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- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Chamberlin, Christine
- Description:
- Teaching can be an emotional profession, as teachers are faced with a wide variety of situations in any given day and are required to act quickly and flexibly as the situation demands. Teaching can be a stressful job with stressors from school administration, state standards, parental demands and student needs. To manage a classroom and deliver effective instruction requires social-emotional self-management as well pedagogical skills. Designed to help develop and strengthen their social emotional competencies, the professional development developed as the product of this thesis project offers a two part professional development, through a PowerPoint presentation as well as an independent activity for the teachers to engage in between the professional development meetings. There will be ample opportunity for the teachers to engage in discussions regarding this professional development and to share their own reflections.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Jara, Shawntanet
- Description:
- Social emotional learning (SEL) has emerged as a major thematic and programmatic emphasis in American education today (Hoffman, 2009). SEL is increasingly influencing the day-to-day practice of schools and communities (Elias, 1997). At the same time, increasing proportions of the student population in the United States comes from homes that are culturally and linguistically diverse (Orosco & Aceves, 2009). A contributing factor to the success of SEL is Culturally Responnsive and Sustaining Teaching (CRST) because culture is at the heart of all we do in the name of education. The impact of educator and parent perceptions at the intersection of SEL and CRST may hinder efforts of supporting students to thrive academically and socially. Futhermore, CRST has commonly been examined from the lens of low income and academically struggling schools, with limited research from the lens of affluence and academic prosperity. The purpose of this study explored and described how three affluent, resource-rich, and academically thriving Kindergarten-3rd grade schools support and/or inhibit SEL and CRST its impact on how student experience school. Affluent districts with high test scores may perceive themselves to be protected from the need to address culture head on. The majority of research regarding CRST is in low-income, urban communites, isolating upper middle income communities and perpetuatung the assumption that CRST does not apply to them. I challenge this dominant discourse as culture belongs to everyone and should be accessible in discourse in our schools. Our students are growing up in a diverse world and their successful navigation through it depends on the decisions our educators make in normalizing culture and emotions, take in and explore perspectives, and engage in daily reality checks. In affluent districts (and districts in general) where the majority of educators are white and female there is privilege that comes with that status and even more privilege when that status is placed within an affluent setting. Unless educators make a concerted effort to challenge their assumptions about what it means to be white, what it means to be a person of color and the impacts of being either on learning, working, relationships, behavior, etc. we will not properly equip students with the SEL competencies needed to make academic strides. Among this exploration was to understand what factors shape beliefs and practices of educators and parents regarding SEL and to what degree CRST practices contributed to these factors. SEL is comprised of five competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Exploring how educators enact these competencies in an effort to know students and develop sustained authentic relationships is critical to social and academic success of every student. Drawing on parent and educator surveys, semi-structured interviews with teachers, classroom observations, student focus groups and student surveys, I attended to the beliefs, practices, knowledge, and attitudes that contributed to or withheld ways in which SEL and CRST work in tandem. I aimed to illuminate beliefs and practices in order to further understand how SEL and CRST practices correlate, interact and if not, why the lack of integration. Key words: Social Emotional Learning; Culturally Responsive and Sustaining Teaching; SEL Beliefs; SEL Practices; CRST Beliefs; CRST Practices In a very real sense we have two minds, one that thinks and one that feels. -Daniel Goleman (Emotional Intelligence)
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanders, Jamie
- Description:
- Teachers often use silent reading to help students practice independent reading skills to build comprehension and improve reading proficiency. The purpose of this study was to explore how the classroom environment and its factors shaped my second grade students' engagement during silent reading time. I asked: (1) How are the students in my classroom experiencing silent reading time?; (2) What classroom environmental factors are shaping students' silent reading experiences in the classroom? Through surveys, interviews, video-recordings of silent reading time, and document collection, I learned that students of varying proficiency levels enjoy silent reading time and find it important to their daily schedule. Data also suggested that they enjoyed this silent reading time when in a comfortable and quiet environment. Implications include opportunities for teachers to structure the classroom environment for optimal silent reading.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Higinio, Eliseo
