Search Constraints
Filtering by:
Campus
Sacramento
Remove constraint Campus: Sacramento
Department
Education (Curriculum and Instruction)
Remove constraint Department: Education (Curriculum and Instruction)
Number of results to display per page
Search Results
41. Using explicit Instruction of Spanish past-tense verb conjugations in a Spanish immersion classroom
- Creator:
- Gallegos, Areles
- Description:
- This ten-week quasi-experimental study analyze whether explicit lessons of Spanish verb conjugation has a positive effect with fourth grade students’ Spanish fluency through accurate production of verb conjugation in the written and oral form. Specifically, this study looked for evidence of the students’ verb conjugation production in the students pre and post verb in isolation assessments, written narrative, and an interview that was conducted at the end of the study. The 21 fourth grade students attended a Spanish Immersion program located in the Northern California region. The reason for this study is because students in Spanish Immersion Programs are fossilizing and using incorrect Spanish verb conjurations when they speak and write. Moreover, students are moving through the program without knowing that they are making mistakes. The goal was to investigate if explicit instruction of Spanish past tense verb rules through the daily mini lessons helped improve students’ Spanish oral and written verb usage. Per DeKeyser’s Skill Acquisition Theory "skilled behaviors can become routinized and even automatic under some conditions" (Speelman, 2005, as cited in Taie, 2014, p. 1971). “In other words, this theory assigns roles for both explicit and implicit learning in SLA” (Taie, 2014, p. 1971). This thesis will help enhance educators’ knowledge of Second Language Acquisition to deliver appropriate grammatical lessons. Sources of Data Quantitative data was collected through two pre-and-post assessments in order to see if students’ verb conjugations would improve over the course of the study. One of the assessments analyzed the students’ verb conjugations in an isolation format. The second assessment focused on the students’ verb conjugation in a written narrative paragraph of a past event. The research concluded that through daily explicit mini-lessons on verb conjugation rules has a positive outcome within Spanish immersion students. Students are able to build the foundation necessary to justify the conjugation of past-tense verbs, which in return helps them develop Spanish written and verbal accuracy.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- O'Connor, Colin
- Description:
- The purpose of this work was to compare two methods of seminar-style discussion, commonly referred to as Socratic seminars—one in which students participate alone, and one in which the teacher joins the students. The comparison aimed to determine the discursive features of Socratic seminar and to examine the teacher’s role in and effect on the seminar. Additionally, the research was aimed at exploring which method might be more ideal for student learning. A qualitative study was designed that featured observation and audio recording of two similar seminar events in the same sophomore theology class. The audio was transcribed and analyzed according to the principles of critical discourse analysis, examining each discursive event as a type of discourse, as a text, and as a social action. The analysis revealed that the features of such seminars are more indicative of dialogic interaction when students control the discussion and more indicative of traditional or “Socratic” interaction when the teacher becomes involved as a participant.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Safavi, Farzad
- Description:
- This study was conducted to establish the effectiveness of utilizing problem-based learning (PBL) strategies in increasing students' increase understanding, awareness and interest to empower them to take active part in improving environmental conditions in community. The purpose of this study was to measure the growth of middle school science students in overall interest, awareness, and content knowledge regarding environmental issues, while applying problem-based learning methods. The data analyzed were student responses to a survey conducted in two GATE middle school physical science classes. The survey was conducted as a pretest and a posttest to both groups. The survey was designed to measure student responses to the application of PBL strategies and the significant changes between the pre and post surveys. Open-ended questions were included in the posttest to better understand any changes in student perceptions of PBL strategies. Results of this study demonstrated that the application of PBL strategies did have positive impact in increasing students' understanding of how science relates to their everyday lives as well as empowering them to be an active role in improving environmental conditions locally an globally. In additions, students enjoyed the ownership they felt toward their learning in cooperative and collaborative group discussions. The result of the study also indicated students' growth in knowledge and awareness toward renewable sources of energy and how they can be used to reduce human footprint in global climate change.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Commandatore, Kimberly
- Description:
