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- Creator:
- McDonald, Priscilla
- Description:
- The COVID-19 pandemic is changing the way we live our lives. Schools are shut across California and students are required to learn from home. Teachers are teaching everything they can, but more can be done. If parents and teachers work together the COVID-19 shutdown does not need to lead to lost learning. This will be the year that students learn that their teachers and parents are fighting for them to succeed.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Constantino, Kimberly
- Description:
- Integrating technology into the curriculum can be challenging, particularly for educators who teach the lower K-2nd grades. Educators must understand what Digital Literacies are and understand the technological pedagogies to integrate into their curriculum effectively. In order to start an effective technology integration, I found that educators must have purposeful and relevant professional development throughout the year. Also, educators need to have an understanding of what the best practices are for integrating technology. Lastly, educators need to have an understanding of the best practices in supporting the students’ literacy development. At my school site, the K-2nd grade educators expressed that they were struggling with how to begin the process of integrating technology. The purpose of this project is to provide K-2nd educators a Digital Literacies professional development in which they will develop a better understanding of how to integrate technology into their curriculum. This project will contribute to the educator’s knowledge of the changes that are occurring in literacy.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Koehler, Karissa
- Description:
- The research case study presented aims to determine if the perceptions of students and teachers on a flipped mathematics classroom support student success. For a flipped classroom model, teachers assign lectures for students to watch as homework and complete other activities while in class. This model, as the research suggests, gives students more time in class to complete problems with the teacher rather than have the teacher use class time for lectures. This study focuses on math classrooms in which the teachers flipped the classroom. This study utilized a quantitative case study, which included the collection of surveys from both students and teachers within this model of teaching. This study was conducted at a comprehensive high school and looked at the classrooms of Integrated Math 2 teachers. The data collected were coded and organized based on the perceptions given by the teachers and students. Direct quotations from both teachers and students were used as evidence for the study. This study pointed to the implication of a flipped classroom model engaging students more in the content because there was more time for the teacher to be discussing with them rather than talking at them during lectures. This study answered the question of: In what ways do teacher and student perceptions of a flipped math classroom support student success?
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Haber, Holly
- Description:
- Many parents struggle discussing sexuality education with their child/children with disabilities and are typically not given the right resources to help them openly discuss this touchy topic. This project reviewed research in the areas of sexuality education in special education and parental and care giver point of views. It was found that there is a demand for specialized sexuality curriculum as well as providing resources and informing parents of the benefits of sexuality education for their children. As a result, a resource guide with a supplemental PowerPoint for an educator to share with a group of parents during an informational parent meeting was developed. This guide is structured in a way that informs parents of the benefits of sexuality education for their child with disabilities, gives insight into student’s wants and needs as well as possible curriculum modifications that might help to support the needs of children with disabilities.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Rappaport, Tali
- Description:
- The following research project explored the relationship of text-to-speech technology (TTST) and students with specific learning disabilities (SLD) in education. Topics investigated included how TTST supports the educational goals of students with SLD, and how educational staff can support the use of TTST for SLD in instruction to promote student success. In current existing research, there have been no definitive conclusions drawn that show TTST for SLD has any concrete effects on specific skills in areas of reading, writing, and comprehension skills. Existing research does state the positive qualitative effects of using TTST for SLD, specifically regarding student focus, speed in completion of assignments and comprehension, student engagement in academics, and student attitudes surrounding schoolwork. This lack of research poses a major issue for students with SLD, leaving them to navigate a world with no supports due to the unwritten requirement of predigested information and attention educational stakeholders prefer to implement valid supports. A print (Appendix )A and digital resource (website) was created to support students, families, and educators in learning more about TTST for SLD, TTST technology and features, universal design for learning (UDL), navigating the transition into higher education, and helpful tips for implementing TTST in education for both students and teachers. As very little research on this topic exists, more research is required to better understand the effects of using TTST for SLD.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Barringer, Noah
- Description:
- A qualitative case study rich in details regarding the lived experiences of middle school boys with Adverse Childhood Experiences (ACEs) participating in a Positive Behavioral Interventions and Supports (PBIS) Tier-II Intervention, Check-in Check-out, was conducted and analyzed to determine whether a relationship with an adult mentor on campus affected academic achievement. The literature reveals students who have experienced ACEs are at an increased risk of having long-term effects on learning, behavior, and health. According to the literature, having a mentor has positively impacted students’ lives considered at-risk or who have experienced ACEs. When an intervention such as PBIS is implemented well, students achieve improved social and academic outcomes. Students’ thoughts on their relationship with a mentor through the PBIS intervention were obtained through interview questions. Analysis and coding produced seven themes which were then further analyzed through the lens of their effect on academic achievement (academics, classroom behavior, and attendance). The interpretation suggests middle school-aged male students who form a positive relationship with a mentor are more likely to achieve academically. The data can be useful to districts implementing mentorship programs, and future research can focus on students who are not participating in an intervention.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Brunetto, Kimberly