- Description:
- As technology becomes more abundant in society, digital information is also becoming the norm. With the growing dependability on digital communications, school districts are doing away with paper newsletters and relying on digital platforms to bridge home-school communications. This convenient form of communication places parents, more specifically Latino parents with limited access to computers or the internet at a disadvantage. This digital divide affects Latino parent involvement and places English language learners at an academic disadvantage, as research supports the idea that involved parents increase student academic achievement (Becker, 2007; Cheung & Pomerantz, 2012). This technology curriculum was designed specifically for Latino parents in an effort to provide access to technology and the internet. Parents integrate inherent knowledge and skill sets to acquire complex technological skills. In this manner, parents are able to actively participate in the 21st century classroom. This project provided technology skills to 10 Latino parents in a rural community of North San Diego County. The curriculum covers the fundamentals of technology and builds to more complex tasks such as creating presentations, documents and movies. Additionally, this curriculum encourages parents to become advocates for their and their students’ needs and challenge the status quo of equity and access in a digital age.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Todd, Bryan
- Description:
- Students in my middle school science courses often describe the material as not relevant to their lives and future, and as a result seem to take an apathetic approach to their learning. To better understand why my students feel that some science topics are not important, and how I can increase student interest in science phenomena through my classroom teaching, I investigated the research question: What shapes students’ interest in engaging in science curriculum? To help define and investigate the main research question, the following subquestions guided my inquiry: In what ways, if at all, do my students ascribe importance to science phenomena? How does the learning structure and pedagogical approaches used in my classroom shape students’ interest in science, if at all? There were two major findings revealed through this study: Students find science important when they feel a connection to the topics. Students feel more interest towards science when they have hands on activities to explore science phenomena and their teachers show interest in the material and students. My research study has shown understanding students’ interests and demonstrating how science can directly impact students’ lives and future will increase their inquisitiveness and thereby engagement with science curriculum. Students enjoy learning science more when they have an encouraging environment where they know their teacher has their best interest at heart and when they have multiple activities to engage with curriculum, such as hands-on engineering projects and labs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Crawford, Ashley
- Description:
- With a great need in our nation for innovative thinkers in the careers of science, technology, engineering, and mathematics (STEM), it becomes crucial that educators capture the power of STEM education at the middle school level (National Academies, 2007). During this impressionable time, students can be encouraged to learn problem-solving skills that promote STEM careers. This project created a yearlong STEM curriculum that provides middle school science educators with resources to implement lessons that support developing skills needed for science, technology, engineering, and mathematics careers. The lessons and resources utilize mobile learning with iPads to integrate with STEM curriculum. The curriculum aligns with the Common Core State Standards and the California science standards for grades six through eight. Each module is designed to capture the interest of students at the middle level grades and creates challenges that require students to learn science, engineering, technology, and mathematics in creative and innovative ways.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Regan, Holly
- Description:
- This thesis investigates the ways in which choice shapes middle school students’ engagement in novel study. I asked the following research questions: How do my students’ views on engaging novel study shift following the integration of more choice? Also, in what ways does choice reduce students’ barriers to learning from novel study units? Through my research, I found that students enjoy the freedom to choose the learning products they complete during novel study and that they felt more comfortable when they were able to discuss the novel in small groups of their choice. The results of my research have illustrated the importance of allowing students opportunities for more autonomy in the classroom. Teachers can foster engagement by implementing more instances of structured choice during novel study units.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bedford, Amanda
- Description:
