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- Creator:
- Sanchez, Christina
- Description:
- City View Elementary, which is a pseudonym, is a Title 1 low income school with a high English Language Learner population. Students in high need areas, particularly Latinos and ELL students are underperforming in both Math and ELA. The students at City View lack the opportunity to succeed due to numerous factors, including a lack of parent involvement. Research on parental involvement identifies its benefits, factors that deter parents from being involved, and ways to improve parental involvement. This case study aimed to increase parental involvement through the implementation of a new communication system. Quantitative and qualitative data collection and analysis methods were used to find a correlation between this new system and parental involvement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Tsalyuk, Boris
- Description:
- Many students from low-income households have experienced acute trauma and experienced life challenges including the seeking of refuge from their home country, homelessness, financial hardship, death or serious injury of immediate family members, and unplanned pregnancy. Most such students lack the resources necessary for mere survival let alone in-school success, with the absence of parental guidance and support a major roadblock in their educational path. Not surprisingly, achievement figures are among this equity group are traditionally far below their peers. These factors beg the question – how can we better engage these learners, improving their outcomes and thus shifting social equity? Experiential Learning is the notion of learning by doing, and it is a model of instruction utilized in different forms in both adolescent and adult education. This this model involves a cyclical pattern of learning concepts, applying knowledge in pragmatic situations, and reflecting on the learning process. Experiential Learning Programs (ELP) are being offered for the third year at Continue 2Learn, a non-classroom-based independent-study charter organization serving over 12,000 students annually – 80 percent socio-economically disadvantaged youth – with learning centers across California. The early success of the experiential learning program indicated that this style of learning could be highly purposeful for schools that serve a high percentage of disenfranchised youth. This study aimed to answer the following research question: Do experiential learning programs quantifiably impact engagement and achievement among socio-economically disadvantaged students in alternative high schools, thus affecting equity in California secondary education? The literature review presents existing research in education relative to the factors impacting the research question. It is organized according to the themes with which the writing most closely connects: 1) Experiential Learning Theory 2) Changing Cognitive Needs in the 21st Century 3) Education Equity and Instructional Reforms 4) Social-Emotional Needs of Disadvantaged Students Overall, inquiry- and project-based learning has been researched at schools that serve mainstream populations. However, there is a lack of research regarding the effectiveness of experiential learning programs at the high school level respect to underserved and underperforming populations. This study will investigate program data that measures experiential learning’s effectiveness as an engaging and supportive model for socio-economically disadvantaged students that have often struggled with traditional learning environments and linear curriculum. The study sought quantitative data that measured the efficacy of the programs. The research accessed data from the following tools: 1) Student Surveys. Likert-style questions are designed to measure the efficacy of the coursework/experiential platform, specifically its ability to engage students and increase achievement. 2) NWEA Standardized Reading Scores (Pre and Post). This is an adaptive test that measures reading comprehension in tiers and can be equated to anticipated ACT and ASBAC scores, as well as likelihood of successfully accessing college-level and technical texts. The study showed that at the two charters – one is Los Angeles and the other in San Diego – a statistically-relevant percentage of socio-economically disadvantaged students enrolled in an experiential learning course experienced significant literacy growth over 12 weeks as evidenced by improvement in RIT scores on a standardized normative assessment. Furthermore, the survey results indicate that a vast majority of these students felt they experienced significant academic and social-emotional growth during the course, which positively impacted their outcomes. The data suggests that that the answer to the research question is affirmative: quantitative evidence shows that experiential learning programs do positively impact student engagement and achievement in alternative high school settings. The research shows that an experiential learning pathway with trauma-informed, project-based curriculum across multiple disciplines can equip students for success in the 21st century by providing organic learning experiences that cyclically connect conceptual knowledge, application of skills, and reflection on the learning process. This study signifies the need for experiential learning programs at alternative school in order to quantifiably increase student engagement and achievement. The research led to the following recommendations for education leaders: 1) Utilization of trauma-informed curriculum and instruction: As research shows the indisputable impact of trauma in the form of adverse childhood experiences on in-school achievement, schools may provide all staff with professional development opportunities focused on trauma-informed practices. 2) Emphasis on social-emotional learning: Students often thrive in safe, collaborative work spaces that foster their social and emotional growth. Socio-economically disadvantaged students often have little time for socialization and even less development of prosocial behaviors. 