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- Creator:
- Volmer, Catherine A.
- Description:
- Most professions have specific phrases used in order to prove the importance of the statement. In education, the phrase evidence-based practice is employed to show significance to a strategy. Although the term is used to prove a point, many educators don’t really know what it means. General education teachers are told to do something because it is considered evidence-based, but are not always given the tools or strategies to implement the evidence-based practice correctly. This is especially obvious when working with autistic students. This paper gives a history of special education, history of autism, defines evidence-based practices and has a guide for general education teachers. Appendix A gives general education teachers easy, practical, and quick ways to support autistic students using evidence-based practices.
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Starkey, Marjie
- Description:
- Research shows several effective strategies for helping students struggling with reading. The literature reviewed illustrated ways of using volunteers to help teachers who often do not have adequate time to meet the needs of all their students. This project came out of necessity as the author’s school did not have a volunteer handbook. The author of this project is a second-grade teacher who has 21 years of teaching experience, primarily in kindergarten through 3rd grades. Teachers were spending too much teaching time training volunteers, reducing time spent with students on core curriculum and volunteers were wasting waiting for the teachers and students. The first part of the project is a handbook for schools to train volunteers who help in the schools. The project was intended to provide a basic training structure for volunteers regarding the school’s comportment expectations, rules, and procedures and to make the volunteers feel they are a critical part of the school and its success. The second part of the handbook provides several effective strategies, based on the literature reviewed, to help 1st and 2nd grade students. There are various sight word games, reading phrases for fluency, comprehension questions, strategies for reading leveled books, sight word lists from pre-kindergarten through 3rd grade, and a volunteer tutor checklist for communication with the classroom teacher after each tutoring session. The goal of the handbook is to effectively retain volunteers on a long-term basis who can help students grow in their reading skills.
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Mgbam, Elizabeth
- Description:
- The focus of this research was to develop an evidence-based professional development training course on mainstreaming. This course will train general education teachers in Nigeria on techniques and skills needed to identify and instruct students with special needs. Many general education teachers in Nigeria are not equipped in their teacher training programs with rich curriculum content in procedures and practices for identification, reference, and placement of students for special education instruction. The number of students living with disabilities continues to increase but there are few teachers adequately trained to instruct them. The National Policy on Education (NPE) 2013 asserts that irrespective of the nature of disabilities, all student should be included in regular classrooms. This policy is largely not implemented by most states in Nigeria (Olukotun and Oke, 2005). With the increasing number of students with special needs making their way into classrooms, there is an urgent need to train teachers to educate these students. This course is a timely response to prepare, empower and equip general education teachers to identify, refer, place and instruct the students in their classroom especially those approved for special education instruction. It is recommended that first, priority be given to evaluating and restructuring the teacher preparation programs to ensure that the curriculum is rich and proficient to prepare beginning educators for the arduous task of teaching all students in their classrooms especially those with disabilities. Secondly, the incorporation of a mandatory special education instruction in the teacher preparation programs to give teachers the skills they need to effectively instruct their students. Thereby, have a positive attitude towards mainstreaming. Finally, to incorporate practical and mentorship programs (field experiences) in the educator preparation programs like student teaching and internship programs to mentor and guide beginning educators with the instructional insights and interventions they need to be confident and successful.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Lumsden, Kaylyn
- Description:
- Extensive research supports the implementation and maintenance of school-wide positive behavior interventions and supports (SW-PBIS). Research shows the effectiveness of SW-PBIS in reducing referrals, suspension rates, and problem behavior. In addition, research has identified that SW-PBIS strengthens school culture and community for staff, faculty, and students. Research has also demonstrated that staff buy-in greatly affects the effectiveness of SW-PBIS programs. Consequently, there is a limited amount of research that identifies methods to increase staff buy-in to an existing SW-PBIS program. The purpose of this study is to identify if professional development effects staff buy-in and support implementation fidelity. Additionally, the study seeks to identify if an offering incentive increases participation in a voluntary professional development session aimed at providing program knowledge and implementation support. This study utilized a mixed method design and collected data concurrently using a single instrument. Results of the study show that professional development affected staff buy-in levels, however, it did not affect the participants’ ability to represent program knowledge. Due to the limited sample size and treatment population, in addition to the limited literature, findings from the study cannot be generalized and more research is necessary to identify if the same results are transferable to other school settings.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
5. Affordances and constraints of multi-age classrooms: an analysis of teacher and student experiences
- Creator:
- Godinez, Gloria Garcia
- Description:
- This teacher action research study focuses on the experiences of both teachers and students in a multi-age classroom after teaching a combination classroom. A mixed-methods approach was selected for this study including qualitative and quantitative data. Grounded theory was chosen in order to examine interviews of students and teachers to retell their experiences. Additionally, STAR Reading, a district wide assessments, were retrieved to get a better understanding of how students compare academically with students not attending a multi-age class when students from the lower level were using upper grade level curriculum in the classroom or accelerated curriculum during their ELA time. As a result, the data showed that the students were progressing with or better than their grade level peers. Contributing factors that could be the cause of this could be the classroom community that a teacher builds or the accelerated curriculum that the fourth grade students used. However, concerns about managing a multi-grade classroom is still a concern that teachers face due to the added stress of planning and preparing for a combination classroom. Students had their own concerns about being grouped by grade level during split level curricular time.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Wallace-Smith, Nerissa L.
