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- Creator:
- Stevens-Wills, Zachary
- Description:
- This study used a quantitative research approach to investigate how students view themselves as readers. The purpose of the study was to identify the reading culture at a comprehensive high school in order to create a Silent Sustained Reading (SSR) program that was more responsive to student needs. Data from a school wide survey was analyzed using descriptive statistics. Additionally, a variety of correlation coefficients were run to analyze the relationship between aspects of student’s reading identities and their actions as readers. The findings suggest that having a positive reading identity and engaging in an SSR program do not produce student reading outside of class.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Motaleb, Pegah
- Description:
- The United States is a diverse nation, and it is projected that over the next few decades, Whites will no longer be the majority. In fact, the Hispanic population is growing, and this change in the country’s racial and ethnic demographics will impact many facets of the American life. The review of literature shows that culturally relevant teaching/pedagogy (CRT/P), specifically in readings of ethnic literature, fiction, and text written about and by individuals of color, increases students’ sense of ethnic identity, and results in students feeling a strong sense of agency and belonging in academia. These factors contribute to students’ success and help narrow the achievement gap. Specifically, there is a dearth of literature about culturally relevant reading in accelerated basic skills reading courses at community colleges. This mixed-methods research study sought accelerated basic skills students’ perceptions about their reading experiences. The results of their responses, to a survey and their explanations during an interview, revealed that while they find engaging with ethnic culturally relevant texts important, there is not a direct positive impact on students’ academic achievement, sense of belonging in higher education atmosphere, and motivation to read as a result of engaging with such texts.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Lozano-Partida, Anna
- Description:
- For first-generation college-going students, education is an opportunity to break out of their inherited socioeconomic status. Though this resource is available to first-generation college students, they are not accessing postsecondary opportunities as much as their non-first- generation counterparts. Prior research has shown that students with college educated parents have a greater advantage in accessing higher education over first-generation college students. Most first-generation college students and their parents have limited access to social networks and information, and this causes a reliance on the K-12 system for direct guidance in their quest to higher education. This dissertation explores the challenges and successes first-generation college students face in accessing higher education. Interviews were conducted with fifteen first-year, first- generation college students from a mid-size public university. Data were analyzed and coded for themes and patterns. The goal was to gain insight into these students’ stories and the factors they identify as key in increasing their access to higher education. Findings show that first-generation students find motivation through their families. Not all motivation comes from positive family experiences, but these students desire to attend college so they can have a “better life” with or without the support of their families. The K-12 system continues to provide procedural information and access to higher education, but the process seems to start too late for many students. Most students recall receiving college information in high school but not so much in elementary or middle school. Teachers, counselor and programs provide access to higher education but these supports vary from school to school. Though first-generation students are making it to college, they struggle to understand the financial aspects of higher education and therefore limit their selection to colleges that are affordable rather than their “dream schools.” This study yields important implications that can assist aspiring first-generation college students. This research also has the potential to assist and guide educational systems in better supporting the needs of these students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Fernandez, Marisela
- Description:
- This study was to investigate if a pull-out service model or a push-in service model is the most effective in addressing needs of students with disabilities. Qualitative measures used to investigate teacher, intervention support staff, parent, and student perceptions of which service model is the most effective in meeting student goals along with meeting state standards. Quantitative measures were used to analyze students’ reading performance with each service model. Results from the adult surveys indicate that a pull-out service model or a combination of both service models would provide a better education for students with special needs. Based on students’ reading assessments, results indicate that providing a pull-out service model would help to improve test scores. Further research exploring the perceptions of a larger sample of administrators, teachers, intervention support staff, parents, and students would add to the body of work related to this study. Additional student assessments in other subject areas may also contribute to identifying the most effective service model for those students with special needs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Rodriquez, Holly
- Description:
- Much research has been done on student performance in K-12 and higher education, but historically adult students enrolled in Adult Basic and Secondary Education (ABE/ASE) programs have received little attention from educational researchers. With over one million national ABE/ASE participants every year, this is a critical population that warrants an empirical eye (National Center of Education Statistics, U.S. Dept. of Education, 2016). Given that these students experience 25% attrition within the first three weeks of participation, low learner persistence is considered in the literature to be amongst the most significant phenomena in adult education impacting student success (Beder, 1991; Comings, Parella, & Soricone, 1999; Merriam & Cafferella, 1999; Merriam, 2001; Quigley & Uhland, 2000; Gopalakrishnan, 2008; Nash & Kallenbach, 2009; Mellard, Krieshok, Fall, & Woods, 2013). One key factor that impacts adult learner persistence is relationships (Hunter, 2006). Students with stronger support systems are able to seek help as needed, lessening the likelihood of attrition. Relational data, explored through social network analysis, could provide a unique perspective on how relationships and student outcomes are interdependent. While this research is relatively new in adult education, it has gained popularity in the K-16 system in recent years (Bruun & Brewe, 2013; Blansky, 2013; Grunspan, 2014). This qualitative study investigated the impact of adult secondary education students’ social networks on learner persistence, as measured by course completion. A sample of 14 adult secondary education students (18 years or older) were purposefully selected from an adult high school program in Southeast San Diego. The sample included students from diverse racial/ethnic, economic, and physical backgrounds. Students participated in one-on-one, semi-structured interviews providing feedback on relationships that have helped them persist in the program. Limitations of the study, such as generalizability and positionality, were also discussed. Key findings of the study highlighted mechanisms within the program that addressed the conceptual framework of social capital as it promotes student persistence. The first dimension, structural social capital, centered on the structure of the sample network, yielding four main groups that supported adult secondary education student persistence: Counselors, Peers, Teachers, and Family. The data suggest that each group offered unique support to students in varying forms of emotional, motivational, and academic support (addressing the other two dimensions of social capital - cognitive and relational). Limitations of the study, as well as implications for practice, are also discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Pratt, Rory
