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- Creator:
- Parker, Shanna C.
- Description:
- While working as a 10th- grade level SDAIE English teacher, this researcher found the curriculum provided did not engage students in the learning process. SDAIE students struggled greatly with visualizing the writing process. While they looked to their instructor to model the process for them, they were fearful of attempting writing on their own. By adding supplemental materials and creating new lessons, the researcher was able to engage students and improve their ability to respond to literature that they were reading. Research to sustain the use of graphic organizers as a successful tool for writing instruction came from the most current articles available on the subject. Additionally, Holt had a textbook, interactive reader, and grammar book for the 10th-grade English classroom from which a supplemental curriculum was created to use in addition to the provided curriculum. This writing handbook is a compellation of graphic organizers to use during the response to literature writing process. This handbook is designed for 10th grade students who are placed in SDAIE or regular English classes. and Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2013.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Trujillo Chrisman, Deanna Rachel
- Description:
- The purpose of this study is to examine if student independent reading choices align with Common Core reading standards by examining book choices via independent reading logs. In fourth grade, Common Core standards require classroom teachers to begin to use 50% informational text as part of their English Language Arts program (2013).
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Lee, Mary C.
- 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 III: Developing a curriculum, program, or performance related to arts education or arts in education. The project focused on creating a resource handbook that is a valuable tool for educators to use to better support classroom management.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Huo, Xiangqiu
- Description:
- Motivation is one of the cornerstones closely linked to a college student’s learning ability and academic performance. Cherry (2018) defines extrinsic motivation as one’s psychological behavior that is compelled by external rewards such as grades, praise, money, and fame. This type of motivation arises from outside the individual, as opposed to intrinsic motivation, which originates from inside the individual. From my personal experience and experiences witnessed amongst my international student peers, the English as a Second Language (ESL) curriculum we took was no simple walk in the park. With sufficient extrinsic and intrinsic motivators to stimulate our education environment, we have noticed our increased ability to have better comprehension, concentration and understanding of the fundamentals of the English language. Teaching English to Speakers of Other Languages (TESOL) can also be enhanced through extrinsic and intrinsic motivation to accelerate ESL student’s ability to master new language skills.This thesis provides an extensive review of literature related to the topic of extrinsic motivation and its relationship with educators and international college students. Moreover, the thesis will also explore how extrinsic motivation is a more effective motivator compared to intrinsic motivation and how it has specifically contributed to the success of international students in the learning of English as a second language. Lastly, this thesis discusses various ways educators can leverage extrinsic motivation to improve the effectiveness of how well their students master English as a second language.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Villalpando Perez, Anahi
- Description:
- Statement of Problem: For English Language Learners (ELLs), students whose first language is not English, reading is daunting. Most English teachers assign reading on a nightly basis with the expectation that students will perform the task independently outside of the classroom setting. Most students, including English language learners, prefer to skim and scan the text with the expectation of finding the answer to the questions being asked. The task of reading is not always seen by ELLs as part of the learning process of language. In order to understand how long-term English language learners perceive reading, research needs to be conducted to examine long-term English language learner perceptions. This research categorizes the effects of reading on developing English language proficiency and researches how these effects may or may not influence long-term English language learner perceptions. Sources of Data: This study presents findings from a survey including multiple choice, four-point Likert scale, and open-ended questions given to 80 Spanish-speaking English language learners who have been in US schools for more than seven years and thus are vi considered Long-Term English Language Learners (LTELLs). In order to answer the research questions, one source of information was analyzed, survey responses. Conclusions Reached: LTELLs have a positive perception toward reading and although there were some differences by gender or grade level, the difference was not statistically significant.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Samborsky, Susan Elizabeth
- Description:
- The purpose of this project was to create an avenue to provide information to Latino parents on how to advocate for their children with disabilities in preparing them to move from high school to post-secondary opportunities. The lack of collaboration between parents and teachers creates a gap of understanding the need for the development of a culturally responsive transition plan. A resource guide, Educating and Empowering Latino Families in the Individual Education Transition Planning Process, was designed to present information bilingually – Spanish and English to the Latino community over the course of three seminars. Issues on the legal compliance of having a transition plan, role of student and parent advocacy, and how to seek community resources are addressed.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Unsinn, Alicia Savelich
- Description:
- The purpose of this study was to determine the efficacies of home visits in Mrs. Garcia’s 3rd grade classroom at Tahoe Elementary School. Specifically, answers to the following research questions were sought: • Do the families feel that home visits have positive outcomes? • Do the students feel that home visits have positive outcomes? • How did the families and their children react to the home visits? • What effect did the home visits have on the parent teacher communication throughout the school year? Sources of Data The population used for this study consisted of the students and their families in Mrs. Garcia’s 3rd grade classroom, Mrs. Garcia herself, and the principal, Ms. Curry, at Tahoe Elementary School. Data was collected through the use of questionnaires and in-depth interviews. The responses represented the opinions of those students and their parents in Mrs. Garcia’s 3rd grade classroom. The data collected was reviewed and analysed by the researcher. All of this information was documented and formulated into an organized group of data to complete this study. Conclusions Reached The researcher concludes that the students and their families in Mrs. Garcia’s classroom, Mrs. Garcia herself, and the principal at Tahoe Elementary School, are all advocates of home visits. All of the subjects agreed that the outcomes of home visits were positive and beneficial to not only the students but their families as well. The communication between the student, their families and the teacher increased due to the home visits. Many of the students’ confidence in school increased as well, both socially and academically.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Rausch, Katherine A.
