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- Creator:
- Hernandez, Alma
- Description:
- This study focused on identifying the type of professional development (PD) that teachers perceive to be most effective when implementing Positive Behavioral Interventions and Supports (PBIS) at the classroom level. The participants of the study were from one Southern California middle school in its fourth year of PBIS implementation. The teacher participants completed a survey with a combination of multiple choice questions and short responses. The research concluded that when it came to teacher preference in PD, their preference varied. Although the study only focused on one school, predictions are that replicating the study at a larger scale would yield similar results. Although no single type of professional development was identified by this study, it did lead to the formulation of, The Hernandez Cycle for Professional Growth, the cycle highlights five research based principles that could increase the outcomes of initiative implementation. The 5 principles include, 1. Clear Expectations, 2. Trainee Feedback, 3. Variety of Professional Development, 4. Accountability, and 5. Support.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Weden, Amanda
- Description:
- This study investigates the impact of professional development (PD) and professional learning (PL) on teachers’ comfort level with using iReady, an online reading program. For this study, one school site’s teachers were surveyed to determine the trainings they had received and their perceived comfort level. The results were analyzed using percentages, mean comparisons and t tests. The results of this study show that district professional development had a greater impact on teacher comfort level than other models of PD or PL when utilizing iReady in the classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Keenan, Kaity
- Description:
- The purpose of this study was to investigate teacher and leader perceptions of the Student Support Team (SST) process and Response to Intervention (RTI) model. These perceptions were explored through quantitative online surveys administered to teachers and leadership team members working with students in grades K-5. The study compared the perceptions of both groups regarding familiarity with SST and RTI, adequacy of training to implement SST and RTI, eligibility requirements for special education, the effectiveness of SST and RTI, weaknesses of SST and RTI, and reasons for non-referral. The sample population for the survey consisted of teachers (n = 25) and members of the leadership team (n = 8) from a small elementary school in California. Results of the study indicate that while there are certain areas in which teachers and members of the leadership team agree, there are also areas in which more discrepancy exists between the opinions of these two groups. Much of the information collected suggests an overall positive view of this elementary school’s tiered intervention model. The data also highlights some areas in which the SST and RTI could be improved. Recommendations are made to help guide administrators in future planning and decision making related to the SST process and RTI model.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Hirsch Hargrave, Keri
- Description:
- English language learners, 21% of the student population in California (and 12% in the U.S., according to the National Center for English Language Acquisition), struggle to learn to read while learning English. These students are the fastest growing student population in the United States, and the achievement gap between them and their English-speaking counterparts is widening. In an effort to address this problem, school districts all over the nation have been utilizing reading software to support ELLs in literacy instruction. But there is little evidence to support how effective it is with helping ELLs become proficient readers. Research is needed to identify if this costly intervention is actually helping solve these challenges. This study measured the effect the Lexia Reading Core 5 software program had on eleven 3rd grade ELL students who were below grade level in reading. Data was gathered on the number of minutes the students used the software program over the course of a year. Analysis explored the relationship between their time using the software and their reading growth as shown through the two different reading assessments. The conclusion was that the amount of time these students used the reading software, in itself, did not consistently impact reading growth.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Alarcon, Stephanie
- Description:
- Educators seek to develop well-rounded individuals that are capable of adapting to the demands of our ever-changing technological world. However, many secondary students merely go through the motions of our current education system without taking personal ownership of their future. Therefore, there is a critical need to cultivate students’ personal passion and self-motivation in order to prepare them for life beyond the classroom. One way to foster this motivation is by teaching and guiding students to set and monitor meaningful goals, which has been shown to yield higher performance in school/professional settings and personal endeavors. While traditional goal setting practices can be effective for secondary school students, they often focus solely upon academic pursuits and ultimately lack sustained accountability over the course of a student’s secondary experience. The G.A.P. Model for Student Success (Goal Setting, Action Planning, Progress Monitoring) was created to provide a holistic goal setting system that has the potential to foster student-driven passion and self-motivation. Importantly, the G.A.P. Model incorporates goals across four domains (e.g., social, emotional, academic, life skills) so that students can take an active role in their short-term and long-term pursuits with the guidance of school staff as G.A.P. mentors. Implementing the G.A.P. Model involves gaining understanding of the current school climate, collaboration with staff and administration, staff training, student training, and following through to ensure effective implementation. With this collaborative approach, students are able to incorporate the four domains into personal goal setting, action planning, and progress monitoring as they move towards self-motivated academic and personal performance. Keywords: Action planning, goal setting, grit, passion, progress monitoring, self-motivation, student success.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Williams, Kimberly
- Description:
