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- Creator:
- McIntyre, Danielle and Marion, Allison
- Description:
- Since the 1980’s there has been a gradual, yet steady increase in the academic demands placed on our students and in the amount of homework assigned (Kohn, 2006). Misconceptions on the effectiveness of homework and student achievement have led many teachers to increase the amount of homework assigned to keep up with political demands (Kohn, 2006). While a significant body of research demonstrates the lack of correlation between homework and student success, children at the elementary level are receiving amounts of daily homework that interfere with family life and other extracurricular activities (Cooper, Robinson & Patall, 2006; Vatterott, 2009). Due to many parents, students and teachers normalizing increasing homework demands as a part of school life, the outcome research surrounding homework has largely been ignored. The current lack of research in this area necessitates further examination of this issue. The present research study investigated parent, teacher, and student perspectives regarding the amount of homework students are assigned. The perceived effects of homework on family time was also examined. The participants in this study were students in grades 3-6 (n = 395), their parents (n = 442), and their teachers (n = 28). Preliminary research data suggests that (a) while parents largely reported homework relates to their child’s learning, a large portion of parents also stated that homework is busy work; (b) there are differences in the perceptions of the actual and ideal amounts of assigned homework, amongst parents, students, and teachers; and (c) while the majority of parents reported that homework rarely or never gets in the way of family time, a large portion also stated that homework creates a power struggle with their student. Limitations, recommendations for future research, and suggestions for increasing the home-school connection are discussed.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (School Psychology)
- Creator:
- Chen, Tiffany Helmen and Figueroa, Alejandro Arroyo
- Description:
- Home-school communication is essential to academic success, but for minority parents, cultural and linguistic barriers prevent effective home-school collaboration by discouraging parent input into their child’s educational decisions. Effective home-school collaboration has been found to positively influence academic, behavioral, and social-emotional student outcomes (Epstein, 2001; Park & Holloway, 2013). As such, it is vital for school staff to learn and apply multiculturally sensitive practices when communicating with parents, especially when highly sensitive and critical decisions such as special education eligibility and educational placement are being discussed. This project will integrate the body of research that supports effective home-school communication, cultural biases in special education, and the strategies to present assessment results with multicultural sensitivity. The information will be used to develop a half-day training for members of the Individualized Education Program (IEP) team on how to address their own cultural biases, engage in more effective home-school communication, and best communicate assessment results with multicultural sensitivity to Hispanic and Asian families.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- School Psychology
- Creator:
- Newman, Nora and Mihov, Radostina
- Description:
- Successful and practical classroom management strategies can alleviate teacher stress and burnout rates. Despite the lack of support teachers report in implementing behavioral modifications, positive research-based approaches like the ones taught in the Love and Logic (LL) Curriculum have been found to establish a safe learning environment, develop problem-solving skills, and personal responsibility among students. This project researches the value of these approaches and offers a technology-based resource as a solution for implementation. The web-based application created in this project serves as a reference for skills adopted from LL workshops that teach a variety of strategies and interventions. Ruddell (2011) suggests that Love and Logic has been chosen by school leaders as a positive behavioral support school-wide management plan. An in-depth review of the literature introduces the Love and Logic theoretical framework and identifies techniques and suggestions for implementation. The sum of this information will be used to develop a web-based application readily available on any smartphone, to help solidify skills learned in the LL teacher trainings and support all teachers who need quick solutions to the daily disruptions they commonly face in the classroom.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- School Psychology
- Creator:
- Bridges, Karen
- Description:
- The persistent disparities for African American students are and remain an issue of unequal opportunities to learn (Cowan Pitre, 2014). One reason that the gaps are so persistent is that American schools have been pressured to preserve the status quo (Brown, 2010). The educational outcomes for African American students in the United States has remained unchanged for decades. “National Assessment of Educational Progress (NAEP) data presents trends documenting the historic and persistent disparities in the educational outcomes among African American students” (Cowan Pitre, 2014, p. 209). English learners, economically disadvantaged, Latino students and African American students represent a chronically underserved student population in California. What are the realities of principals regarding the effectiveness of the LCAP to meet the needs of K12 African American students? The LCFF and the LCAP represent a change in laws and policies to tackle the disparities in success for African American students. The conceptual underpinnings of this research were community-based reform and systemic equity. The specific student population identified for this study are marginalized African American students. The researcher employed a qualitative methods approach to achieve the purpose of the research. In addition, the research will examine whether principals’ perceptions and capacity in the LCAP context help schools effectively meet the needs of marginalized African American students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bogovich, Lyndsie L. and Martinez, Nina
- Description:
- Barnett (2017) reported that over 50% of students with an attention deficit hyperactivity disorder (ADHD) diagnosis qualify for special education services under the Other Health Impairment (OHI) category of the Individuals with Disabilities Education Act (IDEA) or for general education program modifications under Section 504 of the Rehabilitation Act. With such a high number of students meeting this criteria due to ADHD, it is imperative that educational professionals work to find the best way to support these students in the educational setting. Further, meaningful parent involvement has been shown to increase a student’s academic performance and school attendance (Grolnick, & Slowiaczek, 1994). For those students in special education, parent involvement can support the development of appropriate social skills and meaningful long lasting relationships with their peers and trusted adults. Although there are multitudes of positive implications, along with extensively researched successful social emotional learning curriculum for educators, parents share that supporting social emotional learning in the home can be challenging and result in feelings of inadequacy and frustration with school staff. This project focuses on supporting parents of students who have or are suspected of having ADHD. This project developed trainings and supplemental resources to educate parents of students with suspected or identified as having diagnoses of ADHD by providing a review of the most common symptoms of ADHD, the impact of positive social skills within the school environment, and what supports are most effective in developing meaningful relationships with teachers, parents and peers.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Education (School Psychology)
