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- Creator:
- Murillo Lujano, Javier
- Description:
- Education has been referred to as ‘the great [social] equalizer’ according to Horace Mann (1837). Unfortunately, even after formal education was made available to all students, the education achievement of students from minority groups have failed to perform at levels equal with their white-counterparts. The world in the 21st century demands adequate competencies and skills to face the challenges in the careers and jobs of the future. Historically, English Language students (ELs) have faced great obstacles, including laws that reduced their possibilities for educational attainment. As those barriers are being removed, the beginning of a brighter future for English Learners begins. In California, the EL Roadmap (Proposition 58) is one of the first laws that is solidary to the experience of Els instead of promoting a climate of oppression and fear. With the appropriate classroom resources, ELs will have greater opportunity to succeed. Consequently, this project is an attempt to bridge Bilingualism to STEAM education. By investigating the process of curriculum design surrounding Science Education, various themes emerge. The acronym: STEAM stands for Science, Technology, Engineering, Arts, and Mathematics in K-12 Education, and is more than just integrated content areas—it means Science Standards aligned with the Next Generation Science Standards (NGSS) 3-D Framework, Common Core Standards of Language Arts and Mathematics.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Irvine, Amanda Noriko
- Description:
- Colonialism, boarding schools, loss of culture and the pressures of modern society have helped contribute to feelings of hopelessness and have caused generations of trauma, post-traumatic stress and other suicidal behaviors. These intense issues have caused dramatic effects in rural Alaskan villages where there are a lack of services and support for those who need it most. The history of Alaska Native people is complex and deep with generations of trauma. These traumas can still be felt and are seen through high Adverse Childood Experiences scores, alcoholism and abuse rates, and suicide numbers. The challenges of maintaining a traditional lifestyle in the 21st Century has proven to be difficult, with isolation leading to a lack of services like law enforcement, mental health and qualified teachers. Using a pedagogical approach a Social Emotional Learning curriculum was created help increase mental health outcomes and provide students with the skills needed to overcome challenges they may face. Social Emotional Learning practices provide hope that students in rural Alaskan villages can learn the skills to be resilient and healthy individuals. Through this Social Emotional Learning curriculum students will plan and execute a student led project that remedies an issue in their community. Through this project students will gain Social Emotional skills that will allow them to be 21st Century leaders and community trailblazers.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Haas, Megan Catherine
- Description:
- The United States historically oppresses marginalized people. The Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) community is an example of an oppressed group. Activists groups such as the Mattachine Society and the Daughters of Bilitis have been fighting for equal rights since the 1950’s, and LGBTQ people still face oppression. In the educational system, LGBTQ students often feel unsafe to attend school for fear of being victimized, harassed and unsupported. LGBTQ youth experience higher rates of absenteeism, suicidal thoughts, depression and substance abuse (Kann, et al., 2016). Rural youth are even more likely to experience victimization because of because of the high intolerance of homosexuality and conservatism in these communities (Kosciw, Greytak, & Diaz, 2009). Starting a successful gay straight alliance is one essential solution to providing support for LGBTQ students. A gay straight alliance helps to build tolerance on a school campus, provides support for LGBTQ youth and allies, and builds self-efficacy in a group of students who generally do not feel supported. The handbook designed in this project provides a heuristic of how to start a GSA. It suggests activities for building relationships between students to create safe space for LGBTQ students and their allies. The handbook provides essential information on getting started, recruiting members developing goals for what to accomplish in the first few meetings.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Fisher, Jeffrey
- Description:
- This project examined the current status and potential of garden--based learning (GBL), a holistic form of experiential education that has been described as an optimum learning environment by the most prominent education theorists for thousands of years (Desmond, Grieshop, & Subramaniam, 2004). The justification for this project is supported by the current data that suggests our nation’s schools have not demonstrated significant improvement in academic scores since the implementation of No Child Left Behind (NCLB). Schools have also not shrunk the achievement gap that was a primary focus of the standardized testing protocol of NCLB (“Independent Test Results,” 2015). Existing research demonstrates a correlation between GBL and improved academic scores and improved student attitudes towards learning, including at-risk students, thus suggesting that GBL may be a potential remedy for the stubborn malaise of our schools (Dilafruz, Williams, & Scott, 2013). v Also of great concern is a major health crisis due to childhood obesity that has more than doubled in children and quadrupled in adolescents in the past 30 years. All of which is compounded by the tripling of youth diabetes in just one generation (“Healthy Schools,” 2015). Research has demonstrated a correlation between students growing fruits and vegetables and their habits of eating more healthy foods (Pfleger, 2015). A learning environment that improves academic performance while promoting healthy eating choices should be considered advantageous for addressing these serious issues. This project was focused on informing the education community regarding GBL, and facilitating increased involvement in school gardens as a means to achieve improvements across many desirable student outcomes while engaging in 21st century learning. The product of this endeavor was a comprehensive website that compiled information for creating, maintaining, and improving school garden learning programs. The information gathered for the website was based on a triangulated method of data mining existing research, an exploration of resources currently available for school garden programs, the experiences of the researcher as a gardener and as the owner of a planter manufacturing business for many years, and the experiences of the researcher as a substitute teacher for the Sacramento City Unified School District (SCUSD). vi Conclusions Reached Garden--based learning (GBL) is a promising platform for effectively integrating the goals and performance expectations of the Common Core State Standards and the Next Generation Science Standards. Additionally, GBL can incorporate sophisticated technology into school garden programs in the form of microcontrollers (e.g., Arduino, Raspberry Pi) that can be programmed to automate a vegetable garden by using sensors, switches, relays, LEDs, and LCD displays for real 21st century learning experiences. Although GBL has demonstrated positive results for improving academic scores, student attitudes towards learning, student health, and school climates, existing research is limited and more research is needed to justify increased integration of GBL in schools.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Khang, Boon Xou