- This study identified the materials and strategies that fourth-grade, public school teachers are using to address newly adopted informational reading standards. It also sought to identify patterns in the similarities or differences in the materials and strategies used to teach informational reading lessons in fourth grade classes. Qualitative data on the materials and strategies was gathered from three sources. Questionnaires were completed by teachers to gain data on class demographics, teacher background, access to informational texts, and included a general inquiry of materials and strategies that teachers used for informational reading instruction. Interviews with teachers sought to better understand the materials and strategies that teachers used and to obtain more specific details regarding informational reading lessons. Observations of informational reading lessons explored how the materials and strategies were used and implemented in these lessons. vi Qualitative data was analyzed using a thematic approach. Qualitative data revealed that all teachers use a variety of informational text including readers, magazines, online content, and content-area textbooks. Qualitative data also revealed that teachers use a variety of instructional strategies to meet diverse student needs, with all teachers using small group instruction. Cooperative groups and close reading strategies were also found to be widely used.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Moore, Haley
- Description:
- Many students struggle to master the concept of two-digit subtraction as a result of lacking appropriate content vocabulary and developing a solid understanding of base-ten procedures. The researcher conducted a qualitative study to investigate the effectiveness of integrating concrete and abstract models of mathematical concepts to explore the ways in which students are better able to solve subtraction problems and explain their thinking. Twenty-four second grade students from a suburban school in Northern California were invited to participate in this four-week study. Ultimately, five students were selected as a representation of the whole group of participants for the purposes of more in-depth examination. An initial interview and a post interview were conducted to analyze and examine the growth of student understanding of subtraction as a result of the integration of the concrete models. The discussion of results outlines key recommendations for planning and implementing effective instruction in subtraction.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Perez, Teresa
- Description:
- A significant number of high school graduates who apply for higher education are not prepared for a college-level mathematics course. At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take remedial courses (U.S. Department of Education, 2013). College and universities are trying alternative instructional approaches to improve the teaching of remedial mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math course. With the recent growth of the internet, new methods of delivering instruction are now possible thanks to the use of computers, so student will have choices of when, where and how they learn math. The purpose of this study is to compare academic performance of freshmen students attending California State University, Sacramento, (CSUS) who are enrolled in Elementary Algebra with Geometry remedial courses using traditional instructions and web based format (ALEKS). Students’ performance based on their gender and ethnicity will be explored as well. This study is based on freshmen enrolled in two Elementary Algebra with Geometry classes, during the fall 2012, 2013, and 2014 semesters. A total of 458 students were enrolled in both classes, 31% were males and 69% were females. In term of students’ ethnicity 25% were Asian, 11% African American, 32% Hispanic and 21% Whites. The classes were offered in two different format; traditional instructions and web-based online format. All the students completed the course and took the Intermediate Algebra Diagnostic (IAD) exam. Data was collected by two departments at California State University, Sacramento; The Math Learning Skill and Mathematics and Statistics Department. The three exam scores analyzed in the study were provided by the Learning Skill Assistant Professor and Math Coordinator. The Intermediate Algebra Diagnostic exam scores were provided by the Math Lab Coordinator. The results of this study showed that students in the ALEKS classes outperformed traditional lecture students in the Elementary Algebra with Geometry exam scores. In the Intermediate Algebra Diagnostic test students in traditional lecture outperformed ALEKS students. In terms of the Elementary Algebra with Geometry exam results, the study found that there is a significant gender difference in all semesters and in both classes, with females scoring higher than males. Additionally, females enrolled in ALEKS classes scored higher than females in lecture classes. In the IAD results the study showed that females also outperformed males in both classes. The results revealed that there was not a significant difference between the average test scores based on students’ ethnicity. All ethnic groups except African Americans had similar scores in both classes. African American students enrolled in lecture class scored higher than other ALEKS students. In terms of the IAD test, African American scored lower in both classes than Asian, Hispanic and Whites. Regarding class type the traditional lecture sections obtained the high passing rates. Based on the literature review and the results of this research the writer concluded ALEKS has a better impact on students learning. However the difference in lecture courses were slightly lower. More research need to be done to find out which teaching method has better impact on math remediation
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Riddick, Laureen A.