- Description:
- One of the challenges facing teachers is building an inclusive classroom community to facilitate a positive learning environment. When a classroom is not inclusive students who have been excluded do not learn effectively and become a distraction to the entire class. Sources of Data This study was conducted over the 2005-2006 school year in a first grade classroom at Mission Avenue Open Elementary School. Data were collected from the students, parents, and the teacher through the use of journals, observations, photographs, and interviews. Case studies were conducted on five students who were selected to represent a diverse cross-section of the class. Conclusions Reached The use of the Education Through Music program in my classroom helped to build an inclusive classroom community. The building of this classroom community is reflected in the changes that occurred in the level of participation, emotions, andinclusion of all students as the school year progressed. These changes can be seen in the journaling of the parents and students, the faces of the students in the classroom photographs, and my notes as the school year progressed. I would recommend the use of Education Through Music’s song-experience-games to build inclusion in a first grade classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Yaangh, Stacy Nai
- Description:
- The author is a second grade teacher at an urban elementary school in one of the largest school districts in northern California. The author has used the district-adopted Open Court Reading Program, which is a scripted reading program that follows a strict pacing guideline and does not allow for the integration of the arts into the curriculum. After teaching Open Court Reading for five years, the author has found the program to be dull, routine, and disconnected from her students’ life experiences. Therefore, the author is seeking a way to bring back the passion and love in teaching as well as make learning alive and enjoyable for her students. The author has concluded that integrating the arts into the curriculum is the solution to this dilemma. Thus, the author has developed an Arts Supplemental Handbook to go with the Open Court Reading Program. The author will use the Arts Supplemental Handbook to bring back the joys of teaching for herself and for her students.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Newton, Shauna M.
- Description:
- Past research has shown that teachers who feel that they are effective display characteristics that indeed make them more effective (Bandura, 1996). Researchers have also studiedfactors that determine what activities increase self-efficacy and what decrease it. The purpose of this study is to investigate teacher self-efficacy in regards to teaching beginning reading to English Language Learners as well as English only students and to examine factors that may have influenced teachers examine self-efficacy. The data gatheredfrom the study revealed that the most prominentfactors influencing teacher self-efficacy to teach beginning reading are field experience involving mentor teachers and on-going staff development training throughout the career of the teacher. It was also concluded that teachers' are more efficacious when teaching English only students beginning reading as opposed to English Language Learners regardless of the factors influencing their self-efficacy.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Sterling, Doris Lavona
- Description:
- Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping has on the academic achievement of students who participate in a three-year, grade four though six loop. An overview provides both historical and international backgrounds. This is followed by a summary of the literature focusing on the impacts looping has on parents, teachers, and students. Research was conducted at one elementary school with one class that had looped and one class that had not. The looping class included 27 out of a class of 34 students who had looped. The non-looping class consisted in 30 out of 33 students who had been together as students, but had had a different teacher each year. Research method consisted in the collection of standardized test data for both classes. A t-test for independent mean was applied to both math and English language arts data for both groups whole classes as well as disaggregated by gender and second-language learner status. The results of data analysis showed a recurrent theme of increased academic achievement in both math and English language arts for the looping group.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Melkonyan, Gegham
- Description:
- In the 20th century Armenia was a part of the Soviet Union. For 70 years, Armenia operated within a socialistic higher education system. After the destruction of the Soviet Union, the higher education system of Armenia changed. The purpose of this study was to gather data about student views of the higher education system in Armenia both during the Soviet era and after the Soviet era. To do this, the author surveyed 24 students, 12 who studied during the Soviet era and 12 who studied after the Soviet era. The responses were analyzed by group, looking at common themes and as a whole, when comparing the two educational systems. Both qualitative and quantitative analysis techniques were used. The findings indicated that the strongest advantages during the Soviet era were financial, with stipends awarded based on performance, job security, and prestige. Disadvantages were linked to strong competition to get into programs, lack of choices in fields of study, and loss of individual (Armenian) identity. The strongest advantages in the post-Soviet era were greater number of choices in courses of study, opportunities to study abroad, and sense of personal/Armenian identity. The disadvantages were lack of financial aid and ability to find employment. The results of a t test for independent means on the ranking of the quality of the higher education system during the Soviet era and after the Soviet era, was statistically significant, with both groups ranking the Soviet era system as superior.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Gauthier, Paul Joseph