- Description:
- Overall there is lack of ethnic studies curriculum to supplement the core social studies curriculum in high school classrooms. Hmong students, in particular, often do not have access to academic courses that teach about the history and culture of Hmong people, even when they attend a school that serves a large population of Hmong students. In addition, statistics show that Hmong students are underperforming when compared to other Asian subgroups and the general American population. This project aims to use the teaching and learning of Hmong history and culture to empower Hmong students to excel academically. This project utilizes data from 3 main sources: 1) the United States Census Bureau, 2) various nonprofit agencies serving the Hmong community, and 3) the Elk Grove Unified School District (primarily Valley High School). The statistics analyzed in this project serves as the foundation for developing a curriculum that will meet the needs of Hmong students. The curriculum encourages students to engage in critical dialogue about the Hmong American experience and the development of a bicultural identity for Hmong American students. This project is designed to accomplish two main goals: to educate Hmong students about the history and culture of Hmong Americans and to provide mentorship and college-preparatory resources that will ensure more Hmong students attain academic success.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Martinez, Barbara
- Description:
- Social emotional learning (SEL) promotes self-awareness, self-management, social awareness, positive relationships, responsible decision-making, and improved attitudes about self, others, and school. It is a critical component of education because social emotional competencies are a strong predictor of academic achievement and success beyond school. The purpose of this project is to create a professional development training that will aid teachers at a local elementary school implement the SEL program Second Step to support their students’ social emotional development. Data was collected a survey on teachers’ knowledge of SEL and the Second Step program. Participation was voluntary and twenty-three of the thirty classroom teachers at H. Allen Hight Elementary School responded. Results of this survey were analyzed and used to design a professional development (PD) training for those teachers to support their knowledge of SEL, and specifically, their implementation of the Second Step program. Seven of the thirty teachers attended the PD and provided verbal feedback at the end of the training. There was consensus amongst the participants that behavior was a serious issue at the school and that many students needed social and emotional support, however they had differing opinions for why behavior was a serious issue. Some participants expressed frustration, first that the type of support and training they received at the PD was not provided by the administration, and second, that more of their colleagues had not attended the PD since most of the staff had stated repeatedly that behavior was a school-wide problem. Several participants requested additional resources such as supplemental materials found on the Second Step website and the literature used to provide an overview of SEL during the PD, and stated that additional training on the subject, or collaborative planning time with colleagues, would be beneficial.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Roberts, Jolie M.
- Description:
- Some liberal arts colleges and universities have a limited amount of jazz dance preparation classes for musical theatre majors. Theatre and Dance Departments face financial and political challenges when striving to offer enough dance classes to adequately prepare students to enter the professional dance and theater world. This project was created with those students in mind. Embedded within the project curriculum are social and emotional components which enhance the educator’s and student’s perspective on dance technique, history, and its cultural relevance. The author’s 30 plus years of experience as a dancer, dance educator, dance team director/coach, and group fitness professional has assisted in shaping the project’s design.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Salameh, Amna
- Description:
- This project focuses on Islamophobia as a problem of society that affects Muslims and non-Muslims alike. Prejudice and discrimination caused an increase of hate crimes and xenophobia against Muslims and people that “look” Muslim. These attitudes had influences on school sites, creating a significant rise in bullying against Muslim students, along with stereotypes from teachers about the Muslim community. This project resulted in the creation of a professional development curriculum that explored how multicultural frameworks, along with culturally relevant and responsive pedagogies, engage with issues surrounding Islamophobia and the teachers’ understanding of Islam. This professional development curriculum offers a comprehensive training for educators on topics including understanding Islamophobia, biases in the classroom, the creation of inclusive environments, and building support for their Muslim students.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Kauffman, Meghan
- Description:
- Parent involvement has shown to have a positive effect on student’s academics and has a strong role in the healthy growth of student’s social emotional development. There is an assumption that Latino families do not engage with their children. The reality is that Latino parents do care and are deeply interested in their child’s education. The purpose of this project was to create a respectful and safe place where Latino families could come to learn about the education system and work together to create resources for their children. This project used Classroom Action Research to conduct two workshops that focused on engaging Latino parents in a discussion about language arts, math, and social emotional development. Parents created materials using every day items to work with their children at home. Resources focused on standards that were specific to Transitional Kindergarten and Kindergarten. This project clunded that parent workshops were an effective way to engage Latino parents in collaborative with the teacher and child. Parent workshops should be encouraged within districts and be culturally respectful.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Tucker, Laura E.
- Description:
- This project is designed to highlight the relevant theories in regards to elementary art education and created a curriculum manual that will serve as a guide or framework for teaching art education. The curriculum guide has been designed to work as an introduction to art education for fourth grade students participating in an afterschool classroom. The curriculum guide works to expose students to visual art, music, dance, and theatre. The objectives of the curriculum focus on the students’ abilities to think critically, become culturally aware, and have an increase in creative skills. The curriculum will utilize class projects, discussion, and reflections as a framework for achieving the objectives. The designed project will be organized such that is not only user-friendly, but could be taught with a variety of modifications so that it can serve all classrooms.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)