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- Creator:
- Nix, Samantha and Courtney, McKenzie
- Description:
- Children’s and adolescents’ social-emotional health is moving to the forefront of attention in schools, as depression, anxiety, and suicide rates are on the rise for youth (Bennett & Kalish, 2006). At the same time, students are experiencing intense academic demands, including an increased focus on grades, standardized test scores, and larger amounts of assigned homework (Kohn, 2006). While the interplay between social-emotional challenges and scholastic demands has been postulated upon in literature, there is little research on the effects of academic stress on the social and emotional health of elementary-aged students (Kohn, 2006). The present research study investigated parent, teacher, and student perspectives regarding homework on students’ social-emotional health using newly developed surveys. Additionally, teachers’ and parents’ awareness of homework policies at their respective schools and the primary purposes of why teachers assign homework were examined. The participants in this study were students in grades 3-6 (n = 213), their parents (n = 223), and their teachers (n = 16). While the results of this research are preliminary,the data provide some information regarding the lack of school homework policies, as well as misinformation about those policies among parents and teachers. Additionally, the data suggest that the impact of homework on students’ social-emotional health is inconsistent across raters, as parents and students perceive a more negative impact relative to teachers. Lastly, while research indicates teachers have good intentions for assigning homework (e.g., work ethic and independence/responsibility), prior research suggests homework is not often an effective way of teaching these skills. As a result of the current study, limitations, recommendations for future research, and suggestions for districts, educators, and parent advisory groups are discussed.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education
- Creator:
- Roberts, Harry Joseph
- Description:
- The greatest problem facing the American educational system today is how to find enough qualified teachers. There are not enough young people entering the profession and too many teachers leaving. Considerable attention has been given to the economic factors and to the undesirable working conditions all too common in the teaching profession. It is the purpose of this study to identify and define the more important factors that contribute to the problem of recruitment and retention of teachers. It is the basic hypothesis of this study that one of the major reasons for this shortage is the attitude that many persons have toward the teaching profession. Potential teachers reject the profession; teachers withdraw from the profession because they do not enjoy the high prestige associated with the other learned professions.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education
- Creator:
- DeFazio, Adrienne Schaaf
- Description:
- The purpose of this study is to determine the effects of using Voice Recording Technology (VRT) apps for tablets on beginning writers’ productivity, as measured by the number of words and ideas in their writing assignments. Since beginning writers are still developing their handwriting and spelling skills, the lack of automaticity for these skills may impact working memory during the translating component of the writing process, which consists of text generation, or formulating the actual words the writer wants to use, and transcription, which requires handwriting and spelling skills. The researcher wished to see if using VRT as a scaffolding tool for writing by recording words and sentences generated by emerging writers would mitigate the effects of handwriting and spellings difficulties on their ability to retain the text they generated in memory. The researcher compared writing productivity, as measured by counting the number of words and ideas, between assignments for the same writing prompt completed with and without VRT by two different groups of first grade students during an afterschool writing program. Since the students did not use VRT for all assignments, the researcher was also able to compare individual students’ writing productivity for assignments completed with and without VRT. No definitive conclusions were reached since using VRT improved writing productivity by varying degrees for some students but not for others. Possible reasons for the disparity include differences in text generation skills, oral language skills, and vocabulary knowledge, skills which were not measured by the researcher before the study. Also, the use of VRT may have been a distraction for some students. Nevertheless, VRT could be used as a scaffolding tool to differentiate writing instruction according to individual needs. Using VRT could also be a way to meet the California Common Core State Standards (2013), which require the incorporation of technology into the writing process as well as in collaboration with peers.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education
- Creator:
- Fleming, Sheryl
- Description:
- Through a comparative case study between two low-income elementary schools this study explored the influences of future-focused or college-bound cultures on low-income students’ perceptions of and aspirations toward college and career pathways. Both schools had schoolwide initiatives focused around preparing students for the future. One had initiatives specifically around college-knowledge and developing leadership skills, while the other school focused on fostering global-thinkers and inquiry learners alongside their visual and performing arts magnet. The data collected through this study illustrate how school cultures and initiatives can influence the future aspirations of low-income students from the beginning of their educational careers, with the hopes of narrowing the perpetuated economic divide.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Melton, Donna
- Description:
- Recent education policy changes in California have affected the expectations and standards of kindergarten, making the curriculum more rigorous. It is necessary for students entering kindergarten to be prepared academically and social emotionally in order to be successful during the school year. Students that have not been exposed to foundational academic skills (i.e. letter and number identification, letter sound knowledge, and counting) prior to entering kindergarten, begin the year at a disadvantage. Similarly, students that have not yet developed appropriate social emotional skills for a classroom setting (i.e. managing emotions, interacting positively with others, and being able to focus during classroom activities) may have difficulty learning and reaching the end of year kindergarten standards. The purpose of this project is to provide parents the information and resources necessary to prepare their children for kindergarten. This project consists of a website that is aligned with the Oceanside Promise Kindergarten Readiness Checklist and has resources throughout that will expose young children to foundational pre-literacy and mathematic skills. It also lists some social emotional development skills on which parents can evaluate their children's readiness. The website features pages on the following themes: academic foundational skills, social emotional skills, oral language development, physical development, transitional kindergarten, end of year kindergarten standards, and additional resources. Each page provides information and/or resources that are intended to guide parents in preparing their child for kindergarten.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Vega, Edith
- Description:
- This project addresses the need for easy to use and follow resources for foreign language teachers who are interested in switching their traditional textbook based classes to Comprehensible Input and Teaching Proficiency through Reading and Storytelling method based classes. The purpose of this project is to provide foreign language teachers with a unit of lesson plans to use Comprehensible Input and Teaching Proficiency through Reading and Storytelling methods in their classrooms for the semester of their first year using these methods for a level 1 foreign language middle-high school class. The project consists of a website that includes a 16-week pacing guide unit of lessons along with examples of how to complete these activities and where to access more of these resources. This project is significant because it will allow teachers of foreign language who have been intrigued by Comprehensible Input and Teaching Proficiency through Reading and Storytelling methods to feel more comfortable abandoning traditional textbook based classes and help their student successfully acquire the targeted language.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Grey, Andrée M.
