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- Creator:
- Albert, Lauren Elizabeth
- Description:
- ABSTRACT REALISTIC CONTRIBUTIONS FOR IMPROVING THE PHYSICAL SCHOOL ENVIRONMENT by © Lauren Elizabeth Albert 2010 Master of Arts in Education Curriculum and Instruction Option California State University, Chico Summer 2010 As funding for schools continues to decline, only certain projects can be completed. Certainly these projects should be ones that offer the greatest return in increasing student achievement. Indeed even in difficult financial times, it is possible to complete substantial improvement projects for minimal to no cost. However, there are no comprehensive handbooks that explain how to implement such projects. Despite this fact, improving the physical school environment is beneficial to students, educators, and the entire community. The purpose of this project is to identify improvements to schools’ culture, through various projects enhancing the physical aesthetics of the school. The premise of the project is based on findings from a survey, which was directed at the aspects of the schools’ physical environment that caused increases in students’ learning. This project provides a handbook of realistic resources for improving a school’s physical environment. The handbook outlines four project ideas to be completed by the school community for minimal costs. The four project ideas are 1) School Murals, 2) School Garden, 3) Paint with School Colors Benches, Doors, etc., and 4) Plant Trees with Identification Tags. The projects are organized with step-by-step instructions for ease of completion. Additionally, the handbook provides resource ideas for funding. Creating an enriching physical school environment has been shown to improve students’ attitudes toward learning, thus positively influencing test scores. This handbook is intended to improve the grounds and facilities of a school with the end result being a more motivated school community.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lee, Kirk
- Description:
- ABSTRACT RITUALS, ROLES, AND RESPONSIBILITIES INCLUDED IN A HMONG FUNERAL: A GUIDEBOOK FOR TEACHERS TO BETTER UNDERSTAND THE PROCESS THEIR HMONG STUDENTS EXPERIENCE IN A TIME OF FAMILY LOSS by © Kirk Lee 2009 Master of Arts in Education Linguistically and Culturally Diverse Learners Option California State University, Chico Fall 2009 The number of Hmong families in Butte County has increased in recent years, which has resulted in an increase of Hmong students attending local schools. However, the community at large is still unfamiliar with the Hmong culture, especially the funeral ritual. When there is a loss in the family, the students need to take time off from schools or related activities. Without knowing these students’ family background and cultural custom, teachers and school staff often do not understand their students’ roles in the grieving process during this time of loss. xii In the Hmong culture, the funeral ritual is a very important event. During this time of passing, all family members, including children are expected to participate. It is important that the Hmong students take time off from school functions to honor their parents’ tradition, pay respect to the deceased, and offer condolences to immediate family members. However, as a member in the Hmong community, I have observed students take lengthy absences from school to participate in these funerary rituals, which have raised many concerns from teachers and school staff. This project is an attempt to explain students’ roles and responsibilities during the funeral rituals. At the end of this project, there are several recommendations teachers and school staff could utilize when they are confronted in these situations.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Stevens, Lorinda
- Description:
- ABSTRACT A POSTMODERN CURRICULUM IN SECONDARY VISUAL ART EDUCATION: BEET JUICE, LACE, AND TOMAHAWKS by © Lorinda Mae Stevens 2010 Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2010 Postmodern theory is, at best, ambiguous and at its worst, contentious and nihilistic. Regardless of these characteristics, it has rocketed to the forefront of critical theory in art, education, politics, anthropology and the social sciences. When peeling back the layers of description and conjecture, found is substantial and essential aspects that deserve immediate attention. This project discusses postmodernism, a number of indisputable postmodern components, and their significance in creating a democratic, 21st century education. It focuses upon several major assertions that postmodern theory promotes: the power of mini-narratives and “others,” including feminism; cultural inclusion; the interpretation of reality and truths; the fragmentation of time and space; an evaluation of power/knowledge connections; and in the arts- representation, ambiguity ix and double-coding. Ultimately, postmodernism promotes freedom of discourse shared through a variety of communal mediums. Imbuing these elements of postmodernism into art pedagogy, and education in general, would advance an education worthy of 21st century concerns. This project paper is followed by twelve units as may be implemented in a secondary visual arts curriculum. The units vary in theme, theory and media, but all clearly address the significance and immediacy of postmodernism. Finally, recommendations are made with which to further the realization of postmodern theory into visual art curriculums.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Partch, Merilea
- Description:
- ABSTRACT INCREASING EDUCATIONAL ACCESS FOR INMATES ASSIGNED TO REMOTE CALIFORNIA CORRECTIONAL CENTER CONSERVATION CAMPS; DEVELOPMENT OF A CORRESPONDENCE-BASED GED DELIVERY SYSTEM by © Merilea Partch 2010 Master of Arts in Education Educational Leadership and Administration Option California State University, Chico Summer 2010 Earning a General Education Development diploma, high school diploma, or obtaining vocational training while incarcerated reduces the chance of a parolee returning to prison. Education is the key component to reducing recidivism rates. However, the established prison culture in California inhibits education instead of promoting it. Changes in this culture will have to be addressed if increased access to education of the incarcerated is to be realized. Education needs to be valued. Attitudes of the custody staff need to reflect the possibility that the incarcerated can be rehabilitated. A cultural change can be measured by witnessing increased support for education; one example is that prison programs will be administered as intended. Theories of change indicate that this process will be long and must be continuous. The goal of this project is to improve our democratic society by offering education opportunities to all inmates at the California Correctional Center. With a General Education Development diploma the incarcerated individual, upon release from prison, will be better equipped to participate in society. He will have a better understanding of his society, how it works, what is expected of him, and how to participate in a productive manner.
- Resource Type:
- Graduate project
- 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:
- 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:
- 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:
- 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:
- 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:
- 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