Search Constraints
Filtering by:
Campus
Chico
Remove constraint Campus: Chico
Department
Education
Remove constraint Department: Education
Collection
Thesis
Remove constraint Collection: Thesis
« Previous |
1 - 10 of 98
|
Next »
Number of results to display per page
Search Results
- Creator:
- Hansen, Claire Cook
- Description:
- ABSTRACT THEMES IN A 7TH GRADE WORLD HISTORY CURRICULUM: SAMPLE LESSONS by © Claire Cook Hansen 2009 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2009 Themes In a 7th Grade World History curriculum began with the curriculum model presented in 1998 by Grant Wiggins and Jay McTighe which “begins with the end in mind,” from their book Understanding by Design. Unlike the traditional model for creating curriculum that begins with the textbook, This project creates a sampling of ready-to-use lessons for novice and veteran teachers in the area of seventh grade social studies. Designing the lessons started with the national standards and California standards followed by what assessments would be used to measure achievement. For this project a decision was made to use both performance-based and written assessments. Next, a theme was chosen from the nine themes for social studies found in the national standards. Teachers need to zero-in on a focal point the “why” for each lesson connected to the theme. Supporting questions the “what” of the x lesson were chosen that address the focal point of each lesson. Activities are the “how” of the lesson created to assist students with answering the supporting questions that connect to the focal point and theme. Assessments are project-based activities given during throughout the lessons which are placed in student portfolios and written summative tests and essays given at the end of the lessons or unit. All of the thematic lessons provide the teacher with ideas which will aid them in addressing individual learning abilities or differentiated instruction (DI) along with Howard Gardner’s theory of multiple intelligences (MI) connects to student passions and learning styles. The activities in this project incorporate the four elements research suggests enhances teaching the whole child while infusing energy into the learning environment. The four elements that best teach the whole child are see it, hear it, say it, and do it.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Wilson, Lauren S.
- Description:
- ABSTRACT INTEGRATING MULTICULTURAL LITERATURE IN K-2 CLASSROOMS: A GUIDEBOOK FOR THE EVALUATION AND SELECTION OF EXEMPLARY MULTICULTURAL CHILDREN’S BOOKS by Lauren S. Wilson Master of Arts in Education Linguistically and Culturally Diverse Learners Option California State University, Chico Summer 2009 This project discusses the value and importance of multicultural children’s literature and the need for teachers to incorporate such literature in the classroom. The purpose of this project was to create a resource for teachers that was comprised of a checklist for evaluating literature and an annotated bibliography that provides examples of exemplary literature. The first part of this project that this author created is a checklist for evaluating and selecting exemplary multicultural children’s literature that can be used in the kindergarten through second grade classroom. The checklist was designed to x assist teachers in choosing culturally sensitive exemplary children’s books that will expand young reader’s conceptions of the world which we live. It was this authors hope that the checklist created would be user friendly and easily accessible. The purpose of the checklist is to provide a tool that will aid in selecting exemplary literature for the classroom. The second component of this project was the annotated bibliography. The annotated bibliography that is provided is comprised of fifty books that are great examples of exemplary children’s books. These books will serve to guide teachers in choosing such selections and will be a resource for teachers in the classroom. The bibliography was designed to provide teachers with a basis for developing their own list of great books. The goal of this project is to help aid in the selection of children’s books to ensure that those chosen represent the multicultural nature of the world and serve the needs of all our students. This author believes that multicultural literature can serve as a tool in bringing cultures together.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Robles, Oralia
- Description:
- ABSTRACT USING COGNATES WITH ENGLISH LEARNERS AT 5TH GRADE LEVEL: STRATEGIES FOR TEACHERS AND PARENTS TO BUILD READING COMPREHENSION IN SCIENCE by Oralia Robles Master of Arts in Education: Linguistically and Culturally Diverse Learners Option California State University, Chico Spring 2010 English Learners continue to be one of the lowest performing student subgroups on standardized tests in reading and math. Consequences brought forth from state and federal mandates, have resulted in educators focusing on English Learners’ limitations and overlooking their strengths. The literature reviewed, establishes the use of primary language and culture as an essential basis for acquiring a second language. It presents the progression of English language development stages, as well as the challenges of content reading, precursor skills required for enhancing comprehension and factors that impact reading assessment. Finally, it establishes the significance of vocabulary enrichment and how using cognate transfer is one of the many effective strategies that facilitate access to content area reading. The project, a Handbook of Strategies for Teachers and Parents to Build Reading Comprehension in Science, is a compilation of teacher created and adapted strategies based on author experience, research, and general principles drawn from prominent second language researchers. The strategies are designed to be implemented with fifth grade ELs whose native language is Spanish, during English Language Development time. The project goals are: (a) teacher implementation of cognate strategies that help scaffold vocabulary in science, (b) teacher awareness of the benefits that students’ first language bring into the classroom, (c) parent involvement in their child’s English learning (d) create awareness and train ELs to apply primary language through use of cognate skills to enhance academic language. An educational program that strives to meet these goals will enhance ELs’ opportunity for academic success.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Alldrin, Mary B.