- Description:
- The role of the leader in any organization is critical, but there has never been a more pivotal time than now as 21st century leaders prepare students for the future. The intersection of school culture and change leadership has been studied extensively in the change reform model, however, a small but growing body of research is now focused on cultures of innovation in schools and districts. This dissertation presents research on the vital role of the central office which has been previously understudied. This dissertation synthesizes the literature surrounding cultures of innovation as well as the role of the central office leaders. This qualitative case study presents findings underscoring and explaining the role of culture and climate in an innovative district as well as the supporting and constraining conditions and their effects. Study findings confirmed the central office is strongly poised to support cultures of innovation by 1) supporting a flatter more networked central office, 2) creating and enacting a shared vision of innovation including systems for organizational learning and efficacy and 3) most importantly, establishing a climate of trust. The findings revealed specific leadership skills for supporting the culture and climate which include building trusting relationships, enacting the vision and mission of innovation and building the capacity of other leaders. Implications for central office leaders are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Dawber, Christina
- Description:
- Self-compassion has been shown to bolster resilience (Leary, Tate, Adams, Batts Allen, & Hancock, 2007), intrinsic motivation (Neff, Hseih, & Dejitthirat, 2005), and a general sense of well-being (Arimitsu & Hofman, 2015) as students cope with academic and life stressors. While research has begun exploring gender as a factor for self-compassion in college students (Lockard, Hayes, Neff, & Locke, 2014; Neff, Pisitsungkagarn, & Hsieh, 2008; Yarnell, Neff, Davidson, & Mullarkey, 2019), and, to a lesser extent, race (Hayes, Chun-Kennedy, Edens, & Locke, 2011; Lockard at al., 2014), there still remains a critical void of literature. Self- compassion researchers who focused on college settings have yet to explore the intersection of gender and race and have failed to consider social class entirely. To address this void of literature, the following phenomenological study explored self-compassion in 10 single mother California Work Opportunities and Responsibility to Kids (CalWORKs) students of color at a Southern California community college. Through a thematic analysis of individual interviews and take-home journals, four common experiences of emotional distress were identified: (a) Identification as a Welfare Recipient, (b) Academic Performance, (c) Ongoing Welfare-to-Work Requirements, and (d) Restricted Time With Child Dependents. Of these experiences, three elicited connections with intersectional oppression in the areas of gender, race, and social class, with one, Restricted Time With Child Dependents, excluding a connection with racial oppression. Common ways in which participants relate to themselves during these experiences, and in general, showed connections with less self-compassion in the areas of self-judgment and overidentification, with an even split in the area of isolation versus a sense of humanity. Participation in CalWORKs and Cooperative Agencies Resources for Education student support groups and workshops where students openly share personal adversities appeared to mediate this split. Findings from this study offer important implications for the use of an intersectional framework to examine complex topics like self-compassion and offer insight for the development of a group-appropriate self-compassion intervention. The findings also demonstrate a need for welfare reform and for community college leaders to better address the mental health of single mother CalWORKs students of color at their institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Vargas, Pilar Guadalupe
- Description:
- California has a history of bilingual education, but once that was eliminated with Proposition 227 in 1998, dual language education programs took its place. Dual Language Education programs are the teaching of academic content in two different languages. They have been expanding nationwide with several different languages being incorporated into this model, such as Spanish, Mandarin, Vietnamese, German, French, Portuguese, and Arabic. The draw for these programs has been to have students become better citizens in a global economy and to be able to participate within a diverse society. One of the concerns in regards to the expansion of dual language education is where the programs are being implemented and whom they are intended to serve. The trend is for affluent neighborhoods to have greater access to these dual language programs where there are a lower number of English learners and low-income students. These two demographic groups are not included in these dual language programs, which are considered advanced and rigorous. This case study is an in- depth look into one elementary school district in southern California with a high number of dual language programs, with many of them in affluent communities.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Olvera Leos, Salena
- Description:
- The purpose of this project is to provide educators a resource for creating social justice curriculum via professional development on Colorism. The research offers an explanation of colorism as it is currently understood, the historical significance of colorism, as well as examples of how it is perpetuated in society and school systems. Teachers will be given examples and resources of how to construct lessons around colorism with a focus around student voice as well as structured time to manipulate pre-generated lessons to fit the needs of their individual schools sites.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education