- Description:
- This study focuses on the characteristics of first generation college students with an emphasis on alternative education graduates of continuation high schools. The purpose of this study is to identify the institutional agents and pedagogies that increase persistence and retention rates of the alternative education graduate population once they enter a higher education institution. Anonymous surveys of 27 continuation high school graduates were collected to identify educational experiences that proved to be beneficial to their persistence through high school and on to higher education.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Mendoza, Froylan Jr.
- Description:
- The literature on school change commonly suggests that improvements designed and implemented through a collaborative process that involves representatives of stakeholder groups is effective. This study analyzed problems with a previously adopted school discipline policy, engaged stakeholders in a collaborative policy revision and implementation process, and measured the effects of the change at a small, rural, northern California high school. It was anticipated that having an easy to understand, consistently implemented discipline policy would result in fewer discipline referrals to administration and perhaps the start of a shift to a more positive and caring school culture. Data was collected from school records from fall 2012 through fall 2013. Two semesters were followed implementation of the new discipline policy. Referrals were reduced by 19 percent during this period. However, the distribution of referrals across categories remained about the same. Most referrals were made for classroom disruptions and for being tardy at the beginning of class. Both spring 2013 and fall 2013 were under the new discipline policy and procedures. The new collaboratively designed discipline policy appears to be reducing the number of discipline referrals. Additional benefits such as, high student and teacher morale and classroom productivity, appeared among classes of teachers who implemented the new policy.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
8. A resource guide for teachers to support at-risk students through their independent study experience
- Creator:
- Johnson, Janet L.
- Description:
- This project culminates several years of study and teaching in an independent study environment. A review of the literature shows the number of at-risk students in public school is increasing. Many of these students are choosing independent study as a safe alternate learning environment. At issue is the limited number of resources and training opportunities available to independent study teachers to help them meet the unique needs of their at-risk students. This project focuses on helping the independent study teacher meet the physical, intellectual, emotional, and social needs of their at-risk students by providing a user friendly resource guide that describes local, state, and national resources that are available. A review of the literature also shows the significance of young adult literature in helping students validate their experiences and see how others have coped with the same issues. The second section of the resource guide provides annotated descriptions and links to Young Adult Literature websites where teachers can find professional resources and booklists specifically geared to engage the at-risk student. Students at risk need mentoring relationships to help them succeed and reengage in their education. The independent study teacher is in the perfect position to accept this role. This resource guide provides solutions and acknowledges both the student’s needs and the independent study teacher’s value in addressing those needs.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Catomerisios, Nicolas
- Description:
- This action research project was designed to meet the academic needs of a group of students with learning disabilities in a rural education setting. The study focused on the effects of three comprehension gestures on the students’ reading comprehension. The study posed the question: will students with learning disabilities increase reading comprehension by using gestures that represent comprehension strategies? There was not enough triangulated evidence to validate that gestures representing comprehension strategies increased the reading comprehension of students with learning disabilities. The data did validate, through triangulation, that using hand gestures during a reading comprehension discussion does increase reading comprehension. The conclusion was that the students with learning disabilities did increase reading comprehension through gesturing their opinions and thoughts. The significance of the study was that gesturing is an effect means to help students with learning disabilities increase reading comprehension.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education
- Creator:
- Alexander, Jennifer W.
- Description:
- With the sudden, rapid rise in the number of students diagnosed with special needs, educators and administrators are developing ways to facilitate the development of interpersonal skills and a deeper engagement with the curriculum. Implementing art education into district programs shows promising results in developing and fostering social and behavioral skills in students, markedly in students with special needs. This study specifically addresses the implementation of visual art lessons within a special day class serving kindergarten through third grade to scaffold student development of behavioral and social skills. Parents, teachers, administrators and school staff must work to cultivate a collaborative culture and support the learning of each student.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Education