- Description:
- The purpose of this project is to analyze issues that hamper Global education and gain a better understanding of differences between educating for a local viewpoint and educating for a global viewpoint. This project will analyze data from educators in Education and Government departments. I am interested in this topic due to my interest in globalization. My interest is in the changes taking place in the world caused by globalization. These changes have caught some countries unaware and other countries refuse to acknowledge the need for change. The problem is significant in many ways, especially when dealing with education. Curriculum changes have not happened to accommodate globalization. The problem is America is losing power and standing in the world community and the only way for this slide to reverse itself is for the educational system to teach in a global manner so that American citizens can be prepared to participate in the global community. This thesis will show the benefits of a global education and show how our citizens, through education, can participate in the world culture. This thesis will utilize grounded theory as a method of data analysis using interview data from professionals in the field of Teacher Education and Government departments from reputable universities around the world. The significance of this project will offer choices for change that could affect every school district and citizen in America.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Stoops, James Christopher
- Description:
- This study was to gather and report information from California State University (CSU) professors on whether students with disabilities are receiving quality secondary education in the State of California. The author sent out seven open-ended questions to professors who were currently teaching in the Teacher Education and Special Education departments. By using Strauss and Glaser’s (1967) four-stage analysis of grounded theory to analyze the professors’ responses. The two emergent themes that results indicated were that professors perceived a lower quality of secondary education for students with disabilities were receiving; the second was the lack of education that potential secondary educators were receiving within their perspective programs. The inclusive preparation model (IPM) theory that resulted from the yielded results suggested that professors believed that the current CSU teacher preparation program needed to reform their program to ensure that students with disabilities would receive the quality secondary education.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Bowen, Carmen M.
- Description:
- The focus of this research is to find the opinions of teachers of mathematics on the issue of teaching Algebra 1 to all eighth grade students in California. In July 2008 the California State Board of Education approved a new standardized test for eighth grade students; “the revised mathematics blueprint is based on California content standards for Algebra 1” (O’Connell,2008). By 2011, all eighth grade students should have been prepared to take a standardized test based on Algebra 1 standards. Early September 2008, the California School Boards Association and the Association of School Administrators filed a complaint against the Board of Education. The two elements of the legal complaint are: 1. the SBC’s failure to adhere the Bagley-Keen Act (open meeting law) by failing to adequately inform the public that it was considering such a substantive change in state policy, and 2. whether SBE actually has the statutory authority to revise the state’s academic content standards without prior legislative authorization. By December the decision of testing all eighth graders in Algebra 1 was halted in Court. Since this was a very controversial issue, this researcher felt necessary to hear teachers’ voices first hand since they are the ones who carry these decisions in their classrooms. Eighth grade Algebra provides both rigor and opportunity, while potentially enhancing mathematics literacy across student population. The study of Algebra in eighth grade could potentially address the issue of mathematics literacy in the United States, and result in greater number of students enrolled in advanced mathematics courses and science courses. To achieve this goal, however, requires sound decisions and strategies at all levels: from policy makers to the classroom teacher.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Popham, Keith Michael
- Description:
- Homework is, has been, and will be for the foreseeable future a common practice of most schools. Most teachers assign homework on a nightly basis with the expectation that students will perform the tasks independently outside of the classroom setting. Is this practice important to students? Do students within varying achievement levels perceive homework’s importance differently? In order to understand how students perceive homework, research needs to be conducted to examine student perception. This research categorizes the effects of homework on students and researches how these effects may or may not influence student perceptions. Sources of Data Data for this thesis was first collected through a review of the current literature on the issue. Harris Cooper (1989), in a “Synthesis of Research on Homework,” defined the practice and examined the history of research on homework. Theodore D. Reinhardt, Theodore, Bray, and Kehle (2004), in “Improving Homework Accuracy: Interdependent Group Contingencies and Randomized Components,” explored the idea of the effectiveness of specific homework practices on student performance. The Metropolitan Life Insurance Company (2007), in the “MetLife Survey of the American Teacher: The Homework Experience. A Survey of Students, Teachers and Parents,” discussed student perceptions of homework. A survey was also conducted of fifth-grade student perceptions to explore their perception of whether or not they felt homework was important. Ninety-nine surveys were collected and analyzed. Conclusions Reached The survey results validated much of the existing research regarding students’ perceptions of the importance of homework. Most students, regardless of achievement level, had an opinion. Of those students with opinions about homework’s importance, most felt it was important to them, made them a better student, and was a good extension of what was taking place in the classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Crook, Jaclyn Marie
