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- Creator:
- Mgbam, Elizabeth
- Description:
- The focus of this research was to develop an evidence-based professional development training course on mainstreaming. This course will train general education teachers in Nigeria on techniques and skills needed to identify and instruct students with special needs. Many general education teachers in Nigeria are not equipped in their teacher training programs with rich curriculum content in procedures and practices for identification, reference, and placement of students for special education instruction. The number of students living with disabilities continues to increase but there are few teachers adequately trained to instruct them. The National Policy on Education (NPE) 2013 asserts that irrespective of the nature of disabilities, all student should be included in regular classrooms. This policy is largely not implemented by most states in Nigeria (Olukotun and Oke, 2005). With the increasing number of students with special needs making their way into classrooms, there is an urgent need to train teachers to educate these students. This course is a timely response to prepare, empower and equip general education teachers to identify, refer, place and instruct the students in their classroom especially those approved for special education instruction. It is recommended that first, priority be given to evaluating and restructuring the teacher preparation programs to ensure that the curriculum is rich and proficient to prepare beginning educators for the arduous task of teaching all students in their classrooms especially those with disabilities. Secondly, the incorporation of a mandatory special education instruction in the teacher preparation programs to give teachers the skills they need to effectively instruct their students. Thereby, have a positive attitude towards mainstreaming. Finally, to incorporate practical and mentorship programs (field experiences) in the educator preparation programs like student teaching and internship programs to mentor and guide beginning educators with the instructional insights and interventions they need to be confident and successful.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Serrao, Lindsey C.
- Description:
- The Next Generation Science Standards were adopted in 2013, and with the new standards came new pedagogical practices. The combination of these changes created a need for science teacher professional development. The Triad Project, a grant-funded, science professional development for educators was formed and implemented in Chico, California to provide professional development around the Next Generation Science Standards. The Triad Project is backed by research of effective professional development. Because of the proven effectiveness of the Triad Project’s model, other universities have shown interest in developing the model in their own contexts, creating a need for an implementation handbook. I created a Triad implementation handbook that includes four sections: an introduction to the Triad model, information regarding the partnership, a description of how to build three-person Triads, and the cornerstones of the Triad Project. With the handbook, individual districts/universities will be able to implement effective science professional development programs.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Garcia, Karlie M.
- Description:
- First-year college students learn a variety of skills when integrating into the college world. While adjusting to living on their own, transitioning to college course loads, and beginning to embark on taking general education courses, first-year college students are learning every day. Group projects are a prominent activity enforced in first-year courses. Therefore, instructors of first-year general education courses should provide a meaningful experience for students, so their fresh minds can be shaped in the most beneficial way. For example, a multitude of transferable skills are learned through group projects, including communication, working with others, and time-management, to name a few. While there is research regarding the importance of general education courses for students in college, the benefits of group projects, instructor roles in group projects, and attitudes about group projects, there is less specific research on the value of group projects and specific guidelines for instructors of first-year students in general education courses who are administering group projects. Therefore, this project explores an original acronym, “DETAIL,” which stands for deadlines, evaluations, team-building, assign individual tasks, instructor duties, and learning value. This acronym will aid instructors to provide meaningful group project experiences.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Shilts, Sharon
- Description:
- Mindfulness education, when implemented in the classroom, helps reduce stress, improve self-regulation, and increase productivity. In the adolescent student, mindfulness education has the potential to address problems specific to the age group, including heighted stress levels due to changes in brain chemistry and hormonal fluctuations, compromises to mental and physical health due to sleep deprivation and overuse of media platforms, and further hindrances to focus needed for increased academic, social and extracurricular expectations. Research supporting the efficacy of mindfulness in the classroom is examined, and a unit of mindfulness instruction is provided to support the secondary teacher in the implementation of the practice into the classroom.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Humphrey, Donna Maria
- Description:
- Today’s students are more diverse and are being raised in a variety of family structures. Unfortunately, teacher’s demographics do not reflect this diversity. This paper reviews what constitutes a family, studied multiple researchers regarding teacher education of diversity and family diversity, bias, assumptions about diverse students and their families, explored and identified the need for teachers to be educated about family diversity, and how to introduce family diversity to working teachers through professional development workshops.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Kimball, Jennifer
- Description:
- Plumas Unified School District’s mission statement of together is better signifies the commitment necessary by all educators to emphasis the cultural change that is required to promote and maintain equity for students with exceptional needs. Students with exceptional needs have equal educational rights to learn and work towards the same goals and standards as their peers. Research has shown that educators have concerns about their own abilities to differentiate appropriate pedagogy for the new Common Core State Standards. An instructional guide that supports K-12 educators working with students with exceptional needs will positively influence student performance in the general education setting. This project was aimed to design an instructional support guide for K-12 educators based on the needs and limited resources of a rural Northern California school district. The instructional support guide contains sections that are relevant to the support instructional strategies and student success in the general education setting. The instructional guide focuses on the common needs of daily instruction in the general education setting and facilitates compliance and accountability for students with exceptional needs within Plumas Unified School District for all students.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Shively, William F.
