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- 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:
- Thesis
- 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:
- Thesis
- 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:
- Thesis
- 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:
- Thesis
- 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:
- Thesis
- 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:
- Thesis
- 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:
- 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
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:
- 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:
- 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:
- Thesis
- 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:
- Thesis
- 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:
- Thesis
- 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:
- 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:
- 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
- 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
22. Administrative Guide: Leading Coaches in an Anterior Cruciate Ligament Injury Prevention Program
- Creator:
- Motl, Nicole
- Description:
- ABSTRACT ADMINISTRATIVE GUIDE: LEADING COACHES IN AN ANTERIOR CRUCIATE LIGAMENT INJURY PREVENTION PROGRAM by Nicole Motl Master of Arts in Education Educational Leadership and Administration Option California State University, Chico Spring 2011 Anterior Cruciate Ligament (ACL) injuries are prevalent among student athletes, primarily females. Athletic administrators can play an important role in a high school student athlete’s career by addressing the importance of injury prevention. The athletic administrator’s role is to bridge the gap between the knowledge of healthcare providers and that of high school athletic coaches, parents and student athletes. This project focuses on the leadership strategies and duties of an athletic administrator for implementation of programs that optimize the health and potential of student athletes. The model program within this project addresses the causes, recovery, and prevention of ACL injuries. The program was developed with the assistance of an athletic trainer and feedback from high school athletic administrators. A program consisting of six exercises was created for administrators to have their coaching staff implement into their practice schedule. The model ACL injury prevention program was sent to high school athletic administrators along with a survey to gain feedback about whether their school currently has any injury prevention programs, whether they consider using this one, and how they would implement it with their coaching staff. Using the feedback, a plan was created for athletic administrators on how to carry out this program at their school. The administrative plan for this project uses a Direct Informational Approach for educational leadership, which involves eliciting the coaches’ opinions and participation. This program gives the administration the guidance of how to implement the program with the coaching staff by using the expertise of healthcare providers or athletic trainers. Athletic administrators would then take the steps to share the importance of this program with student athletes and their parents.
- 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:
- 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:
- 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:
- Lee, Ying-Hsuan
- Description:
- ABSTRACT MOVE BEYOND INTERMEDIATE: A TEACHER‟S GUIDE FOR IMPROVING ENGLISH PROFICIENCY OF TAIWANESE STUDENTS THROUGH READING CHILDREN‟S LITERATURE by © Ying-Hsuan Lee 2011 Master of Arts in Education Linguistically and Culturally Diverse Learners Option California State University, Chico Spring 2011 The purpose of this project is to create a teacher‟s guide for Taiwanese English teachers to incorporate children‟s literature into English classroom curriculum with an ultimate goal of improving English proficiency of Taiwanese students, as well as encouraging Taiwanese students to develop critical, personal, and aesthetic responses toward literature. To create such a guidebook, current English education and general English proficiency is introduced; research about second language theories, the relationships between four English language skills, children‟s literature, and the transactional theory in reading and writing are reviewed. Based on the reviewed literature, this teacher‟s guide is designed according to a series of children‟s literature. Thirteen books of this series, A series of Unfortunate Events, are used to create literature-based reading activities. The literature-based reading activities in the guidebook are divided into pre-reading activities, during-reading activities, and post-reading activities. These reading activities are selected because they provide learning experiences that Taiwanese students lack in their current English classes, and they enable students to learn in a cooperative and supportive environment. It is hoped that this guidebook could be a teaching resource that aids Taiwanese English teachers to make use of the rich language in literature and value the power of literature that may have a life-changing effect on their students.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
27. 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:
- Pennisi, Sarah Angela
- Description:
- ABSTRACT A PLAN FOR UPPER ELEMENTARY TEACHERS TO IMPLEMENT BEST PRACTICES OF EMPATHY DEVELOPMENT IN THE CLASSROOM by © Sarah Angela Pennisi 2009 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2009 Elementary students begin each school year with a new teacher and new classmates. Not everything is expected to run smoothly and not all children start out as best friends. It is important that teachers create an environment that will benefit each student and create a positive, caring atmosphere in which each child can learn effectively. Providing a healthy learning environment for the students optimizes their creativity, motivation and overall enjoyment of learning. Children are learning in a social setting, among peers and teachers, and this setting requires communication, thinking, and problem solving. Past research on children’s development and growth in education focused on their interpersonal intelligence; the ability to understand and relate to others. Empathy is ix significant as skill or perhaps innate ability to understand emotions, develop self-awareness, and read the feelings of others. Teachers can integrate empathic awareness into classroom instruction through lesson plans and various activities. By demonstrating the importance of empathy, students gain awareness and control of thoughts and emotions, self-confidence, and creative problem solving with peers. The project is made up of a plan for elementary teachers to implement empathy into classroom instruction. It includes information about children’s needs and how teachers can plan for a successful year at school. Parents are included in this project as an important part of the educational process. A series of detailed lesson plans are included. The lessons are based on the topics of individual character building, socialization with peers, and family and community concern. Each topic within these categories branch off of empathic values and build on empathic understanding. Each school year and each semester are important for students to start off right. It is intended that the information in this project will be helpful to teachers and parents in the preparation of school to ensure children’s academic and social growth and enjoyment.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Dobkowitz, Mary
- Description:
- ABSTRACT CURRICULUM INTEGRATING BULLYING PREVENTION AND CALIFORNIA CONTENT STANDARDS IN ELEMENTARY EDUCATION: A MODEL FOR AN EDUCATIONAL WEBSITE by © Mary Dobkowitz 2011 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2011 The educational website model developed in this project was designed to educate teachers, administrators, and staff on current bullying prevention terminology and strategies and present those strategies through lesson plans adhering to California content standards. Literature related to bullying prevention strategies, programs, and technology was researched to identify current bullying trends and consistencies among programs. The project was developed through years of research in bullying prevention and practical experience in facilitating bullying prevention programs. The educational model contains lesson plans for the academic areas of English language arts, social science, and visual and performing arts. Lesson plans contain objectives, relevant content standard, materials, and procedures. An assessment and rubric are also provided for each lesson plan. Lessons are easily adaptable for classrooms. This author concluded that bullying prevention has to be easy to integrate into everyday interactions with students. Schools cannot assume any bullying prevention program, no matter how popular, would work for their school. An effective bullying prevention program must include support within the school campus, must be easy to implement, must not interfere with an overall change in classroom management, provide students’ daily experiences to work with bullying prevention curriculum and should not require an over abundance of data recording that would overshadow the curriculum implementation. Suggestions for future research include staff development for school transitions (elementary school to middle school), reaching full staff participation, developing committees for specific grade level needs, developing formal assessments, developing programs specifically targeting elementary schools, and perform longitudinal studies on multiple elementary school sites to determine common successes and weaknesses for program improvement.
- 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
- Creator:
- Azevedo, Heather
- Description:
- ABSTRACT A HANDBOOK OF CONTENT AREA READING STRATEGIES by © Heather Robyn Azevedo 2009 Master of Arts in Education Reading/Language Arts Option California State University, Chico Summer 2009 This project is designed to help content area teachers assist the students in their class that are currently two to four grade levels behind in reading and build sufficient literacy skills to be able to succeed in those classes. The project contains an annotated bibliography identifying resources in content area literacy, and strategies suggested by research to decrease the overall reading gap between student’s current level of reading performance and the reading requirements of content area classes. The review of the literature provides a rationale for the development of a competent content area literacy program. In Chapter II the literature describes the reading process and how teaching reading differs throughout grade levels and Chapter III examines reading strategies and how they can be applied within the content areas. In x addition, it provides further reviews of methods for teaching content reading skills that recent research recommends. This project was created based on the information obtained from the literature review, and the data collected which provided evidence of those students who are currently reading two to four grades levels below the reading level expectations for their content area classes. The literature, data, and collaboration with content area teachers indicated that there was a need for additional reading support within the content areas. In order to assist these students, this handbook is intended to be used to assist teachers and other staff, which provides students with strategies that are easily and readily applied to their content area reading requirements. The handbook is divided into three sections: an annotated bibliography, a description of reading/thinking skills, and nine universal strategies for assisting students with their content areas reading requirements. The research portion of the handbook is an annotated bibliography meant to serve as additional reference for the teacher who may want to further explore content reading strategies beyond those provided in the handbook associated with this project. The reading/thinking section of the handbook is designed to illustrate the skills that students need to use before, during, after and beyond reading as well as explaining the importance of this process and how these skills make students more conscious of their reading. The final section includes nine universal strategies that can be used within the content areas. A brief background of each strategy will be given, along with the purpose of the strategy. This segment will then be followed with examples of how the strategy can be used within each content area. xi Recommendations for further development of this handbook include continued review of current literature, maintaining suggested strategies and diagnostic information throughout each school year in order to be assured that student needs are being addressed. It is also suggested that primary and elementary teachers who have students reading below grade level, and who need to develop content reading skills, refer to the handbook for some additional support and strategies.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Shirah, David