- Description:
- A persistent and significant equity gap exists between the academic achievement of English Language Learners and their peers in English Language Arts. Research has demonstrated the negative effects of bias on achievement within marginalized student groups. This study chose to look deeper by examining the system preventing achievement based on both institutional factors and bias. In this narrative case study, the researcher used qualitative data from interview questions to elicit input from general education teachers responsible for teaching English Language Learners in English Language Arts. Responses were used to answer the question: In what ways do institutional factors and bias affect academic achievement of marginalized students, specifically English Language Learners? To initially understand achievement gaps experienced by marginalized groups or non-white and socio-economically disadvantaged students in education, a review of literature with a focus on bias was conducted. Later, during research, teacher interviews were coded using holistic, in vivo, and pattern coding methods, along with school documents and testing data to triangulate the data and validate the findings. The findings reveal a school system based on leadership decisions influenced by institutional factors creating an ineffective system of support for ELL students to improve academic achievement. One of the more critical changes recommended to address the problems within the current school system is the immediate and comprehensive need for teacher training in designated and integrated English Language Development as well as the use of relevant curricular resources. Making these changes alone would better equip teachers to be prepared in providing differentiated instruction based on various levels of language proficiency and improve alignment with the California ELD standards of education. The major conclusion determined is institutional factors have a direct relationship to the creation of significant barriers to needed changes for the improvement of English Language Learners’ academic achievement. This study can further research regarding the considerations beyond bias preventing higher achievement in marginalized groups.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Burke, Tara
- Description:
- Every day, over 400,000 paraeducators are supporting students with mild to moderate learning disabilities in the United States. The purpose of this project was to create a paraeducator’s guide to academic and behavior supports, as well as concrete examples of visual supports and behavior tracking sheets that are commonly used. The literature review discusses the roles and responsibilities of paraeducators, as well as best practices in paraeducator training. Paraeducators self-efficacy has been found to impact student performance and implementation of accommodations. Studies from this literature show how appropriate paraeducator training, constructive and positive communication, as well as support from the case manager, general education teacher and administration, leads to higher paraeducator self-efficacy. Finally, the studies discuss the correlation between paraeducator self-efficacy and the impact on student progress. When paraeducators feels prepared and have clear expectations, the more likely they are to properly implement accommodations in order to support students with an Individualized Education Program. The information concluded from the literature review guided the inspiration and development of a paraeducator manual.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Henry, Kristi
- Description:
- Since distance learning models of education are growing in number and popularity, there is a need to explore leadership in a remote setting because effective school leadership is directly tied to higher student achievement in schools. The researcher performed a study to investigate what strategies and characteristics are desirable in a remote leader. Previous research has extensively covered leadership in educational environments, but little has been done to explore what is needed to successfully lead in a virtual world. The researcher performed a convergent parallel mixed-methods study among 300+ teachers working at three identically-ran Independent Study Charter Schools in California. Using the quantitative and qualitative data the researcher discovered three stand-out themes: communication, relationships, and interaction. These themes arose as areas of focus and help to determine what effective leadership should look like in remote settings. Additional research around specific communication strategies and methods would be a logical next step of study in this area. Based on the information gleaned from this study, districts, schools and other areas of the workforce, who have remote leadership positions, would benefit in their overall effectiveness by acknowledging these strategies and characteristics.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
30. Incorporating Researched-Based Instructional Methods in a 5th Grade Fictional Narrative Writing Unit
- Creator:
- Hollowell, Nicole
- Description:
- The California ELA/ELD Framework places a clear emphasis on the importance of developing written communication skills as an inherent necessity to prepare fifth graders for their next phase of their educational career. While the framework goes on to explain the need for systematic, engaging and purposeful instruction few directives on how to go about achieving this are offered. At my school, as is the case in many other schools, there is no writing curriculum. This lack of writing instructional materials leaves the task of developing a curriculum, grounded in research and theories of engagement, in the hands of teachers who may not or may not be prepared or experienced to go so (Dostal & Gabriel, 2015). The purpose of this project was to develop a fifth-grade fictional narrative writing unit that, with deliberate planning for the use of research-based instructional strategies, used the basis of improved motivation, engagement, and writer identity to illicit academic growth (Zumbrunn & Krause, 2012). This fictional writing unit includes ten days of ready-to-use lesson plans, instructional materials, and methodology. It also provides planning materials in the form of blank templates so teachers of all grade levels can model their instruction similarly. Using the resources and approaches outlined in this unit have the potential stimulating significant academic gains as students begin to change their perspective toward writing and their role as a writer.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education