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Education (Curriculum and Instruction)
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- Creator:
- Drawbert, Linda M.
- Description:
- California’s accelerated math standards state that first graders know their addition math facts and corresponding subtraction facts to 20. Research shows that many students do not meet this standard. The demands of NCLB’s accountability and high stakes testing make for a fast paced math program that neglects the needs of students who do not have strong math intelligence or have math disabilities. Learning stages involving hand-on activities are being given short shrift in lieu of rote memorization. With a review of literature highlighting the importance of learning modalities, multiple intelligences and brain-based learning, could student-centered activities that combine all these elements produce gains in math fact fluency leading to math fact automaticity? Sources of Data Information was obtained through research on the topics of high stakes accountability, learning theories, modalities of learning, multiple intelligences, and brain-based learning. Data was collected from informal observations of students involved in the study and from assessments and tests administered to the researcher’s second grade students and students in another second grade class that acted as a control. Students attended a suburban school in Sacramento’s San Juan Unified School District. Conclusions Reached Students in the experimental group continued to improve their math fact fluency even after the study ended. The mean difference between the pretest and the post-posttest was significant. Males in the experimental group also had a mean difference between the posttest and the post-posttest that was significant. Since improved performance in math fact fluency leads to math fact automaticity, the effects of student-centered activities on student math fact automaticity were shown to be positive. An additional benefit of student-centered activities was a more positive, relaxed attitude by students toward learning math facts.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Hubbard, Danielle A.
- Description:
- This study was conducted to establish the effectiveness of utilizing differentiated instruction among English Language Learners at the secondary level in an English language arts course. This study addressed the following questions: "What instructional strategies affect English language learners' overall language development? Also, what are effective instructional practices for grammar development? How do the variables of gender performance and learning style preference affect English language learner development?" The purpose of this study was to establish how teacher-centered instructional strategies affect and influence English language learners and their language development in comparison with student-centered instructional strategies. The data analyzed were student responses to a survey conducted in two sections of a high school English Language Development course. The two class sections were exposed to alternating instructional strategies. The survey was conducted as a way to gauge students' attitudes in reference to their own language development as well as assess their learning style preferences. The responses were assessed for the presence of patterns specific to gender. The data also included weekly formal assessments which were analyzed for possible connections between instructional strategies and scores earned. Again, scores were assessed for the presence of gender specific patterns. Results of this study demonstrated that differing instructional strategies do influence English language learners academic language development. Findings also indicated that student-centered instructional strategies had a greater positive influence than teacher-centered instructional strategies in regard to students' performance. Moreover, there was evidence of a correlation between student performance, instructional strategy used, and the student's gender.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Schroeder, Peter Werner Wilhelm
- Description:
- Home-schooling has become an acceptable and more widespread educational choice among parents. While home-schooling has a long history in America, the societal and individual reasons for making the choice to home-school have changed over time. The choice to home-school can shed light on current perceptions of the educational system and on our educational values and standards. In order to understand these current choices, research needs to be conducted to examine the choices and motivational factors that influence parents to make the choice to home-school. This research categorizes the motivational factors and researches parental motivation to validate or invalidate them. Data for this thesis was first collected through a review of the current literature on the issue. Milton Gaither (2008), in "Why Homeschooling Happened," examines the history of home-schooling. Michael Romanowski (2006), in "Revisiting The Common Myths About Homeschooling," explored four specific myths of homeschooling and the reality of each one. Eric J. Isenberg (2007), in "What Have We Learned About Home-Schooling?" discusses home-schooling data and the accountability factor. A survey was also conducted of home-school families in Sacramento to explore their motivational factors for choosing to home-school. Over 150 surveys were collected and analyzed. The survey results validated much of the existing research on the motivational factors behind the parental decision to home-school. Identified factors such as ideological and pedagogical factors were clearly identified by survey participants as strong motivational factors for them to home-school their children. Religious reasons, academic challenges, and protection of their children from negative influences emerged as leading reasons. The survey also validated advantages and disadvantages of home-schooling identified by the research. Advantages included: individualization of curriculum, challenging students academically, ability to teach religious or moral values, and ability to spend more time with their children. Disadvantages included: extra work for parents, and lack of access to specialized school equipment and activities.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Hyland, Andrew Russell