- Description:
- ABSTRACT VOCABULARY DEVELOPMENT AND INSTRUCTION: A HANDBOOK FOR PRIMARY GRADE TEACHERS by Mary B. Alldrin Master of Arts in Education Reading/Language Arts Option California State University, Chico Fall 2010 The purpose of this project was to identify what current research suggests regarding effective methods of vocabulary instruction for primary grade students and to create a handbook to assist and guide primary grade teachers in implementing a comprehensive vocabulary development program that uses direct, explicit, rich and effective vocabulary instruction to promote children’s abilities to learn to read and write successfully. The handbook was intended to be helpful to teachers who use the California English- Language Arts state standards and fulfill a need by providing extra support for the adopted language arts text, specifically in the area of vocabulary. The project presents a concise handbook about vocabulary instruction for primary grade teachers. It is designed to inform primary grade teachers of the need for and viii significance of vocabulary instruction in kindergarten through third grade. The handbook shares current research about the relationship between vocabulary knowledge and reading achievement. A variety of activities, practices and programs are described to help aid the teacher in creating a comprehensive vocabulary program for their primary classroom.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Parker, Naomi Moniques
- Description:
- ABSTRACT ASSESSMENT AND INSTRUCTION THAT WORKS TO MEET THE LITERACY NEEDS OF STRUGGLING READERS IN FIRST GRADE by Naomi Monique Parker Master of Arts in Education: Reading/Language Arts Option California State University, Chico Summer 2010 Research studies suggest that the majority of children unable to read at the end of first grade will continue to struggle with reading throughout their educational career. However, there is research indicating that early interventions prevent children from needing long-term literacy support. The Individuals with Disabilities Education Act of 2004 advocates for early intervention through Response to Intervention and permits special education evaluations to include children’s response to research-based instruction instead of requiring a significant discrepancy between their academic achievement and intelligence quotient. This project is a starting point for implementing secondary intervention, through Response to Intervention, to meet the literacy needs of struggling readers in first grade. The implementation issues explored are screening procedures, progress monitoring, determining response to instruction, and instructional strategies. Research indicates that a formulaic approach to early intervention, that exclusively uses test scores to qualify pupils, is likely to result in problems similar to those found with the intelligence quotient-achievement method. Diagnostic teaching is found to be a better approach to early literacy interventions, in a three tiered Response to Intervention model, than using some sequential, formulaic approach that doesn’t take into account the learner’s specific needs. Diagnostic teaching describes instruction driven by data from ongoing assessment that occurs under various conditions and with multiple measures. This project provides teachers with suggestions for assessment and instruction that will assist them in implementing diagnostic teaching to meet the literacy needs of struggling readers in first grade.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Yoshikawa, Yoko
- Description:
- ABSTRACT LITERACY CURRICULUM GUIDE FOR PRESCHOOL TEACHERS WHO HAVE GIFTED CHILDREN IN A REGULAR CLASSROOM by © Yoko Yoshikawa 2009 Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2009 The goal for all educators and other related professionals is providing appropriate education for all students suited to their needs. Several types of educational programs have been designed to meet the various needs of students in elementary grades or older. One such program is called GATE (Gifted and Talented Education). Yet, preschools have no parallel program; all levels of children are placed together in one classroom. All children have the right to be educated. In order to maintain highly motivated students, schools must strive to provide a quality environment and appropriate materials for them. This is true not only for the United States, but in schools throughout the world. Thus, this guidebook is useful in any language. ix Since the author has learned and taught both in the United States and Japan, this guidebook is designed for use in both languages, English and Japanese. The educational goals for preschoolers in both countries are the same, thus, all activities are well suited for both countries. This project was created to provide curriculum plans for preschool teachers, preschoolers, and