- Description:
- In the study the Houghton Mifflin Selection Test short answer response questions were evaluated for developmental appropriateness and validity in the application of their results for the purpose of establishing reading report card grades for third-grade students. Third-grade and fifth-grade students’ responses were evaluated by two scorer’s and analyzed by grade-level, literal and inferential questions, single-part and multi-part questions. It was determined that third-grade and fifth-grade students each demonstrated difficulty on the short answer response questions possibly due to the validity concerns with each test question
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Islip, Elizabeth
- Description:
- Increasing the mathematical knowledge of students is a goal of the National Council on Education. Business leaders are calling on public education to produce students with a deeper, stronger background in mathematics and science. Nationwide, Algebra 1 is an eighth grade subject, yet 50% of the students enrolling in a public independent study high school had not completed the algebra requirement. Research has shown teaching and learning strategies, teacher behavior, and student motivation play an important part in education, yet little research was found in the literature regarding teaching and learning strategies for mathematics. Understanding student perception of the educational endeavor to learn algebra may help researchers and teachers understand how to better facilitate learning. Sources of Data Data was collected and pooled from cumulative school histories, student interviews, observation of students learning during algebra class, and surveys completed by the students. Data and insight was provided regarding the students’ perceptions, histories, and personal needs for learning mathematics. Conclusions Reached The level of intelligence was not the cause of the students’ deficiency in earning algebra credits. Social skills, attendance, attention span, personal attention needs, and family divorce prohibited them from succeeding to their intellectual best. These students had unique, complicated issues. It would take a special teacher with exceptional counseling skills, prolific background information, and abundant time for researching and planning to tackle and help solve these students’ issues with school. They were at a high risk for dropping out of high school. If intervention strategies had been identified early, and systemic support followed through over multiple school years, these students may not have been at risk at all. The cumulative folders, a communication tool already in place in public schools, could be used as a vehicle for transmitting teacher knowledge of the individual student’s optimum learning environment, including counseling recommendations and follow up. Accountability for every student’s educational success is the heart of No Child Left Behind, and an individualized education plan for each at risk student may be ideal.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Lukey, Dania Marie
- Description:
- This thesis 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. This project focuses on the author’s journey as a budding artisan of weaving and ceramics and as a devotee of poetry. Over the course of the year, the author created a journal using her exploration into these crafts as a platform to explore the convergence of ideas from disciplines thought of as divergent: Zen and Buddhist ideas of life and aesthetics, systems theory of interrelationships, cognitive science’s ideas of embodied knowledge, and ideas from the philosophers of art and education. All was researched, reflected on, and discussed in the journals along with documentation of the processes of designing and creating the objects. The author reviewed and incorporated many of the ideas touched on during her undergraduate degree in architecture. (Architectural education depends on meta-cognitive and heuristic pedagogy, architectural theory parallels many of the ideas of craft.) As related in Chapter 5 of this thesis, the author found at the crux of the relationships of these varied disciplines, a new direction for our educational institutions through the integration of v embodied narrative inquiry. The objects produced during this thesis were shared with the public through an interactive installation at the culmination of the master’s program.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Starks, Charlane Fay
- Description:
- The early inclusion of a civic responsibility-based curriculum is critical as African American students’ values and attitudes are forming about educational, civic, and behavioral competencies. Educators must grapple with shifting social value toward high school matriculation by incorporating a civic-based pedagogy to reduce education apathy. The undervalued civic education component in the 2001 reauthorized Elementary and Secondary Act, also known as No Child Left Behind (NCLB) Act remains necessary for whole child education toward the knowledge and understanding of basic civic competencies. This thesis examines civic education as a means to lowering the African American student dropout rate while presenting it as a civic responsibility and right. The review of literature includes literary works, published research that investigate the American perspective on civil rights, civil rights in education, civic education, and a conceptual framework linking civic education to the dropout crisis.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)