- Description:
- I came into education in a time when accountability systems went from minimal standardized testing, to a culture dominated by standardized testing and the sanctions of Program Improvement. My first “standards,” literally, were a hand-written list of topics to cover in math provided by a veteran math teacher, taped to the inside cover of my teacher’s edition math book. As test scores grew in importance, being the good employee, trusting that leadership does the right things for the right reasons, I put all my energy into improving student learning to raise test scores. Asked to “think outside the box,” in the name of raising test scores, I started a program to take academically challenged students canoeing and camping, drawing on my experience from other youth oriented programs. At some point a teacher’s sense of right and wrong becomes conflicted, recognizing that as educators we are not doing what is morally right for each individual student in the culture of testing. This happens when what one witnesses firsthand with his students and reads in the literature, is not consistent with the educational decisions made at the local level in the name of improving student learning. As I took students canoe camping “to make students better at math,” I began to wonder why my students actually did do better in math as a result of an outdoor adventure. On a canoe campout, in that place where all humans evolved, a teacher student relationship takes seed and is the natural foundation for all learning, and optimal child development. The richness of a human relationship replaces a test score and the teacher’s moral code is restored. This project is the writing of a book that describes the transformation in a teacher, as he connected the dots of biophelia and PLAY emotions as the neural bases for attachment and the teacher-student relationship. Attention paid to these emotions promotes optimal development and growth of executive function in each child.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Hakamy, Zinab Ahmad
- Description:
- As researchers, teachers work in the field of education and sense the problems faced by middle school students in Saudi Arabian history curriculum. Although history is important in the life of a student, students often find the subject boring and not engaging. This and other reasons encouraged research to be done in order to develop history curriculum and teaching methods in an effective and modern way. A major finding of this research is that student presentations with the use of technology help students develop research skills and increase their general interest in the history curriculum. This method is a modern way to get students involved in their own learning, instead of depending on the textbook, like the traditional way of teaching. Also, the research shows through a survey of both teachers in the United States and in Saudi Arabia that student-led presentations with the use of technology are an important way to teach students about history. The results show that the largest percentage of teachers agrees this way. This paper will explore the advantages and benefits of student presentations with technology.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Gaines, Lori
- Description:
- The teachers, administrators, and staff of Children’s Community Charter School believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. The mission of the my thesis project and position as Director of Special Programs is to provide leadership, guidance, and support to the school community in order to maximize learning for all students within an inclusive environment so that each student will contribute to and benefit from our diverse society. The purpose of the Special Education Policies and Procedures Manual is to assist school personnel in understanding and practicing consistent policies and procedures that are aligned with Federal, State, and Charter School philosophies and laws. CCCS is committed to ensure compliance with such policies and procedures. It is expected that school personnel will serve students with disabilities and their families in a manner consistent with this manual. This manual of policies and procedures will provide the user with the concepts and framework needed in understanding how to implement special education policies and procedures. It is designed to be used as: • a structured process for implementing special education policies. • an incorporated, required, piece of our Charter By-Laws as an independent LEA. • a reference for answering questions. • a staff development tool. • a source for forms, timelines, and miscellaneous related resources for support and assistance when working within the special education process as well as Section 504, The Rehabilitation Act of 1973.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Mora, Kayla M.
- Description:
- People often dismiss things as primal as our senses, and how they affect our daily lives. For individuals with developmental disabilities this can be quite the opposite effect. Individuals with developmental disabilities often struggle with sensory processing which often times impacts their ability to process their environment and learn new concepts and skills. During the 1970s, two therapists from Holland began researching Multi-Sensory therapies. They discovered Snoezelen rooms, environments that offer sensory stimulation to users through a variety of auditory, visual, tactile, gustatory, and olfactory equipment. Through their research, they found that multi-sensory environments provided benefits to individuals with disabilities. These benefits include; enhance attention span, reasoning skills, thinking processes, concentration, and decrease self stimulating and self-injurious behaviors. Multi-Sensory Environments have become more known throughout the world but are still an underutilized resource. The special education community has started adopting multi-sensory intervention as a means to feed sensory diets for severely handicapped individuals. Individuals with mild/moderate disabilities are not as included in these studies. Therefore, awareness and implementation of multi-sensory interventions need to include all special education programs, as well mainstream classrooms. Multi-sensory interventions have the ability to help all students.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education