their parents. Some preschool teachers are struggling with advanced students because, although there are many publications about teaching remedial students in the mainstream, little is written about teaching advanced students. The purpose of this project is to offer preschool teachers and other related professionals ideas for teaching gifted education within the regular classroom. The activities in this guidebook are planned to flow from a gentle warm up, to peak excitement, to a cooling off period. Also, some assessment ideas are included in the guidebook. There are a good many activity forms to use as well. All activity plans are ready-to-go style and have been developed from existing lesson plans and the author’s prior experience. There is room to further develop or customize these plans to fit your students and your classroom. You can look at your students and develop your own. At the end of the project, there are some suggestions for teachers and the activity providers. These are clearly listed and useful for any situation.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Education
7. Everyone has to eat: using multicultural food activities for teaching expository reading and writing
- Creator:
- Bakke, Audri
- Description:
- With No Child Left Behind pushing schools and teachers to improve annual state test scores to show student proficiency, students have suffered from a narrowing of curriculum in order to push students through the standards before testing. Many teachers have dropped the engaging lessons and activities that have shown to be effective to inspire students to learn. Because of this, many students are failing to make gains in long-term learning simply because they are bored by the dry, “drill and kill” style of teaching many schools are using to meet annual testing goals. The curriculum unit created for this project attempted to address both the need for engaging lessons that capture students’ interest that also pushes students to learn the basics set forth in the California state standards for seventh grade English-Language Arts (ELA). Through the use of four assignments that were centered on the discussion of multicultural food traditions and cooking, students in a seventh grade ELA intervention class utilized the skills and strategies from the state standards to create final products. Students in the pilot class showed improved gains in their learning of both reading and writing standards, but most importantly showed a high level of engagement which led to higher student participation rates and work completion. The pilot showed that students who are engaged in the classroom activities because of high interest lessons will be more motivated to complete assignments, thus ensuring higher levels of learning and theoretically lead to higher annual assessment scores.
- Resource Type:
- Graduate project
- 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
9. A Training Module: Understanding and Managing Sensory and Behavior Issues in Children with Autism
- Creator:
- Ordaz, Jessica Kathrine
- Description:
- ABSTRACT A TRAINING MODULE: UNDERSTANDING AND MANAGING SENSORY AND BEHAVIOR ISSUES IN CHILDREN WITH AUTISM by © Jessica Kathrine Ordaz 2009 Master of Arts in Education Special Education Option California State University, Chico Spring 2009 Sensory needs and the related behavioral challenges are prevalent in individuals with autism. With the increasing number of students with autism enrolled in special education classrooms, teachers and paraprofessionals should know what to do with these students to address these sensory issues and negative behaviors that accompany them. The purpose of the project is to develop a training module to teach classroom staff how to address these sensory needs and the related behaviors and, further, replace them with more appropriate activities. The written training module serves as a resource for teachers to use to understand the theories and practical implementation of providing appropriate replacement activities and as a training resource for specialists to ix use. The Sensory Processing Inventory Assessment is a practical tool for classroom staff to assess these behaviors and clearly develop a list of replacement activities to teach. To ensure that this training serves its purpose, three workshops were conducted using the training module. Overall, respondents felt that the training module was good, with some respondents rating it as excellent. Based on the survey results, changes in amount of information and the size of the font on each slide were made to the final training module. It will be necessary for professionals to continue to train on this subject and find more practical tools for classroom staff to better serve their students with autism.
- Resource Type:
- Graduate project
- 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