively process text and respond to high level questions in written form and verbally. Many of these students came from schools where the Accelerated Reader (AR) program was used as an instructional program and/or a school-wide supplemental reading program. The purpose of this study was to determine if students reading at specific comprehension levels as determined by Accelerated Reader tests exhibited comparable reading comprehension levels on an independent reading inventory. A secondary purpose was to determine whether AR testing and reading level placement viii procedures place students at levels that accurately reflect their capacity to be successful in content area reading. This study investigated whether thirty fifth and sixth grade students reading a grade level determined by the AR program comprehended at the same reading grade level placement on an independent measure of reading. The independent measure of reading comprehension was entitled The Seminar Instrument (SI). The SI contains questions that are passage dependent and include the five categories associated with reading comprehension (detail, vocabulary, sequence, main idea, and inference). Students were each given three passages: one at their AR reading level placement, one below, and one above that level. Students responded to the questions in writing, which is more closely aligned with what they will be expected to do when they enter secondary schools. The student responses to each SI passage were scored using William’s and Wright’s analytic scoring procedure, which was used to identify essential key elements of the ideal answer. The data were represented by tables and figures to examine three points: the level of comprehension as evidenced by student performance based on each students’ independent reading level as determined by AR; the performance on the different types of comprehension questions on the SI; and whether or not students scored between 75-90% comprehension on the SI. The results of the thirty students’ reading level assessment on the SI were an average of 56%. Observations of the students’ responses show a pattern of students struggling with questions that require the student to manipulate the information in the passage to arrive at a logical conclusion that goes beyond a literal interpretation of passage content. Students struggled the most with inference type questions and questions ix related to vocabulary. Only three students met the 75% criterion for instructional reading level proficiency. The results indicate that AR seems to overrate students’ comprehension abilities, if one accepts that being able to respond to passage dependent questions that ask for types of understanding as the comprehension necessary to succeed in school tasks. The results of the AR test may not be trusted to effectively inform teachers of students’ instructional needs and nor does it prepare students to meet the demands of their future in secondary school.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Bonham, Zina L.
- Description:
- The study examined how the field of Early Childhood Education has developed over time. How the history, philosophies and theories of the past have driven current best practices. This study identified the progression of special education and how it currently impacts teachers, students and families. Previous research indicates a critical need to increase early childhood inclusive classrooms to meet the current laws and education requirements of providing a free and appropriate public education for children with special needs. A total of 14 participants agreed to participate in the study. Six teachers began the study with five completing the study. Results revealed that early childhood education teachers believe inclusion can have a positive outcome for all children, however, they perceive this work to be moderately high in difficulty. Teacher responses indicate a need for additional coursework and professional development in the area of inclusion and teaching children with special needs. The study included determining characteristics of a high quality inclusive preschool program and how early childhood teachers view working in inclusive environments, measuring teacher confidence and efficacy. Adult career and professional development models were researched and teachers were surveyed to determine if early childhood educators are likely to pursue training opportunities to enhance their skills or if they considered leaving the field. Lastly, this study identified key components of long term, sustained Adult Professional Development models.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education