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- Creator:
- Simunovic, Tomas
- Description:
- Autism Spectrum Disorder is a neurodevelopmental disorder that affects 1 in 59 children (Centers for Disease Control and Prevention, 2018) and is often associated with other medical conditions. Every individual with ASD is unique and therefore there is no one-all treatment. One of the most common medical conditions associated with ASD are gastrointestinal disorders. Along with medical conditions associated ASD, individuals with ASD also tend to have feeding behaviors and problems. A means of intervention to support children with ASD is through the use of specialized diets. The goal of this project is to create a guidebook that adults working with children who have Autism Spectrum Disorder can use to help them make better food choices. This would be done by following providing information and strategies in regard to feeding problems and behaviors, as well as information on specialized diets, as recipes for children with ASD.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Moore, Natalie
- Description:
- How can general education teachers maximize supports for all students so they can access and successfully interact with grade-level literature? This project focused upon developing a visual tool to improve reading comprehension for students, particularly students who are visual-spatial learners such as students with autism. The products of this project are three different graphic organizers specially designed to facilitate comprehension of fiction and non-fiction chapter books for visual-spatial learners such as students with autism. Graphic organizers were designed for the two broad categories for literary genres - fiction, and non-fiction. The graphic organizers were designed for use by general education teachers to better include and instruct students with autism and visual-spatial learning preferences in general education upper grades literature instruction. The literature selected to model the use of graphic organizers were popular children’s literature chapter books.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
1783. Understanding the Educational Technology Pedagogical Practices Within Secondary School Settings
- Creator:
- Clements, Josh
- Description:
- This study investigates the ways in which classroom teachers utilize educational technology in the classroom. The research focused on the types, the frequency as well as the methods of educational technology use in the classroom. The research also focused on the principles and practices of teachers in relation to technology use; specifically the SAMR model. The research was conducted using an online survey consisting of 30 questions. 96 respondents were collected from a variety of disciplines. The data illustrates that teachers within the study are achieving the transformative stages of the SAMR model primarily within lessons devoted to student creation and learning. Recommendations for the participant school district include more time devoted to educational technology lesson design for all teachers.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Stamer, Kathryn
- Description:
- The importance of student grouping in education has been identified as a crucial part of instruction in classrooms across the country. Some research has indicated that the best way to teach students in a small group setting during English language arts, such as guided reading, is through same academic ability grouping. Other studies claimed that grouping students based on their learning goals with mixed reading abilities was a more successful way to promote student achievement. Through these conflicting methodologies, the focus of this project was to investigate if one specific style of grouping, homogeneous or heterogeneous, had a greater effect on students’ growth in comprehension during guided reading instruction. Students were instructed for a total of twelve weeks: six weeks in heterogeneous groups and six more weeks in homogeneous groups. The goal was to understand which style of grouping best supported each students’ growth in comprehension skills and where students made the most academic progress. Formal and informal assessments were administered at the beginning and the end of each six-week session, and following the twelve weeks, the assessments scores and data were used to compare the two groups to see if students’ comprehension skills and abilities increased more when placed in the homogeneous group or heterogeneous group. Results from this study indicated that students grouped by their learning goals or academic needs through heterogeneous grouping made more progress in their comprehension and had a deeper knowledge and understanding of the literature when compared to students placed in homogeneous groups.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- George, JoAnna
- Description:
- The goal of the research was to explore how participating in a Parent University impacted twenty-seven Latino middle and high school parents and their ability to support their children in school. The study was a mixed methods study that included a pre-post survey with Likert scale and open-ended questions. Before the program started, twenty of the twenty-seven Latino parents indicated that they did not communicate with their child’s teacher, school staff or even the principal before the program, but after the program 100% indicated they always attended the child’s parent teacher conferences. In the pre-survey, 12 out of 27 (44%) parents said that the school has never helped them become involved in their child’s education, after the program twenty-one (78%) responded in the post survey that the school always helps them become involved in their child’s education. Also in the pre-survey, 15 out of the 27 (56%) parents in the program responded that they did not feel motivated to participate in parent programs at school and after the program concluded, 27 out of 27 (100%) parents said that they do feel motivated to participate in parent programs at school. Parent Universities and other programs similar could increase Latino parental school involvement and possibly increase student success.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Benitez-Mackintosh, Elvi
- Description:
- For at least six decades teacher turnover has been a major educational problem. Further, teacher turnover has been shown to have a negative effect on student academic achievement. This study was conducted to better understand the impact of teacher turnover on the academic achievement of students at the individual school level. Specifically, this study examined state mandated performance data, district Measures of Academic Progress (MAP) assessments, and teacher assignment data for a Southern California elementary school over six years. The study sought to determine if there was a negative relationship between the number of new teachers assigned to fifth-grade students who had been enrolled at a Turnaround school for the 2010 through 2015 academic years and their academic achievement in reading and mathematics as measured by the Measures of Academic Progress (MAP) assessments and the California Standardized Testing and Reporting (STAR) or California Assessment of Students Performance and Progress (CAASPP) assessments. The researcher obtained MAP language arts and mathematics scores for 85 fifth graders who had attended the school for at least five years. In addition, the researcher collected students' enrollment data to determine the number of first and second year teachers they had from Kindergarten through fifth grade. Analysis for the MAP data revealed that the group of students who had three or more new teachers experienced noticeable (i.e., a few points) but not statistically significant lower mean performance scores in both language arts and math. However, for the STAR and CAASP data, there was a statistically significant negative correlation between the number of new teachers and students' performance. Implications of these findings for this and other schools experiencing high teacher turnover are discussed and suggestions for teacher support are provided. Keywords: Student achievement, teacher turnover, the Turnaround Model