- Creator:
- Myers, Stephen Reitenour
- Description:
- This thesis explores public policies that have the potential to meet the 20% statewide edible food recovery mandates of SB 1383. This policy became law in 2016 as part of a broader effort to curb methane emissions, of which about a fifth is attributable to landfilled organic waste. While there have been significant successes at the city level across the nation, and while there are promising models at the county and regional level in California, a statewide edible food recovery mandate is unprecedented, and has the potential to throw local food distribution and waste hauling systems into chaos if not adequately designed and managed. The overall goal of this thesis is to identify policies that can enable local jurisdictions to meet their statutorily-required edible food recovery amounts with reasonable expenditures of money and effort. To make these determinations, I used Bardach’s (2012) analytical research method, the “Eightfold Path,” to develop a list of policy alternatives and criteria by which to assess them. The resulting analysis allowed me to plot alternatives along one axis of a table and criteria along the other, creating a “Criteria Alternatives Matrix,” or “CAM” for short. I analyzed four policy alternatives that the literature and my conversations with stakeholders in the waste management and food recovery fields recommended, and determined that one of the four policies have a relatively high likelihood of success according to the five criteria by which I evaluated each. I also determined that two other complementary alternatives could also be successful. The use of software to match donors and recovery organizations with on-the-spot transporters for time-sensitive donations was the top-ranked alternative, with (1) utilization of public health inspectors to promote recovery among regulated food distributors and (2) facilitation of planning and coordination between donors, recovery organizations, and transporters as equally-ranked complements. I recommended the implementation of donation-matching software as the strongest option to address the issue, but also indicated that some combination of the three could be particularly effective in facilitating edible food recovery in the near future.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Public Policy and Administration
- Creator:
- Mouzes, Andie Mary
- Description:
- Civilian review boards can benefit not only an individual complainant, but also the surrounding community at large and law enforcement agencies across the country. The diminutive amount of existing research conducted on civilian review boards has focused primarily on the reason for their existence but not the tendencies that the data from these oversight boards reflect. This present study was designed to fill the gaps in the lack of research existing on the tendencies of civilian review boards and further, if race plays a vital factor in the complaint process. Specifically, this study examined complaints against Chicago police officers as logged by the Civilian Office of Police Accountability (COPA) in Chicago. In sum, this thesis examined whether complaints in general had a racial foundation and more specifically, whether excessive force complaints against African American and White officers statistically differed. The study found that of the 2,577 disposed complaints used in this study, race did play a role in the complaints made against officers and complaints made about excessive force. Although the results did reflect a relationship between race of complainant by race of officer, it only accounted for 8.6% of the variance of the race of the officers involved in the complaints. It should be noted however that there are other factors besides race which need to be considered and were not thoroughly tested in this study. Research on the tendencies of civilian review boards may give complaining civilians an improved understanding of a civilian review board’s proceedings but more study needs to be done as to any racial disparities regarding complaints.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Criminal Justice
- Creator:
- Montes, Christina C.
- Description:
- Recent literature supports using a multi-component awareness training procedure to decrease speech disfluencies for college students. However, this procedure can be time-consuming and is likely not feasible in practical settings, such as college classrooms. The present study focused on the time required to decrease speech disfluencies. In Experiment 1, we conducted a component analysis of awareness training, and we evaluated the efficacy and efficiency of an awareness enhancement device in Experiment 2. We found that in vivo speech practice may be sufficient for reducing disfluencies for some students, but a treatment package including both video and in vivo training is more likely to result in marked behavior change. We also found that in vivo speech practice with the addition of an awareness enhancement device was effective for four of five participants; however, training time was comparable to the combined treatment package.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Psychology (Applied Behavior Analysis)
- Creator:
- Mendoza, Teresa Lee
- Description:
- Communications Training Officers (CTOs) within the 24 California Highway Patrol state-wide Communications Centers (CC) currently lack a comprehensive training guide which provides a roadmap to guide them and enhance their ability to assess and accurately document performance. The current standardized method of training for entry-level dispatchers within the California Highway Patrol consists of five weeks of departmental mandated Peace Officer Standards of Training (POST) and Agency Specific (AS) Public Safety Dispatcher Basic Course (PSDBC) call-taking and radio training at the CHP Academy. To improve current practices and create a user-friendly all-inclusive training overview document for CTOs, this project was developed to enhance their understanding of the Department’s Training Standards in an intelligible abridged version. New CTOs must be introduced to their multi-faceted roles as informal leaders as not only a trainer, but a coach, mentor, counselor, and a peer. The Comprehensive Communications Training Officer Program Guide, Annex A, Roadmap to the Golden Gate Dispatch Training Program, provides each CTO visual and written queues with the goal of eliminating the confusion and frustration he or she may encounter when struggling to interpret cumbersome wordy department policy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Criminal Justice
- Creator:
- Mander, Navjoyat
- Description:
- The purpose of this attitudinal study was to examine the attitudes of Asian Indian men and women regarding gender roles. Perspectives concerning gender roles were surveyed through topics such as: cultural expectations of sons and daughters, household responsibilities, social mores, marriage, and intimate partner (domestic) violence. Through quantitative and qualitative data, the researcher was able to gather significant information. Quantitative data results exhibit variety of responses. While majority of the participants’ responses demonstrate egalitarian views, a constant 7% is evident in almost every statement with a contradictory response. By applying thematic data analysis, the researcher was able to conclude three major themes. However, the open-ended qualitative data results display conflicting attitudes expressed by the participants.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Behavioral Sciences Gender Equity Studies)