Search Constraints
« Previous |
1 - 10 of 98
|
Next »
Search Results
- Creator:
- Garcia, Karlie M.
- Description:
- First-year college students learn a variety of skills when integrating into the college world. While adjusting to living on their own, transitioning to college course loads, and beginning to embark on taking general education courses, first-year college students are learning every day. Group projects are a prominent activity enforced in first-year courses. Therefore, instructors of first-year general education courses should provide a meaningful experience for students, so their fresh minds can be shaped in the most beneficial way. For example, a multitude of transferable skills are learned through group projects, including communication, working with others, and time-management, to name a few. While there is research regarding the importance of general education courses for students in college, the benefits of group projects, instructor roles in group projects, and attitudes about group projects, there is less specific research on the value of group projects and specific guidelines for instructors of first-year students in general education courses who are administering group projects. Therefore, this project explores an original acronym, “DETAIL,” which stands for deadlines, evaluations, team-building, assign individual tasks, instructor duties, and learning value. This acronym will aid instructors to provide meaningful group project experiences.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Wang, Yan
- Description:
- Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels (Bush & Terry, 1997). The presented project is a product of embracing the advantages that technology has provided for language education in the age of web 2.0. The TPACK model unit is an innovative teaching approach that proposes to re-allocate classroom teaching between technology and human instructor. The main idea is to deliver direct instruction via technological methods such as video lessons, and allows instructors to utilize classroom time solely for interactive activities. Also, it is a practice of combining the technological knowledge with the knowledge of pedagogy and content to achieve educational efficacy. The preparatory unit for Chinese language learners is a sample to demonstrate the idea of effective technology integration within language education.
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Volmer, Catherine A.
- Description:
- Most professions have specific phrases used in order to prove the importance of the statement. In education, the phrase evidence-based practice is employed to show significance to a strategy. Although the term is used to prove a point, many educators don’t really know what it means. General education teachers are told to do something because it is considered evidence-based, but are not always given the tools or strategies to implement the evidence-based practice correctly. This is especially obvious when working with autistic students. This paper gives a history of special education, history of autism, defines evidence-based practices and has a guide for general education teachers. Appendix A gives general education teachers easy, practical, and quick ways to support autistic students using evidence-based practices.
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Starkey, Marjie
- Description:
- Research shows several effective strategies for helping students struggling with reading. The literature reviewed illustrated ways of using volunteers to help teachers who often do not have adequate time to meet the needs of all their students. This project came out of necessity as the author’s school did not have a volunteer handbook. The author of this project is a second-grade teacher who has 21 years of teaching experience, primarily in kindergarten through 3rd grades. Teachers were spending too much teaching time training volunteers, reducing time spent with students on core curriculum and volunteers were wasting waiting for the teachers and students. The first part of the project is a handbook for schools to train volunteers who help in the schools. The project was intended to provide a basic training structure for volunteers regarding the school’s comportment expectations, rules, and procedures and to make the volunteers feel they are a critical part of the school and its success. The second part of the handbook provides several effective strategies, based on the literature reviewed, to help 1st and 2nd grade students. There are various sight word games, reading phrases for fluency, comprehension questions, strategies for reading leveled books, sight word lists from pre-kindergarten through 3rd grade, and a volunteer tutor checklist for communication with the classroom teacher after each tutoring session. The goal of the handbook is to effectively retain volunteers on a long-term basis who can help students grow in their reading skills.
