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- Creator:
- Lea, Olivia
- Description:
- While the number of students with special educational needs continues to increase, educators are finding themselves faced with the challenges of implementing effective teaching strategies that meet the needs of all students. Co-teaching has become an increasingly popular differentiated teaching strategy to meet these unique needs of all learners at the secondary education level. The methodology that was used for creating this project included extensive research on co-teaching strategies as well as the author’s direct experience with co-teaching in an inclusive classroom at the secondary education level. The product of this project is an in-service module for secondary educators on co-teaching in inclusive classroom environments. In the professional development module is included a comprehensive definition of co-teaching and the various co-teaching approaches recommendations for use of each approach, challenges associated with co-teaching, and a sample lesson of each co-teaching approach, as well as tips and resources for a smooth transition into implementing co-teaching within a school and district.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Han, Melissa
- Description:
- Young elementary students know what they want as learners, and they are fully capable and able to lead in contexts where adults are typically the leader – in classrooms and in research. The purpose of this case study was to explore whether and how providing authentic leadership opportunities for elementary students in two democratically oriented classrooms created feelings of connectedness and belonging. Both third grade classrooms could be defined as democratic: learning was student-centered, and student voice was heard and implemented throughout the day. Focus group students selected for this study were from two third grade classrooms that each operationalized democratic learning and distributed leadership practices where student voice was both solicited and valued. I asked very young people to explain what helps them feel listened to and understood in classrooms - to say what helps them be seen and understood and to define that for adults. Prior researchers have not asked young people to lead us in this. This case study research informs educators of how to listen and respond to young elementary students so their voices lead their learning and thereby create feelings of connectedness. Data analysis showed classroom moments of inviting student voice, providing leadership opportunity, and creating feelings of connected. Teachers were intentional in positioning themselves as facilitators of learning and modeled genuine questioning of student thinking. This study revealed that sharing authority and acting with humility created a reciprocal relationship between teachers and students. Students then used talk to deepen each other’s thinking, to advocate for each other, and to lead as co-teachers, but this only happened when they were in an environment that prioritized student voice. Students felt connected to their class community because they came to rely on and trust each other as resources.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Hazen, Amanda
- Description:
- Co-teaching provides the opportunity for students with special needs to be included in the same general education classes as their typical peers. At the high school level, inclusive classrooms often require a special education teacher to co-teach with a general education teacher in core academic content classrooms, such as mathematics and science. High school mathematics classes are challenging courses for students with special education needs and ones in which the special education teacher, who is co-teaching to support student learning lacks mathematical background knowledge to better assist students with and without disabilities within the inclusive general education mathematics classroom. The purpose of this project was to address the need for special education teachers who are co-teaching with mathematics content teachers to acquire adequate math conceptual understanding to better instruct and assist all students within an inclusive high school mathematics class. The product of this project is a professional development series on ninth grade Common Core State Standard math material to support special education teachers co-teaching in ninth-grade mathematics classes. Keywords: Co-teaching, high school math content, inclusive classrooms, professional development, special education, support teacher
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Desmond, Carolyn
- Description:
- The research took place in a unique Dual Language setting where students were mostly separated by primary language from kindergarten to second grade through a two-teacher language model. For the study, students in one class were integrated during their writing block, so that native English and native Spanish speaking students could work together in both languages for the first time. The researcher measured the effect of this integration in student writing outcomes in their second language and their personal investments in Spanish. Tools included a writing rubric, pre and post surveys, and four student interviews. Findings indicated that student academic achievement and Spanish investment both increased for both groups of students following four weeks of integrated instruction.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Chamow, Emily
- Description:
- School districts need to provide teachers with professional development they find useful in helping to change their practices, especially during times of significant educational reform. This study aims to answer the question, “What characteristics of professional development lead to change in teacher practices?” Research based features of effective professional development along with identified barriers to change are used as the foundation for this mixed methods study. Results from a cluster sample of TK-fifth grade teachers from one elementary school were analyzed using a Likert Scale and coding analysis. The results of this study suggest that significant time for collaboration, a longer duration of PL experiences, and supportive environments for implementing new strategies will improve the usefulness of PL offered to teachers. Results from this study can be used by educational leaders to help design more effective PL opportunities and ultimately increase student achievement. Keywords: barriers, change, characteristics, collaboration, duration, effective, professional development, educational reform, supportive environments, strategies, student achievement
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Paredes, Maria
- Description:
- This action research study examines the effects of the Paideia Seminar, a discussion strategy, on the writing attitudes and performances of the researcher’s current fourth grade Dual Immersion classroom located in southern California. The study used a triangulation of mixed-methods that included Likert Scale surveys, writing rubric scores and open-ended questions. The Paideia Seminar consists of two main components: a democratic learning philosophy and three levels of learning that include didactic, coaching and Socratic Seminar learning. The researcher chose the Paideia Seminar for this study because it provides access to all the students who have varying language abilities in this Dual Immersion classroom. Overall, the research findings suggest that the Paideia Seminar improved student attitudes, but not significantly. Writing skills and the process of drawing conclusions were not improved either, but both English Only and English Learners favored this strategy because it allowed them to orally express themselves.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Stone, Brooke
- Description:
- A school is a complex environment in which school staff has an immense responsibility to meet the needs of all students. Students come to school with a variety of strengths, backgrounds, and level of readiness for meeting behavior and academic expectations. In order to ensure that all students are “ready to learn” both academic content and how to be a kind, safe, and productive citizens, a School-Wide Positive Behavior Support (SWPBS) system is necessary. This product that is the product of this project, an informational resource entitled School-Wide Positive Behavior Supports, was designed to provide general education teachers, paraeducators, and administrators with an overview of SWPBS and specific strategies for implementing a SWPBS system. The six-paged resource includes information on whole-school behavior expectations, proactive strategies and interventions for general education personnel to use every day, particular strategies such as the Check In, Check Out procedure and the Stop, Think, Plan, Make it Right reflective student accountability script for following up with behaviors in a consistent, positive manner. The researcher’s goal is to make this resource available to personnel within and outside of her school district in order to empower educators to create safe and nurturing classroom climates, increase student self-control, and reduce student referral out of the general education classroom due to disruptive behavior.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Mueller, Charles
- Description:
- Many high school graduates are ill-equipped to write in a professional capacity or at a college level. While high school graduates are better equipped in reading, many struggle with the texts they will encounter in the workforce or attending college. This project was created to answer the question: How can a high school teacher use a writing workshop model including mentor texts in conjunction with free, independent reading to improve student writing? The project is a 3-week series of lesson plans that utilizes mentor texts and independent reading for students to create their own narrative writing. The project used research to establish the systematic problem of limited writing and reading skills of high school graduates. Furthermore, the research suggested the use of mentor texts, offered grouping strategies, and encouraged the use of free, independent reading. Upon completion of the unit, students will have created their own narrative writing and be equipped to begin writing longer narrative pieces such as a personal narrative..
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Katz, Solomon
- Description:
- According to Wynn (2012), students in the US are falling behind in Science, Technology, Engineering, and Mathematics (STEM). These vital disciplines have always been important in academia, but currently there is a global shift from specialization, a linear and logical approach, to “...an economy and a society built on the inventive, empathic, big-picture capabilities of...the Conceptual Age” (Pink, 2008). In this way, integration of the arts is an essential component of the strategy to improve education as a whole and solidify the arts as an essential component of the academic experience in the US. In order to help our students to compete for jobs in the 21st Century marketplace, policymakers and educators should take a second look at integrating the arts into STEM instruction (STEAM). Proven to boost academic achievement and support Common Core principles, STEAM expands innovation and creative thinking in STEM fields. In the study the researcher asks, “In what ways do K-5 teachers effectively integrate the arts into STEAM instruction?” To answer this question the researcher designed a research study using an online survey to gather data on K-5 teachers in schools with STEAM programs. Findings showed that educators chose STEM and arts disciplines to integrate based primarily on accessibility to teaching tools and materials and not always on what was best for students and learning. Other student-related factors included students’ understanding of the arts discipline and student motivation.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Montferret, Ashlee
- Description:
- Due to recent federal legislation, students with disabilities are now able to participate in rigorous academic and general education curriculum and assessment with their non-disabled peers in a common learning environment. In inclusive classrooms, all students are taught together, including students with disabilities. Among the collaborative strategies that satisfy legislative expectations and provide students with services and supports within the general education classroom is the instructional practice of co-teaching. General education teachers, special education teachers, paraprofessionals, and related service providers are expected to collaborate and teach together an even more diverse group of students with a larger range of needs. However, teachers report receiving very little to no training to prepare them to for co-teaching. The lack of training causes many challenges for co-teachers, which include knowing how to effectively plan, teach, and assess collaboratively for the diverse needs of their students. This project offers a co-teaching professional development to help schools effectively implement this inclusive practice, based upon findings from a literature review. It outlines the key elements to successfully implement co-teaching in inclusive classrooms and provides a foundation of knowledge for educators on historical context of inclusion, current laws, the four co-teaching models, and co-teacher roles and responsibilities.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education