3) Access to learning-objective aligned field experiences, relevant guest speakers, platforms for presenting evidence of critical thinking and deepened content knowledge. Authentic learning experiences provide students with understanding of real-world application and thus make curriculum more personalized and meaningful. Charter schools originally opened to address shortcomings in performance by traditional public schools. Furthermore, the school choice movement proposed that alternative educational programs, including non-classroom based, independent study charters, provide families with the flexibility necessary to sustain quality of life without sacrificing the education of their children. This is especially applicable to families whose respective incomes fall far below the state median, creating a need for increased reliance on their high school-aged children for assistance in child care and income. Embedding experiential learning programs in alternative instructional pathways supports a mission to inspire students to succeed academically and socially by providing experiential learning in a safe, collaborative environment. Implementing experiential learning programs requires a multi-faceted paradigm shift in regards to educational philosophy. Following these recommendations, education leaders can bridge the gap between socio-economically disadvantaged youth and their non-disadvantaged peers and thus affect equity in California public education.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Valentin, Juana
- Description:
- Abstract In Mexico and Central America, poverty, lack of opportunities, violence, drug cartels, and powerful gangs have created a toxic living environment (Arguelles, 2017; Bejar, & Becerril, 2017; Bridges, 2013), which influences on Latino Newcomers to immigrate to the U. S. (Ibanez, 2015; Ultreras, 2014). With the increase of the Latino Newcomer population, schools in the U. S. are confronted with new challenges to address students’ learning modalities and to adapt instruction and reading materials according to their students’ needs. Often the didactic materials are not age-appropriate and are not culturally responsive to meet students’ interests and needs. Furthermore, Newcomers may present a discrepancy in academic skills and post-traumatic stress as a result of past experiences, and adaptation to a new home and school environment. The purpose of this project is to learn about the reasons why Latino Newcomers immigrate to the United States, how their former experiences can affect their education, what are Latino Newcomers’ strengths and needs, and finally the development of a website to provide teachers with intervention tools during student pull-out programs for Latino Newcomers. Chapter One provides an overview of the project, and the guiding questions driving this project. Chapter Two provides background information about Latino Newcomers, and pedagogical strategies to support students’ English language acquisition and student engagement. Chapter Three outlines the design, participants, instruments and the steps to create the website. Chapter Four presents the layout of the website. Chapter Five addresses the limitations and recommendations for future projects and future research. Keywords: Latino Newcomers, Funds of knowledge, Intervention pull-outs
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Rodriguez, David
- Description:
- This project is to help address the Latino teacher shortage. I have created a manual that gives the steps needed to create a teacher academy which was piloted through the Encuentros Program. The purpose of this project is to recruit more young Latino men into a career in education.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Lepe-Ramirez, Adriana
- Description:
- Numerous studies have found that students of color are often subject to teacher biases or negative preconceptions. These biases often result in barriers and limitations that negatively impact students’ academic achievement and social and emotional development. Studies have also documented the impact of Professional Learning Communities (PLCs) in transforming school culture and implementing school-wide change. However, few studies have looked at how bias and issues of equity are addressed via PLCs. Using qualitative methods, this study examined district and site level administrators’ roles and perceptions of the use of PLCs as a vehicle for achieving school-wide goals of equity. Interview data gathered from 17 site and district level administrators in one district were analyzed for this study. This study used Transformative Adult Learning (TAL) as a lens to examine administrator perceptions of how PLCs facilitated a change in the narrative from one that focuses on blaming students for underachievement to one that focuses on teacher practices and pedagogy that supports all students. All administrators in this study reported that moving a staff and shifting teacher belief systems was challenging. This was especially the case when staff did not fully understand the purpose of the work of the PLCs, how to effectively lead or engage in a PLC, and/or lacked trust and positive working relationships. At the same time, each site administrator was able to identify PLCs within their schools that were making steady progress toward achieving the goals of equity. Implications for policy and practice are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Fleming, Alexis Vessey
- Description:
- The rigorous demands of adopted state standard curriculum along with required acquisition of accepted social skills leaves little time for educators to support the developmental needs and self-regulation skills required to facilitate independent functioning for students facing emotional and behavioral challenges. This project addresses this need for students with special needs in the Kindergarten to Transitional Kindergarten environment. The study examines available literature regarding current self-regulation and self-monitoring interventions implemented in order to create a collaborative system for teachers to utilize in order to improve student motivation and foster self-regulation for students with social emotional needs and/or behavioral challenges. The author adapted and fused two evidence-based programs to create an easy-to-use instructional manual, entitled Knowing Yourself, featuring a motivational self-monitoring system to foster self-regulation and emotional control. Included in the manual are the key concepts of self-regulation, language and adapted lessons used in the Zones of Regulation and a Self and Match component to reinforce/reflect on appropriate classroom behaviors. The manual includes data tracking sheets, implementation methodology as well as the fused two programs used to create the hybrid of Knowing Yourself.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Wilde, Christina L.