- Description:
- The need for increased community involvement (CI) is known and supported by much research. Correlations between CI and positive student outcomes such as improved attendance, reduced dropout rates, reduced misbehavior, and improved grades have been reported. However, barriers to CI exist such as negative perceptions, weak leadership, lack of funding, and lack of time. Many models exist to address barriers and maximize benefits such that educators can find a model to fit the needs of the community they serve. Due to the benefits of increased CI and the needs of students as they near graduation, educators must know of and use the CI programs available to them. This study attempted to discover the CI programs extant at the target high school campus and measure to what extent the faculty was aware of these programs by use of open-ended questionnaire, informal interviews, and direct observations. A total of 61 CI practices were identified and results were analyzed to discover trends and make recommendations to increase awareness and effectiveness of current CI programs.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Pimentel, Katrina Kym
- Description:
- This thesis focuses on the person-centered care approach delivered to older adults residing in assisted living with an emphasis on dementia-care. Of particular importance in the provision quality of dementia-care is the critical role of the Resident-Care Aide (R.C.A) and the challenges and opportunities within the organization was highlighted using Albert Bandura’s self-efficacy theory juxtaposed leadership. The research design used methods of ethnography which included participant-observation visits, a survey, and informal interviews with staff at an assisted living community with Memory Care in Northern California. The participants of this study included (N=7) R.C.A’s and the residents they cared for in the Memory Care neighborhood. Five substantive themes emerged from the research findings which include: consistent assignment equates to greater resident-knowledge and relationship; understanding the dining program improves the dining experience; embracing emergent leaders within the organization; ambiguity leads to lower family and staff satisfaction; and Resident-Care Aides find meaning in their work.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Kelly, Corrine
- Description:
- Through the study of such historically significant artists as Fridha Kahlo, Salvador Dahli, and Marc Chagal and the understood symbols and icons, I taught students how to execute their own compositions of personal and societal known icons and symbols understood by just themselves or easily interpreted by the viewers (society) of their art pieces. Self expression is a relevant common denominator in and throughout the study of these historically significant artists, my personal artwork, and my students’ artwork. Something all artists are working on coming to an understanding of.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Wescom, Karin D.
- Description:
- Students are taught how to read, but that does not always lead to a desire to want to read. Motivating students to want to read is a challenge teachers face every day. In an educational world driven by standardized test scores, fewer English teachers incorporate sustained silent reading into the regular part of their curriculum. Teachers have mixed feelings when it comes to whether or not sustained silent reading is an effective strategy to use amidst the pressures of teaching to the standards. Some students may be provided sustained silent reading time, but not use it appropriately, or demonstrate a lack of motivation to participate in the act of reading silently. Frustrated teachers who are not sure how to approach these problems, may decide, as a result, to give very little class time, or none at all, to reading for pleasure. Most reading that students do is required reading assigned by an instructor. Few adolescents choose to read outside of school. Thus, teachers want to know how to increase students’ motivation to read. The purpose of this work was to investigate the value of providing a dedicated time for sustained silent reading during the school day in order to increase reading motivation and the promotion of reading enjoyment. Additionally, the role and impact of the teacher during and between those reading sessions, and the different structures of sustained silent reading implemented during the dedicated time were evaluated for their effect on students’ reading motivation. The intent of this research was to use the results and analysis of the study to determine if the various processes used will facilitate reading motivation in high school students. The participants of the study were 31 College Preparatory English 12 students at Elk Grove High School. Three different sources of data were collected and analyzed. The researcher developed a 13-question reading interest survey to discover the students’ attitudes about reading and about sustained silent reading in school. The researcher implemented a structured, once a week, independent reading program. Halfway through the study, the researcher conducted a whole class interview to find out how the students are feeling about the reading program, and whether student participation in this program relates to increased reading motivation. The study concluded with a 16 question post-survey to capture the students’ views of the reading, the independent reading program, and their reading motivation. As a result of the implementation of the sustained silent reading program, most students enjoyed reading during the school day. Student interest in reading at school increased because reading for pleasure now worked in their busy schedules, and it was a consistent routine the students came to expect and enjoy. The students preferred having free choice in what to read, and appreciated the elimination of a grade or project associated with the completion of independent reading. The importance of having access to a classroom library, and teacher and peer recommendations and modeling seem to impact students’ willingness to read. It can be concluded that a one-day-a-week sustained silent reading program can affect students’ willingness and motivation to read for pleasure.