- Description:
- A concern of teaching credential programs and school districts seeking to meet the needs of K-12 schools is that the majority America’s children are being educated by a teaching force that is comprised primarily of White females. Furthermore, the limited intercultural experiences that middle class white teachers possess often does not align with the cultural diversity that exists in predominantly urban school settings. Due to the changing demographics in public education the pressure is on teaching credential programs to prepare teachers to teach multicultural education. Preservice teachers must be skilled at delivering content but also culturally sensitive to the experiences of students. A priority of teaching credential programs should be to develop social justice change advocates that are prepared to tackle the complex goal of supporting students that are racially, ethnically and economically different from themselves. This study examined the extent that preservice teachers feel prepared to teach multicultural curriculum to students of color. It will contribute to the knowledge base for teaching credential programs by systematically identifying needs of preservice teachers in regards to teaching multicultural curriculum and how it can be improved.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Martin, Jennifer Fetter
- Description:
- This study was aimed at creating, implementing and studying how an Environmental Advocacy Curriculum aligned to the Next Generation Science Standards can influence elementary learners. The purpose was to determine if the curriculum effectively ascended into the next realm of environmental education: from learning about the environment into advocating for the environment. It analyzed how teaching advocacy skills within environmental education impacted second graders pre to post implementation in four different classes, for males and for females, and as a whole grade level. The study investigated the breadth to which teaching advocacy strategies for the environment changed students’ levels of empathy, civic duty, intentions, and feelings of responsibility toward the environment and their likeliness to advocate for themselves, others, and those that cannot advocate for themselves (e.g. the environment and endangered animals). The study used a triangulation of the data from student surveys, teacher surveys, and student journals in order to illustrate a more comprehensive and holistic overview of whether the curriculum succeeded in helping students gain scientific content knowledge aligned to NGSS while also fostering in them a sense of care about and advocacy for the environment. In addition, the Environmental Advocacy Curriculum effectively put into action a relevant and necessary curriculum. Findings suggest that when the Environmental Advocacy Curriculum was taught with fidelity, it heightened student empathy towards animals and the environment, increased student intentions to help and advocate for animals and the environment, and changed their outlook about their ability to make a positive difference in the world. Additionally, results showed that learners connected human impact to cause and effect, increased problem-solving skills, and empowered learners to foster a stance towards the environment and work towards justice for animals.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Reyes, Bernard
- Description:
- Over 29% of all students in public four-year institutions have taken remedial courses (Skomsvold, 2014), and therefore, have not been considered "college-ready" upon entering college (Conley, 2007; Jimenez, Sargrad, Morales, & Thompson, 2016; Jones & King, 2012; Rothman, 2012). Of these students, 40% will not graduate with a bachelor's degree in six years (National Center for Education Statistics, 2001, 2012a; Sablan, 2014). In terms of racial background, disparities show that 30.4% of Asian, 35.8% of White/Caucasian, 52.6% of Hispanic, and 65.9% of black students took remedial courses in any field (Chen & Simone, 2016). Consequently, in the current era of high-stakes testing, pressure and tension continue to negatively impact low-income and underrepresented students' pathways toward college (Darling-Hammond, Wilhoit, & Pittenger, 2014; Reardon, 2013; Welton & Williams, 2015). For many of these students, this pressure and tension can affect the ways in which they prepare for and socially integrate into the college culture (Weidman, 1989; Welton & Williams, 2015). Based on this evidence, it is important to consider how socialization processes can help shift the way in which we determine college-readiness beyond the parameters of remedial education. In order to examine first-generation, low-income, and underrepresented students’ transitions into college, this study will examine the impacts on students’ program satisfaction and meaningful socialization through their participation in a transitional summer bridge program (SBP).
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Seal-Mayr, Mathew Douglas
- Description:
- This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway I: Artist as Educator. To develop expertise as a painter the author worked with instructor Tom Monteith in two painting courses at the California State University, Sacramento. Working with Monteith improved the artist’s expertise as a painter working from life with a focus on color and form. The project culminated in the works produced, as well as the development of the artist’s perspective on art making. Development of growth in the area of painting was assessed in the analysis of groups of drawings and paintings from a 20-image portfolio.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)