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- McCrady, Amanda
- Description:
- Students qualified for special education services under the federal disability category of emotional disturbance, as with students in other disability categories, are increasingly being included in general education classrooms for part or all of their school day. Many general education teachers report feeling unprepared to teach students with emotional disturbance, with some feeling negatively about these students being in their classrooms. Research suggests that general education teachers indeed do not receive enough preservice or inservice training on topics highly relevant to the specific needs of students with emotional disturbance such as direct instruction of social skills. While texts exist for general education teachers to read on the topic of supporting students with emotional disturbance in the classroom, there is a need for more texts that are easy to consume while still being informational and practical. To address this need, this teacher researcher created a guide for U.S. K-12 general educators, which addresses several important topics related to instructing and otherwise supporting students with emotional disturbance in the general education classroom. The content of the guide was informed by an examination of the content of several existing texts and an identification of consistently mentioned topics and gaps in the literature. The guide was created digitally in viewable and printable formats.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Tuccinardi, Janine
- Description:
- Educators are confronted with antisocial, disruptive, and internalizing student behaviors which interfere with the flow of the learning environment and can potentially impede the learning of all students. These types of behaviors have been a concern for many years and are raising awareness among, faculty, staff, and parents that both teaching and learning are being affected due to these challenging behaviors. Therefore, administrators are faced with the challenging task of trying to find the right program or practice for addressing these behaviors. Research has shown that PBIS, ongoing professional development in classroom management, and character education programs are all effective preventative measures administrators have taken in order to address these behavioral issues and concerns. More recently, administrators have chosen to adopt The Leader in Me character program as a way to improve their school culture and climate and address student behavior issues. This case study explores teacher perceptions on The Leader in Me character program and its impact on student behavior issues at one elementary school site in an attempt to address the following question: Is The Leader in Me an effective character education program for administration to consider when looking to implement a program in order to address student behavior? A mixed-methods approach was utilized through the collection of suspension data over a four-year period and the completion of a seven-question survey by second through fifth grade teachers about their perceptions on The Leader in Me and its influence on student behavior since implementation in 2015. Quantitative suspension data revealed that The Leader in Me has not had a positive impact on student discipline issues at the studied elementary school site. Quantitative and qualitative data collected from the survey revealed a mixed review of teacher perceptions of The Leader in Me and its impact on student behavior issues since implementation. Teachers perceived The Leader in Me as having successful tools and systems to improve the overall climate and culture of a school, but it does not have the effective tools for addressing and correcting student behavior issues. A recommendation is to implement The Leader in Me in correlation with another preventative measure such as PBIS, in order to build a strong foundation and improve the climate and culture of a school, while also having the proper tools and systems in place to address student behavior issues. The information gathered in this study will add to existing research on The Leader in Me and provide administrators with teacher perceptions of The Leader in Me and its effectiveness when addressing student behavior and discipline problems. Results from this study will be informative to administrators considering a program or practice for improving student behavior and discipline issues.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Wersebe, Jeanna Diane
- Description:
- Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between teachers and TLs are effective in improving student learning, encouraging personal reading, and raising digital citizenship awareness. The conceptual framework and structure of the teacher and librarian collaboration model (TLC-III) is based on the notion that robust collaboration efforts involving groups of teachers have positive effects on students. Researchers have validated the TLC-III model in studies with various groups of teachers and TLs as instructional partners, but have not done so at the high school level. The aim of this study was accordingly to validate the TLC-III model at this level with various high school teachers across disciplines and to determine why some choose to collaborate with TLs while others do not and the factors that influence the formation of a collaborative environment at a large, comprehensive high school. This mixed-method study relied on 62 anonymous surveys and 22 face-to-face interviews to assess what is needed to improve collaboration as part of the learning environment at this school.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Disney, Frances
- Description:
- Restorative justice (RJ) and restorative practices (RP) are an emerging field of study in the United States. With origins derived from indigenous practices, RJ was adopted by the juvenile justice system during the 1970’s, and is within the last decade being applied to school settings. In examining disciplinary data and specific studies that examined high rates of suspensions and expulsions across the country, increasing attention is being placed on restorative methods of community building and discipline interventions to decrease punitive, exclusionary approaches. Although Circle practices (a specific method of RP) continue to become more widely researched and used in enhancing academics and/or addressing issues of conflict and harm, current literature indicates limited research around RJ and RP programs and the experiences of the participants. Through observations and interviews, this qualitative study examined the responses and perceptions participants experienced when participating in a community building Circle program. The purpose of this phenomenological study was to explore how Circles were used in a high school setting to build rapport and healthy relationships among students and staff. Findings suggest positive outcomes students experienced through the use of Circles and show the importance of building positive classroom communities among students and staff.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education