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- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanders, Jamie
- Description:
- Teachers often use silent reading to help students practice independent reading skills to build comprehension and improve reading proficiency. The purpose of this study was to explore how the classroom environment and its factors shaped my second grade students' engagement during silent reading time. I asked: (1) How are the students in my classroom experiencing silent reading time?; (2) What classroom environmental factors are shaping students' silent reading experiences in the classroom? Through surveys, interviews, video-recordings of silent reading time, and document collection, I learned that students of varying proficiency levels enjoy silent reading time and find it important to their daily schedule. Data also suggested that they enjoyed this silent reading time when in a comfortable and quiet environment. Implications include opportunities for teachers to structure the classroom environment for optimal silent reading.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Todd, Bryan
- Description:
- Students in my middle school science courses often describe the material as not relevant to their lives and future, and as a result seem to take an apathetic approach to their learning. To better understand why my students feel that some science topics are not important, and how I can increase student interest in science phenomena through my classroom teaching, I investigated the research question: What shapes students’ interest in engaging in science curriculum? To help define and investigate the main research question, the following subquestions guided my inquiry: In what ways, if at all, do my students ascribe importance to science phenomena? How does the learning structure and pedagogical approaches used in my classroom shape students’ interest in science, if at all? There were two major findings revealed through this study: Students find science important when they feel a connection to the topics. Students feel more interest towards science when they have hands on activities to explore science phenomena and their teachers show interest in the material and students. My research study has shown understanding students’ interests and demonstrating how science can directly impact students’ lives and future will increase their inquisitiveness and thereby engagement with science curriculum. Students enjoy learning science more when they have an encouraging environment where they know their teacher has their best interest at heart and when they have multiple activities to engage with curriculum, such as hands-on engineering projects and labs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Regan, Holly
- Description:
- This thesis investigates the ways in which choice shapes middle school students’ engagement in novel study. I asked the following research questions: How do my students’ views on engaging novel study shift following the integration of more choice? Also, in what ways does choice reduce students’ barriers to learning from novel study units? Through my research, I found that students enjoy the freedom to choose the learning products they complete during novel study and that they felt more comfortable when they were able to discuss the novel in small groups of their choice. The results of my research have illustrated the importance of allowing students opportunities for more autonomy in the classroom. Teachers can foster engagement by implementing more instances of structured choice during novel study units.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Kossler, Anastasia
- Description:
- The purpose of this study was to determine the main factors in selecting band instruments at the beginning of middle school band and how these factors influence students during the selection process. Few studies have been done in the past and mainly on how gender or instrument timbre effects students’ decision. A band wide survey was taken by students, as well as, eight individual interviews were conducted which found that the sound of the instrument (78%), early success (42%), instrument physicality (38%) , and certain people in the lives of students (24% friends, 15% parents) were the main factors. Although this study is in line with some other studies done on instrument selection, it is only a small snap shot of information that could be used to develop a better selection process in music classrooms.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Schmidt, Sheryl
- Description:
- This study followed a seven-year-old student over the course of her 1 0-week mathematics inclusion experience from a segregated special day class situated on the playground, to a general education second grade classroom of 22 new peers. The researcher examined the student's academic, behavioral, and social development as she was integrated into the second grade class. As a means of qualitatively and quantitatively measuring her growth, mathematics chapter and benchmark assessment scores were collected, field notes were taken, and each ofthe four participants (i.e., the special educator, the focus student, the focus student's mother, and the general educator) were interviewed. Data analysis suggests that the focus student experienced academic growth and maintained proficient mathematics scores while increasing in confidence and enthusiasm for school. Behaviorally, as the focus student grew more comfortable around her peers, she served as an exemplary model while exhibiting only minor behavioral infractions in both settings. Most noticeably throughout the study, the focus student and her general education peers demonstrated significant social development. The focus student was accepted as an equal among her classmates. Classmates recognized her academic strengths, and, above all, several new friendships were born. Key Words: Inclusion, academic success, social development, behavioral change
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education