- Description:
- ABSTRACT ENHANCING THE CLASSROOM LECTURE: A PROFESSIONAL DEVELOPMENT GUIDE TO BETTER CONNECT STUDENTS WITH CLASSROOM ACADEMIC CONTENT FOR FACULTY UTILIZING THE LECTURE CURRICULUM DELIVERY METHOD by © David Shirah 2010 Master of Arts in Education Educational Leadership and Administration Option California State University, Chico Spring 2010 Our branches of learning can be traced back to ancient universities. Current practices in universities are not much different from the origins of university established centuries ago in 1200 A.D. Paris. The dominant mode of curriculum delivery in those early years, as is today, was the lecture. The lecture in its purest form promotes one-way communication, is passive, auditory and provides limited student engagement if not augmented. Although it is well documented this teacher-centered, knowledge-based form of curriculum delivery is not an effective method to achieve student learning in higher education, it is a necessary vice that will continue to be the dominant mode of curriculum delivery for some time to come. This necessity for the lecture stems in large part out of mounting pressures from public policies being placed on modern day universities to respond to our transition from an industrial society to a knowledge-based society. Enrollments in higher education have increased dramatically while resources to support increasing numbers of students have not kept pace due to economic pressures. This in turn has created increased student/ teacher ratios that the lecture curriculum delivery method accommodates nicely. These pressures combined with a new emerging student population that are not prepared for college and an increased diverse range of regional, ethnic, and socioeconomic student backgrounds, create a need today more than ever before for university faculty to possess teaching skills to meet these challenges. Unfortunately, most college professors are never trained to be teachers and lack the skills necessary to successfully augment their lectures. Most employment in higher education only requires a degree and knowledge to teach. Dissertations demand research; teaching skills are assumed to be easy for intelligent people. Learning how to teach is limited to psychologists and schools of education. Teaching at higher education institutions is arguably the only skilled profession that requires no prior training and provides no on-the-job-training. The purpose of this project was to make available a professional development guide and skills workshop plan to aid higher education lecturers in augmenting their curriculum in a way that enhances their teaching effectiveness and increases student learning. The guide provides a single source of information on the lecture and lecturer, best and and poor practices from literature reviewed, and research on the transaction side of the lecture, the students. Student research data is put together in the final chapter of the guide as 7 Steps to Lecture Pedagogy Resuscitation According to Students. The professional development lecture workshop plan provides a “business plan” for establishing need, organizing and implementing an effective skills training workshop for the lecture method of curriculum delivery. The workshop also includes the creation of Professional Peer Learning Circles (PPLCs) to provide ongoing opportunities for participants to further enhance their teaching effectiveness, and documents evidence of learning.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Hamilton, Ellen Moua
- Description:
- ABSTRACT A PERSONAL TALE OF SELF-REFLECTION BY A HMONG ENGLISH TEACHER FORMING A HIGH SCHOOL LEADERSHIP CLUB TO ENHANCE HMONG ADOLESCENTS IN THEIR SEARCH FOR PERSONAL IDENTITY by © Ellen Moua Hamilton 2010 Master of Arts in Education Linguistically and Culturally Diverse Learners Option California State University, Chico Spring 2010 The purpose of this project is to create a handbook by creating a high school leadership club for Hmong students, to enhance their search for personal identity as they relate it to my own personal tale of self-reflection. In order to create my own personal tale and a leadership club to enhance Hmong adolescents, a background knowledge base had to be established in the review of literature. This background knowledge base consisted of adolescent identity, Hmong adolescents, Hmong culture, after-school programs and clubs, and leadership with a focus on self-reflection. Each section in x Chapter II of this project amplifies the need for understanding oneself through family involvement, relationships, cultural loss, language loss, etc, for the search of personal identity. Through the background knowledge base established in the review of literature, the creation of my self-reflection was able to take form. The reflection is about growing up in two worlds; the Hmong world and the American world. The book is the self-reflection of my search for personal identity and is used to help enhance Hmong adolescents in understanding their search for personal identity. The book is titled, Washed Away Story of a First Generation Hmong Woman in America, and is recommended by the author to use in secondary levels to understand what it is to be Hmong living in two worlds, revolving around the themes of language loss, biculturalism, acculturation, assimilation, and simply finding out who we truly are.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
34. A Literacy Coach's Handbook: Coaching Strategies to Impact Student Learning in the Middle Grades
- Creator:
- Conrado, Denise
- Description:
- ABSTRACT A LITERACY COACH’S HANDBOOK: COACHING STRATEGIES TO IMPACT STUDENT LEARNING IN THE MIDDLE GRADES by Denise Conrado Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2010 With the increasing focus on reading achievement over the past decade at federal, state and local levels, there has been a rapid increase of literacy coaches hired to improve the reading expertise available to teachers and students at the school site level. The majority of these coaches have been hired to serve the primary grades because students are first learning to read at this level. Unfortunately, a large percent of students entering the middle grades do not have the skills necessary to comprehend core curriculum texts. Middle grades teachers often believe that students have come to them prepared to read and do not consider themselves as reading teachers equipped to teach literacy skills. A literacy coach can provide on-site staff development and coaching support to middle ix school teachers which will positively impact the literacy skills of young adolescent students. This project has developed a handbook for middle school literacy coaches, based on current research, which was field tested at a small, rural Northern California middle school. The handbook lists desirable qualifications for and responsibilities of middle grades literacy coaches. The handbook also describes the characteristics of young adolescents, their literacy development, and teaching strategies that have been shown to be effective in engaging these students while positively impacting their literacy development. Survey results in the final evaluation of this project showed positive results from the middle school teachers included in the field testing. All teachers indicated that the services offered by the literacy coach were beneficial to their teaching and had a positive impact on student learning and literacy skills development.
- 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:
- Gabriel, Lucas
- Description:
- ABSTRACT DESIGN, IMPLEMENTATION AND EFFECTS OF ACADEMIC COACHING ON ACADEMIC PERFORMANCE OF MEN’S COLLEGE BASKETBALL PLAYERS AT A NORTHERN CALIFORNIA UNIVERSITY by Lucas William Gabriel Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2011 As a former Division I college basketball player and current college basketball coach, I am well aware of the graduation rates of student-athletes. Student-athletes are recruited to campuses all over the country with the promise that if they perform for the college’s basketball team their education will be paid for, and they will be able earn a college degree. However, the promise of the opportunity to earn a college degree falls short if adequate academic support is not provided especially for first generation, low income, and/or at-risk student-athletes. The end result is low graduation rates student-athletes. As a result, I created a student-athlete study program which was comprised of tutoring, class monitoring, frequent meetings with players and professors, and additional support. This program was more than just “study hall,” which generally is not sufficient for academically unprepared students (as they are already behind and are not proficient at self-studying methods). The program I developed and the results of the program are described in Chapter III of my project. The project allowed me to make a difference for the student-athletes who I knew personally through athletics and who I worked with both academically and athletically on a day-to-day basis.
- 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:
- 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:
- 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:
- Abbay, Mark C.
- Description:
- The project is a handbook for developing a charter school. Its purpose for this project is to provide a basis for understanding how a charter school works and the sixteen elements of what a written charter needs in order to be approved by a unified school district or a county office of education. This project is a handbook that is composed of background information that is related to charter schools such as: history, funding, success, pros and cons, the sixteen elements. This project will serve as a resource for those individuals who feel the need for change in education and are looking for a starting point.
- 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:
- 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:
- 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:
- Vercruysse, Ryan
- Description:
- Service-learning projects for a small school can have a major impact on the social values and perceptions of the educational environment. Influencing students to lead and create positive change in their community is a process that can be achieved by implementing a service-learning program. Service learning is a tool to improve social outcomes for students. If the need for student leadership is required and a connection needs to be made between community and school, service learning is the key to open that door for success. The development of a positive social culture within a small school can be accomplished through the implementation of successful service-learning programs. The perception of low school spirit was observed among secondary students. To address these needs a service-learning project was established. This model program required the implementation of instructional, motivational, and leadership strategies. A student-led organization was created to provide activities that develop positive social outcomes within the educational community. The service learning program at Champion Christian School was modeled using a variety of researched methods. The methods for practice and application were modeled after researched standards and components for effective practice. The service learning project yielded many positive results, including the development of positive social outcomes among student participants. Using service learning in a small school requires time, hard work, and a caring heart to help make positive changes in society.
- 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:
- 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:
- 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:
- 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:
- 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:
- 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