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Breckenridge, Chelsea Thomas
- Description:
- Junior high school continues to be a challenging time academically for adolescent students, particularly in mathematics. Student engagement, motivation and achievement drops significantly during this transitional period (Eccles, 2004; Harter, 1998; Simmons & Blyth, 1987; Watt, 2004; Wigfield, Eccles, Mac Iver, Reuman, & Midgley, 1991; Wigfield, Eccles, & Pintrich, 1996). This thesis examined what was within the teacher's and students' control to help promote achievement and a cultivate a growth mindset in the midst of such obstacles. An original intervention based on growth mindset theory and self-regulated learning strategies was designed by the researcher and implemented by the participating seventh grade pre-algebra teacher. It involved a single period of lower-performing seventh grade pre-algebra students (N=24). This intervention involved one introductory brain training session, where students were taught about the malleability of their brain and about the importance of having a growth mindset. This was followed by students filling out their own Growth Portfolios for the remainder of the trimester. These Growth Portfolios had two parts: 1) a Growth Chart (where students documented their own pre-post formative learning progress of grade level standards on a bar graph) and 2) a Reflection Sheet (where students reflected on their progress and effort and planned a way around obstacles). The entire intervention lasted a trimester, roughly 10 weeks of instruction. Grades and mindset scores were calculated before and after the intervention. A post-intervention semi-structured interview was completed with the participating teacher. Students also filled out a final confidential evaluation of their experiences with the intervention upon completion. This quasi-experimental study used mixed methods. Quantitative data showed that the intervention was statistically significant in increasing student achievement (pre-post overall math grades) and in shifting student mindsets up towards a more growth orientation. Qualitative data revealed that overall the teacher and students both found the intervention to be motivating, helpful, and effective. The growth charts were noted as most impactful, while both agreed that the reflection sheets should have been simplified. Limitations and areas of future study are discussed.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Guild, Andréa
- Description:
- Parents often make book selections and implement reading routines that are socially accepted and may not be supported by research. Much of what parents include in their literacy routine is guided by the suggestions of “experts” in parenting magazines or the like. Parents need to be provided with more critical information on the best literacy practices to have at home during their child’s preschool years. Data was obtained through interviews with parents, observations of the home literacy environment and of shared book reading experiences. The interviews were semi-structured and took place in the participant’s home, so the interview took on a conversational format. The notations made with respect to the home literacy environment were completed while interviewing and observing the reading session between the child and a parent. Implications made based on the research include the need for parents to make reading an interaction based activity. Making reading an interaction will provide the proper reading strategies that will arm children with the emergent literacy skills needed to be fully prepared for school entrance. Further research in the field needs to be conducted to determine the rate of success students are experiencing at school entrance with relation to the reading routines and strategies parents used during their children’s preschool years.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Gumm Symanski, Stacia M
- Description:
- This paper presents an exploration of the way mini lessons used to teach Six Trait Writing improves student motivation to write and writing performance. The approach of mini lessons is proven to be rather efficient for providing relevant opportunities for students to write. Essential arguments from empirical research are presented in order to support the major assumption about the usefulness of mini lessons in the contemporary classroom. For the purpose of the paper, the researcher combines both quantitative and qualitative research methods, reflecting in the use of surveys, detailed observation checklists, and semi-structured interviews. There are 20 participants in the study, as they are identified as students from a second-grade classroom. The major research finding of the conducted study is that the implementation of mini lessons to teach Six Trait Writing contributes to increased motivation and self-efficacy of students to write. The paper also includes certain recommendations for improvement of the teaching method and for future practice.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)