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Lawler, Brian
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- Creator:
- Romero, Gabriela
- Description:
- Parent involvement in the classroom is a challenge to acquire for communities that have not had positive experience with schools, specifically Latinos. The issues with overcoming the lack of Latino parental involvement can be addressed by educators with a focus on culture, andragogy and effective outreach. This project includes a set of workshops to reach out to Latino parents and help them understand schooling and learn how to support their child’s learning at home. The workshops are designed with a focus on Latino culture (culturally relevant pedagogy), best practices for adult learning (andragogy) and effective instruction (Understanding by Design (Wiggins & McTighe, 2005). The project consists of five workshops: What are (Homework) Boundaries?, How to Make a Special Place to Do Homework, Better Communication Between Parent and Child, Math Support Strategies, and Getting Involved with the School. Each workshop has been developed to provide engaging activities that are supported by culture and language. The workshops focus on the importance of parent involvement, culture, and developing a relationship between parents, children, and teachers.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
2. Relationship Between Adolescent Newcomers' Primary Literacy and their English Language Acquisition
- Creator:
- Gutierrez, Jennifer
- Description:
- Students from non-English-speaking countries who immigrate to the United States during the adolescent years are tasked with both learning a second language and meeting graduation requirements in courses taught in that second language. Forty years of research on second language acquisition documents that primary literacy (L1) impacts second language acquisition (L2). Yet, newcomer adolescents have been left out of this conversation. This study explores the question: What degree of relationship exists between adolescent newcomers’ primary literacy (X) and their rate of English language acquisition (Y)? This study follows a quantitative correlational research design, relying on two measures of primary literacy: the IDEA Proficiency Test and the Standards-based Tests in Spanish, and the longitudinal results on the California English Language Development Test (CELDT). The participant population consisted of all (n = 34) native Spanish-speaking English learners who received instruction in the U.S. for five years or fewer. A very minimal positive correlation was found between primary literacy levels and the initial assessment of CELDT, and a moderate positive correlation between primary literacy levels and the first and fourth annual assessment of CELDT. This suggests that primary literacy levels do not predict the English proficiency levels at initial assessment. The moderate correlations at the first and fourth annual assessments suggest that those with higher levels of primary literacy acquire English at a faster rate. The moderate correlation will allow educators to predict those at-risk newcomer adolescents. Educators can then target intervention or provide differentiated instruction in order to support the students’ literacy development.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- McBride, Martha
- Description:
- Schools can support families by developing an approach to promote a home-school connection to teaching appropriate behaviors for students with special needs. This curriculum project developed hybrid parent workshops, with face-to-face and online sessions and a collection of free, online resources. The literature review informed the curriculum best practices for effective parenting, positive behavior supports, and parenting workshops. The guiding questions for this project included: 1.) How can knowledge of behavior management support parents? 2.) What structures can parents use with their children? 3.) What are effective strategies to educate parents about behavior management strategies? This curriculum project includes a 7-week series of parent workshops to help teach supports and strategies to use with their children. The sessions include: effective parenting, creating rules and setting boundaries, creating routines and schedules, token economies, and using incentives. Also included in the workshops are an introduction session in the beginning and a reflection session at the end. All of the parent workshops were created with the consideration of the adult learners that will attend the sessions. The parent workshops are a useful tool to build a home-school connection approach to teaching appropriate behaviors for students with special needs. Key words: behavior management, effective parenting, online resources, parent workshops, positive behavior supports, special education, special needs, strategies
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Angulo Lupercio, Yessica
- Description:
- As California transitions to the Common Core State Standards for Mathematics (CCSSM), parents need to know what the CCSSM entail and how they can support their child’s success under the new standards. Parents, especially those of underperforming populations, have lower rates of involvement in middle school mathematics than in any other class before high school. This project addressed these issues by creating an informational booklet for parents that introduces them to the CCSSM and provides them with strategies to increase their involvement and support, especially in middle school mathematics. Research on parental involvement and best practices in mathematics education provided guidelines for creating the booklet. Feedback from administrators, teachers, and parents was used to revise the booklet. In addition to a brief introduction to the CCSSM content standards, the booklet included a description of the Standards for Mathematical Practice, a summary of the research supporting parental involvement, an overview of the mathematics content being covered in middle school with strategies and resources parents could use to support their children, a description of research-based best practices for fomenting mathematical development, and a worksheet to help parents create an involvement action plan. The booklet has the potential to connect parents and schools, and engage students in learning by helping families bring mathematics practice into the real world. Keywords: Common Core, involvement, mathematics, middle school, parent
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Simmons, Deborah
- Description:
- The purpose of this project is to provide a curriculum of social skills for individuals who do not develop social skills through the typical process of sociocultural interaction: The First 10 Social Skills Everyone Should Know. Due to circumstances, beyond their control, individuals with intellectual disabilities may not behave in the behaviors that the individuals around them would expect. Often, the general public is unaware of the reason why an individual may behave with atypical social behaviors. Consequently, these individuals with disabilities, due to their lack of situationally normed social skills, are often thought to be behaving antisocially, rudely, or disrespectfully. When an event arises in which legal authorities such as: the police, lawyers, judges, and other court personnel become involved, the unexpected actions of persons with limitations in social skills may cause them to be treated more harshly than an individual with the expected social behaviors. Teaching social skills to these individuals with disabilities may improve their ability to conduct themselves in a manner that will increase their success in interacting with other individuals – especially legal personnel - and may reduce their recidivism rates.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Ramirez, Ignacio
- Description:
- The purpose of this study was to investigate the contributing factors to a high level of mathematics and mathematics teaching self-efficacy beliefs of 10 elementary school teachers in a rural school district. Semi-structured interviews were conducted with a subgroup of teachers, identified as having high mathematics and mathematics teaching self-efficacy, to investigate how the theorized four sources of efficacy have influenced the 10 participants who possess a high level of efficacy in both areas as measured by a Mathematics and Mathematics Teaching Self-Efficacy Beliefs Survey. According to Bandura’s (1977, 1986) social cognitive theory, individuals derive self-efficacy beliefs from four different sources: Mastery experiences, vicarious experiences, social persuasions, and physiological states. This study found that vicarious experiences, social xi ii persuasions, and physiological states were the most impactful factors in the formation of mathematics efficacy beliefs. Vicarious experiences were by far the most influential factors in the formation of mathematics teaching efficacy beliefs. Results of this study also inform school districts and teacher preparation programs on the type of professional development and training that contributes to an increase in mathematics and mathematics teaching self-efficacy beliefs as experienced by the 10 participants in this study.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education