- Description:
- In 2013, California adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS), which set the stage for how science should be taught in every school throughout the state. Since the NGSS represent a change in how science instruction should be delivered, many teachers are now facing the difficult task of understanding these new ideas, identifying how their current instructional practices align with the NGSS, and translating and implementing these new practices in their classrooms. However, changing teacher instructional practices is not accomplished quickly or easily because teachers bring a variety of knowledge, beliefs, and experiences to standards-based reform efforts. As a result, when educational change is required, educators do not all respond the same way. Therefore, using a conceptual framework that drew upon literature on teacher sensemaking and policy interpretation in education, this mixed-method study investigated teachers’ experiences as they translated the NGSS into their own practice. This study centered on the perceptions and experiences of 37 secondary science teachers in two different high school districts in San Diego County. Based on survey and interview responses, findings from this study suggested that teachers were starting to develop some common language and understanding around the NGSS. Moreover, teachers had some understanding and knowledge of the instructional practices associated with the NGSS, which in turn was initiating changes in classroom practice. But teachers were less confident about their skills and knowledge regarding science and engineering practices and how to use the NGSS performance expectations to assess student learning. Additional findings also indicated that teacher beliefs, emotions, networks, and school contextual factors affected how teachers made sense of the NGSS.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Lara, Catarina
- Description:
- Classroom management strategies vary from classroom to classroom. Teachers decide which classroom management strategies work best for their students. While it is up to the teacher, there is controversy on whether punitive measures are the most effective practices. With the different research that has been conducted on punitive measures, more schools are leaning towards positive intervention programs. This case study explores the perception of students who experienced a program known as Positive Behavioral Interventions and Supports (PBIS), in a middle school setting. A total of 16 students were interviewed in focus groups of four, in order to better improve the practices and strategies when implementing PBIS. The data demonstrated that behavioral choices made by their peers affect the way students feel in their environment in a negative way. Students also made it clear that they feel over looked by their teachers when their peers are making poor behavioral choices. Teachers need to listen to their students and make sure that they focus and recognize positive behavior, so students know which behavior is preferred.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Amegin, Breanna
- Description:
- As a middle school teacher, it is common to hear fellow colleagues complain about their students and their “outlandish behavior.” Positive Behavior Interventions and Supports (PBIS) is an evidence-based program that has been shown to improve student behavior and academic performance and is currently being implemented in nearly 26,000 schools nationwide. However, research shows that there are differences in implementation at secondary schools and elementary schools, but reasons for this are not yet fully understood. This study investigated secondary teachers’ initial perceptions on PBIS implementation, how they changed during the implementation process, and how leaders can help create more buy-in when implementing a new PBIS program at their site. Teachers were given an anonymous survey about their perceptions of PBIS, then follow-up one-on-one interviews were conducted to gain a deeper understanding of their beliefs. Interviews were also done with both administrators at the focus school. This study shows that while not all teachers were supportive of PBIS initially, their perceptions changed with time as they learned more, and saw it being implemented on their campus. Teachers also expressed the importance of administrator support for PBIS implementation to be successful. This research can help PBIS teams and administrators better understand teacher insights and therefore implement PBIS with higher fidelity at their school sites.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Martinez, Dianne
- Description:
- The purpose of this project was to create learning activities that integrate the arts into the school’s adopted curriculum in English Language Arts and other content areas for kindergarten. The catalyst for this project was the inadequate resources available to help teachers integrate the arts into their curriculum. This is especially important in schools where there is no other art instruction. The webpage created for this project contains five units of arts integration in the form of project planners, lessons, design challenges, and assessment rubrics. This project is significant because it helps to bring the arts to kindergarten classrooms where the arts standards may not be fully met.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education