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Mgbam, Elizabeth
- Description:
- The focus of this research was to develop an evidence-based professional development training course on mainstreaming. This course will train general education teachers in Nigeria on techniques and skills needed to identify and instruct students with special needs. Many general education teachers in Nigeria are not equipped in their teacher training programs with rich curriculum content in procedures and practices for identification, reference, and placement of students for special education instruction. The number of students living with disabilities continues to increase but there are few teachers adequately trained to instruct them. The National Policy on Education (NPE) 2013 asserts that irrespective of the nature of disabilities, all student should be included in regular classrooms. This policy is largely not implemented by most states in Nigeria (Olukotun and Oke, 2005). With the increasing number of students with special needs making their way into classrooms, there is an urgent need to train teachers to educate these students. This course is a timely response to prepare, empower and equip general education teachers to identify, refer, place and instruct the students in their classroom especially those approved for special education instruction. It is recommended that first, priority be given to evaluating and restructuring the teacher preparation programs to ensure that the curriculum is rich and proficient to prepare beginning educators for the arduous task of teaching all students in their classrooms especially those with disabilities. Secondly, the incorporation of a mandatory special education instruction in the teacher preparation programs to give teachers the skills they need to effectively instruct their students. Thereby, have a positive attitude towards mainstreaming. Finally, to incorporate practical and mentorship programs (field experiences) in the educator preparation programs like student teaching and internship programs to mentor and guide beginning educators with the instructional insights and interventions they need to be confident and successful.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lumsden, Kaylyn
- Description:
- Extensive research supports the implementation and maintenance of school-wide positive behavior interventions and supports (SW-PBIS). Research shows the effectiveness of SW-PBIS in reducing referrals, suspension rates, and problem behavior. In addition, research has identified that SW-PBIS strengthens school culture and community for staff, faculty, and students. Research has also demonstrated that staff buy-in greatly affects the effectiveness of SW-PBIS programs. Consequently, there is a limited amount of research that identifies methods to increase staff buy-in to an existing SW-PBIS program. The purpose of this study is to identify if professional development effects staff buy-in and support implementation fidelity. Additionally, the study seeks to identify if an offering incentive increases participation in a voluntary professional development session aimed at providing program knowledge and implementation support. This study utilized a mixed method design and collected data concurrently using a single instrument. Results of the study show that professional development affected staff buy-in levels, however, it did not affect the participants’ ability to represent program knowledge. Due to the limited sample size and treatment population, in addition to the limited literature, findings from the study cannot be generalized and more research is necessary to identify if the same results are transferable to other school settings.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Godinez, Gloria Garcia
- Description:
- This teacher action research study focuses on the experiences of both teachers and students in a multi-age classroom after teaching a combination classroom. A mixed-methods approach was selected for this study including qualitative and quantitative data. Grounded theory was chosen in order to examine interviews of students and teachers to retell their experiences. Additionally, STAR Reading, a district wide assessments, were retrieved to get a better understanding of how students compare academically with students not attending a multi-age class when students from the lower level were using upper grade level curriculum in the classroom or accelerated curriculum during their ELA time. As a result, the data showed that the students were progressing with or better than their grade level peers. Contributing factors that could be the cause of this could be the classroom community that a teacher builds or the accelerated curriculum that the fourth grade students used. However, concerns about managing a multi-grade classroom is still a concern that teachers face due to the added stress of planning and preparing for a combination classroom. Students had their own concerns about being grouped by grade level during split level curricular time.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Serrao, Lindsey C.
- Description:
- The Next Generation Science Standards were adopted in 2013, and with the new standards came new pedagogical practices. The combination of these changes created a need for science teacher professional development. The Triad Project, a grant-funded, science professional development for educators was formed and implemented in Chico, California to provide professional development around the Next Generation Science Standards. The Triad Project is backed by research of effective professional development. Because of the proven effectiveness of the Triad Project’s model, other universities have shown interest in developing the model in their own contexts, creating a need for an implementation handbook. I created a Triad implementation handbook that includes four sections: an introduction to the Triad model, information regarding the partnership, a description of how to build three-person Triads, and the cornerstones of the Triad Project. With the handbook, individual districts/universities will be able to implement effective science professional development programs.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Shilts, Sharon
- Description:
- Mindfulness education, when implemented in the classroom, helps reduce stress, improve self-regulation, and increase productivity. In the adolescent student, mindfulness education has the potential to address problems specific to the age group, including heighted stress levels due to changes in brain chemistry and hormonal fluctuations, compromises to mental and physical health due to sleep deprivation and overuse of media platforms, and further hindrances to focus needed for increased academic, social and extracurricular expectations. Research supporting the efficacy of mindfulness in the classroom is examined, and a unit of mindfulness instruction is provided to support the secondary teacher in the implementation of the practice into the classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Humphrey, Donna
- Description:
- Today’s students are more diverse and are being raised in a variety of family structures. Unfortunately, teacher’s demographics do not reflect this diversity. This paper reviews what constitutes a family, studied multiple researchers regarding teacher education of diversity and family diversity, bias, assumptions about diverse students and their families, explored and identified the need for teachers to be educated about family diversity, and how to introduce family diversity to working teachers through professional development workshops.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education