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- Creator:
- Parker, Shanna C.
- Description:
- Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2013. and 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.
- 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)