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- Creator:
- Gurule', Jennifer Lee
- Description:
- The purpose of this study was to investigate the effects of student-led literature circles versus direct instruction on the reading comprehension of struggling fifth grade readers. Six fifth grade students participated in this study. Three of these students engaged in literature circles while receiving direct instruction from the basal series while the other three also received direct instruction, but did not participate in literature circles. Data was collected from various sources in order to monitor and evaluate the reading comprehension of each participant. Each of the six participants were administered the DRA and MAP test before and after the study. Role sheets and discussion evaluations from both the researcher and each participant in literature circles were closely evaluated. In addition, the students took reading attitude surveys before and after partaking in literature circles. Furthermore, these students also took reading quizzes after they read each book. This collection of data supports that students find enjoyment in reading as a result of participating in literature circles. The participants benefited from listening to the other students discuss aspects of the story as much as speaking themselves. Because data was only collected for only six weeks, it was hard to assess whether their reading comprehension improved as a direct result of participating in literature circles; however, their attitude toward reading did. Literature circles are a great way to motivate struggling readers to read quality literature. Key Word~: literature circles, struggling readers, reading comprehension, basal readers, direct instruction, mixed methods design
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Leiber, Antoinette M.
- Description:
- Adolescents are engaged in a variety of out of class writing experiences in their personal worlds. Through qualitative descriptive methods, this study documented the in-class writing experiences of 28 seventh grade students participating in a process writing approach classroom. An approach offering a recursive process of idea generating, drafting, writing and revising. The students wrote about topics and genres of their choice. The following patterns emerged from the research: Students gained confidence in their writing, their writing was purposeful, the ideas for their writing shaped their decision of format, choice was important, and teachers and books were the most helpful elements to the students in their writing. Keywords: Adolescent writers, process writing approach, choice, audience and purpose
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Cvar, Frank
- Description:
- This study examined whether educators are effectively using Information and Communication Technologies (ICTs) to promote student learning. The study identified teachers' current technological practices, attitudes about computer usage, and professional development needs for using computers in schools. The results of this study found a majority of the technology usage was teacher centered. This finding contradicts current body of research which states student learning is improved when students were the users of the ICTs. This study also concluded the best forms of professional development for using computers to support instruction would be to offer opportunities for designing student projects in a collaborative setting.
- 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:
- Boland, Mary
- Description:
- Many students who take geometry their gth grade year experience frustration, or failure, due to their lack of readiness. The purpose ofthis study was to investigate the effectiveness of using the Van Hiele Geometry Test in order to calculate the level of geometric thinking, and to determine if the score could predict middle school student readiness for geometry. This study was based on a quantitative correlation research design using a regression model for prediction. The Van Hiele Geometry Test was administered to 58 middle school geometry students to obtain their level of geometric thought based on the test results. Each student's level of geometric thought was then statistically compared, using correlation coefficients, to their first quarter geometry grades. The results of the study demonstrated that the Van Hiele level of geometric thinking by itself was not a strong predictor of student success in geometry. The results showed a mild correlation between the student's geometry grades and their Van Hiele level of geometric thinking. However, knowing a student's level of geometric thinking and the student's algebra grade could assist educators in determining appropriate math placement for students after algebra. Understanding the levels of geometric thinking could also be useful to teachers as they plan their instruction to address student needs. KEYWORDS: Van Hiele Geometry Test, Middle School, Logic, Reasoning, Geometry.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Stewart, Molly
- Description:
- Students usually go through school having a new teacher every year. Looping, an attempt to change this traditional paradigm is when a teacher spends two or more years with the same groups of students. When the looping years are over, the teacher begins this process with another group of students. The purpose of this study is to explore the perceptions of teachers on looping. Each teacher has different perceptions about looping and has their own reasons for being willing to or not willing to loop with a class. Each of these reasons falls into four different areas: academic implications, emotional and social implications, parental implications, and other implications of looping. This study is a quantitative research design. Thirty-two teachers from a large urban Title 1 school in San Diego County chose to participate in a cross-sectional survey. There was two parts to the survey. The first part was about the demographics of the teachers. The second part consisted of eight open-ended questions pertaining to looping.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Nuttall, Gina
- Description:
- The California Department of Education estimates there are 1.4 million English learner students (ELs) representing approximately 23 percent of all students enrolled in California public schools (2014 – 15 school year). Further, there are approximately 705,000 students with disabilities enrolled statewide of which 40 percent are students identified with a Specific Learning Disability (LD). With this significant population, there is a clear need to address their unique learning requirements. This project will explore inclusive learning environments and teaching frameworks that foster increased academic success for English learners with disabilities, predominantly those with Specific Learning Disabilities. These inclusive learning environments involve cultural responsiveness, collaboration, and parental involvement. Further, the literature suggests effective teaching frameworks include strategies found in Response to Intervention (RtI) and Multi-Tiered System of Supports (MTSS), researched-based reading instruction, and Specially Designed Academic Instruction in English (SDAIE) as essential to supporting English learners with learning disabilities.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Ineman, Abby
- Description:
- As more children are being diagnosed with autism spectrum disorder (ASD), it is becoming common for general education teachers to have students with this diagnosis in their classrooms. Although teacher preparation programs and professional development support general education teachers in supporting behaviors, many do not address autism spectrum disorder and specific evidence - based strategies such as Applied Behavior Analysis. The purpose of this project is to create a professional development for general education teachers to provide them with the tools and knowledge needed to support the challenging behavior of children with autism spectrum disorder within the general education classroom. This project addresses what autism spectrum disorder is, what behavior is, what applied behavior analysis is, the function of behavior and how to best support these behaviors.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Dean, Alisa
- Description:
- This project examined the transition from high school to adulthood for students eligible for special education services who have low incidence disabilities (i.e., intellectual and developmental disabilities). The research answered the question, “What are evidence-based best practices and community resources for assisting in the transition of individuals with low incidence disabilities from high school and special education services to adulthood?” To answer this question, the researcher reviewed literature of evidence-based practices that increased success rates of students in special education after they transitioned into adulthood. A review of literature revealed that interagency collaboration, functional skill curriculum and assessment, vocational skill training, and self-determination awareness and training delivered to student between the ages of 16 and 22 positively influenced transition from special education services into adulthood. The product of this project is a 16-chapter transition manual of evidence-based best practices in transition planning and community resources available to facilitate transition. The manual is designed for use by transition planning teams supporting students with low incidence disabilities, students themselves and their families, and adult service providers. The community resources included in the manual are those accessible to North County San Diego residents. The evidence-based best practices for transition presented in the manual are appropriate for any student eligible for special education diagnosed with a low incidence disability and who is preparing for the transition from high school to adulthood.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Gaines, Benjamin
- Description:
- There is a significant cultural gap between white educators and ethnic and linguistic minority students in our nation’s school system. The face of our nation’s school children is changing as the United States becomes more and more racially, ethnically, and linguistically diverse. Research in this area converges on the importance of race in student-teacher interaction and subsequent impact on a student’s overall outcomes. However, there is little evidence on the presumed effects of such relationships on student academic achievement. This dissertation defines and explores student connectedness as related to teacher race, as well as both active and passive teacher effects on minority student connectedness as it relates to the mismatch in teacher to student race. Findings indicated three main themes: caring relationships, shared stories, and personal understanding as important factors impacting student connectedness amidst the cultural gap. Areas for future research are suggested and detailed for a study of successful white teachers of minority students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education