- Description:
- The purpose of this study is to explore the question: How would the use of student-generated knowledge-sharing videos, as found on social media sites such as YouTube, in a vocational program affect student engagement? Social media had become more accessible in recent years and today’s students are surrounded by information from social media all hours of the day and night. For this study, thirty-one students, who were enrolled in a Career Technical Education (CTE) program, were surveyed to explore their engagement levels for typical academic work and compare it to the student’s perceptions of engagement levels if creating a knowledge-sharing video for publication on a social-media website such as YouTube was assigned. Student safety is an important concern. Congress enacted the Children’s Internet Protection Act (CIPA) for schools who receive E-Rate funding. This act requires schools to take steps to protect students from inappropriate or harmful content. Along with blocking inappropriate and dangerous websites, schools have viewed social media as a distraction and have routinely blocked many of the popular social media sites in the quest to comply with CIPA. By routinely blocking social media, schools have removed a powerful learning tool from teachers and students. Students are denied a way to interact with an increasingly world-wide audience and to see how students in other countries interact with the internet and social media. At its core, engagement is based on motivation which can be separated into extrinsic and intrinsic factors. The education system is based on extrinsic rewards which have been shown to provide little motivation. Strategies that tap into intrinsic motivation are likely to produce higher levels of engagement. This study is an attempt to provide a few strategies involving social-media and other emerging technologies to increase student engagement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bellers, Kristin
- Description:
- This paper details the basic components of Applied Behavior Analysis (ABA) and how it is used as a treatment for children with Autism Spectrum Disorder (ASD). Key research includes a 1973 O. Ivar Lovaas study that focused on the use of early intervention strategies as treatment for behavior problems and speech delays exhibited in children with ASD. Becker and Kraemer (2010) conducted a survey of parents who had children diagnosed with ASD and found that overall, their experiences with ABA therapy were positive and were of benefit to the family as a whole. This study is particularly important because Andersen, Bøttcher, and Dammeyer (2017) concluded that parental involvement in the ABA therapy process was important for the therapy’s long-term success. This project provides a website for parents of children with ASD who want to understand ABA therapy and how it can benefit their child. It is designed to provide ABA-related terms in simple, easy-to-understand language, and to provide parents with downloadable resources such as data sheets and communication cards. While this website provides a preliminary exposure to ABA therapy and its components, additional research will need to be conducted by parents in order to find a local therapist.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Jones, Shauntala
- Description:
- Bullying is very pervasive and has continually plagued the nation for more than the last decade. Each day American citizens are inundated with media stories highlighting bullying and school violence. Despite media coverage on the devastating consequences of bullying, this issue continues to plague today’s education system. This study sought to shed light on the thoughts and feelings of seventh and eighth grade students at XYZ Middle School. Through a mixed method approach, this study explored the frequency, nature, location, and type of bullying occurring on the campus of XYZ Middle School. The research uncovered that 24% of students reported being bullied at least once a month. Also, social and cyberbullying ranked as the highest form of bullying occurring at XYZ Middle School. There is still work that needs to be done in the literary world to ultimately solve and eliminate bullying on school campuses.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Chirco, Kevin
- Description:
- The purpose of this study was to determine whether computer-based instruction impacted student academic achievement and attitudes towards using technology in the classroom. This action research study used a quantitative research methods approach by analyzing pre- and post-tests and student surveys. Twenty-eight third grade students participated in the study by completing a pre- and post-test, an Attitude Survey, and lessons on fractions over a three-week period. The participants were randomly grouped into two instructional groups of fourteen; computer-based and teacher led. The researcher analyzed both pre- and post-tests to determine how much growth students made after receiving instruction in their group. The researcher also analyzed surveys taken from the computer-based instruction group at the start and conclusion of the study to determine changes in attitudes for students learning through computer-based instruction. Findings from the study indicate that the use of computer-based instruction positively impacts student academic achievement. The results also found that the extended use of computer-based learning in the classroom improves student attitudes towards learning and technology. However, data also showed computer-based instruction is not as effective on academic achievement as teacher-led instruction. Recommendations from the study include increasing the access and opportunities to use computer-based learning in the classroom. Additionally, using computer-based instruction as a supplementary form to teacher-led instruction can potentially provide students will a stronger understanding of any topic.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Spiva, Kate
- Description:
- This study explored the effects of data-driven professional learning communities on student achievement. The work of John Hattie served as the cornerstone with great influence from Robert Marzano and Richard DuFour. The study was conducted using a fifth grade experimental group and a sixth grade control group. The fifth grade teachers administered three math assessments based on Common Core State Standards (CCSS) after meeting in professional learning communities (PLCs), while the sixth grade team administered similar assessments also based on CCSS without meeting in PLCs. Quantitative data was collected in the form of assessment scores. Initial scores and final scores were compared and the Pearson Correlation Coefficient and T-Value were calculated. It was also collected through Likert style surveys given to the fifth grade teachers. Qualitative data was collected in the form of open ended questions for the fifth grade team. This study provided evidence to support that professional learning communities that use data to drive instruction positively impact student achievement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education