- With an increasing demand for science background in an increasing number of occupations and low science scores nationwide, elementary schools are in need of a Science, Technology, Engineering and Mathematics (STEM) curriculum that encompasses the new Next Generation Science Standards (NGSS). This project is intended to be a guide for fourth grade teachers to begin implementing STEM into their routine curriculum. This program is prepared using Discrepant Events, Inquiry Based Learning, the Five E Planning Model and Science Language Development. The curriculum consists of three units that follow NGSS Earth Space Science (ESS) standards: Erosion, Plate Tectonics and Earthquakes. It was developed for the initial use with a fourth grade classroom in a rural community within San Diego County. This curriculum will assist both new and experienced teachers with the structure and implementation of STEM in their classroom.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Eichlin, Caitlin
- Description:
- According to the National Institute of Mental Health, an estimated 3.1 million adolescents between the ages of 12 and 17 in the United States reported having at least one major depressive episode in 2016. With an increasing number of students reporting that they are depressed and stressed, the need for additional supports for these students to more important now than ever before. The best place to provide students with the necessary support is at school, where they spend on average 180 days a year. While there are already supports in place for students like counselors and psychologists, some students need a more informal option. The implementation of a peer counseling program on a high school campus can have significant impacts on the student body. This projects provides curriculum for the selecting and training of peer counselors as an additional support to adolescents in high school. The curriculum was created by reviewing relevant literature, collaborating with staff at different school sites running a similar program, and collaborating with administration, counselors, and other staff at my school site, as well as collaborating with peer counselors. Included in the curriculum is a peer counseling application, interview questions, two four-hour training sessions, student follow up, as well as recommendations for implementation, modifications, and a reflection of lessons learned.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Jones, Frances
- Description:
- High school guidance counselors are in secondary school systems across the country. They have contact with students, teachers, administrators, and parents to ensure correct placement for students and provide guidance as the students plan for their future. There is research concerning the role of guidance counselors and some publications on the prerequisites and requirements that high school guidance counselors must complete. However, there is little research published on the retention rates of guidance counselors in American high schools. This study helps to fill that void by asking and answering, “What is a reasonable term for a high school counselor at one location?” and more importantly, “What are the factors in a high school system that lead to retention of school counselors?” The researcher collected qualitative and quantitative data through the use of surveys given to counselors. In addition to surveying counselors, the researcher also surveyed administrators and teachers, as each of these positions work closely with counselors and have insight into the workings of counseling departments in a high school setting. After collecting and analyzing data for over a month, the replies from 11 counselors, 17 teachers, and 6 administrators were included in this study. It was concluded that high school guidance counselors stay at a given school site an average of 4 years, with the wide range of 1 year to over 10 years. The systems in place that hinder the counselors staying at one site are the large caseloads of students and the many additional duties placed upon counselors which fall outside the job description. Praise and appreciation from administrators encourage counselors to decide to stay put at one school site. These findings are a starting point in a larger picture, in which more research should be conducted.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Senkow, April
- Description:
- Teachers are faced with the challenge of understanding the meaning of student behaviors in the classroom. This study and resulting project created a comprehensive tool for general education teachers to use when identifying the causes of behavior. The tool offers strategies to differentiate between ‘willful’ problem behavior and sensory-seeking behavior. This tool is designed to support educators in determining proactive types of interventions that best address individual sensory needs of students, plus create teacher comfort level skills for daily decision-making in daily pedagogical practices. The outcome of this project has been to make a website available for any educator or administrator seeking solutions to challenging behavior in the classroom. Future educational research, curriculum development and instruction to conduct a local school site is recommended, including a survey to determine the current mindset and background knowledge among general education teachers when dealing with problem behaviors in the classroom.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Nunnenkamp, Camille
- Description:
- Technology is dramatically changing the world we live in. Technology is a part of everything we do, including communication, socialization, and expressing oneself; anything you have wondered about can be found by using technology. The influx of technology is especially present in education, and with it comes the opportunity for students to use devices to take their learning to the next level. However, when provided a device for each student, teachers often do not understand how to implement the technology in a meaningful way that allows students to extend their learning. In this project, elementary school teachers were provided access to an online resource, Teacher Tech Tools. Teacher Tech Tools was created using Google Sites as a way to house meaningful technological projects. This online resource provided elementary school teachers access to grade-level specific projects using different applications or technological platforms. In addition to each technologically-based project, teachers will find a step-by-step video tutorial on how to create each deliverable and implement the specific technological platform effectively into the classroom. This project helps support teachers and their implementation of one-to-one technology into the classroom in a meaningful way.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education