- The rationale for this project is to create a user-friendly manual for general education teachers on how to create a clear vision as to how a successful inclusive teaching model can be implemented within their classroom. This manual is entitled A Clear Vision for an Inclusive Classroom: How to Ensure All Students are Successful and provides concrete suggestions for classroom designs, behavioral management, and techniques on how to differentiate instruction for all students. The manual addresses six areas of inclusion: learning styles, classroom design, classroom rules, classroom jobs, behavioral management, and differentiation. All of the information provided supports general education teachers to result in full inclusion for special education students, higher student participation, and a decrease in student non-academic behaviors. This manual was purposely designed for elementary school general education teachers and classrooms because of the experience of the researcher as an elementary special educator.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Clark, Jane
- Description:
- A growing population, Hispanic English learners enrolling in our schools are struggling academically. Learning gaps begin to surface for Hispanic English learners at the elementary level (Gandara, 2012; Genesee, Lindholm-Leary, Saunders, & Christian, 2005; Grasparil & Hernandez, 2015, Umansky & Reardon, 2014). Increasing the level of academic success of Hispanic English learners is a national imperative. The role of the principal has been linked to student success since, through their beliefs and behaviors, principals construct conditions in their schools that shape student learning (Chrispeels, 1992; Marks & Printy, 2003; Supovitz, Sirinides, & May, 2010). Grounded in a strengths-based theoretical construct— cultural growth mindset, positive school leadership, and strengths-based instructional leadership— this case study was organized under a mixed-methods sequential explanatory research design to answer one overarching question and two sub-questions. Two elementary school principals from schools with high populations of English learners were studied. This study explores teacher perceptions of principal behaviors, and principal leadership practices with teachers directly influencing the academic performance of Hispanic English learners. Phase One included an analysis of quantitative results from a survey administered to 35 teachers, 19 from one school, and 16 from the other. In Phase Two, qualitative data contributed to the research as a narrative unfolding through the interviews and observations of the principal participants, a teacher focus group at one school, and a school counselor at the other. Significant themes emanating from this case study were principals’ high learning expectations and a strong belief in students’ ability to succeed. Students’ first language was considered an asset and students’ diverse backgrounds were valued. In addition to strong parental involvement, student emotional well-being was a priority. Principals supported teacher collaboration and demonstrated high trust in teachers’ ability to impact the learning of Hispanic English learners. Collection and analysis of key student data was a principal practice. Integration and interweaving of cultural growth mindset, positive school leadership and strengths-based instructional leadership were essential lenses to fully understand the achievement gains made by the students. The implications this case study presents for educational research, policy, equity, and social justice are discussed. Limitations of the study are addressed.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanchez, Anayeli
- Description:
- The following project is a two-week integrated ELD and social studies unit for first grade, with dual language programs in mind. It was created using the following research question; How can we support students in accessing academic content while learning a second language to ensure long term success? The curriculum, developed for a 90:10 dual language program, is grounded on a Culturally Relevant Framework (Ladson-Billings, 2014). The curriculum is designed for Latino English learners at the expanding level. Students already come to the classroom with knowledge and experiences that teachers can use to maximize learning. The curriculum stems from the research in second language acquisition, vocabulary knowledge, and oral language development. The unit incorporates the CA English Language Development Standards and the CA History and Social Studies standards for first grade A Child’s Place in Time and Space. The lessons within the unit include topics such as cultural diversity, Native Americans, and Immigration.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Hernandez, Christina E.
- Description:
- When learning a new language, one needs to not only learn about the grammar rules and/or vocabulary, but also learn about the cultural aspect of the language. The purpose of this project is to develop Spanish One lesson unit that cover six different topics on culture from different Spanish-speaking countries: Spanish-speaking Country Research, Latin American Painters, Día de Los Muertos, Quinceañera, Las Posadas, and Música Mariachi. A total of 11 lessons were created to cover these topics. These lessons are designed to supplement the textbook that mostly addresses Spain culture. The following three questions guided this research project: (1) How can Spanish language curriculum be supplemented with culture of Spanish-speaking American countries? (2) How can Funds of Knowledge be incorporated into the world language curriculum? (3) How can supplemental cultural lesson plans from different Spanish speaking American countries into a secondary Spanish language curriculum using the world language and English language development standards? This project seeks to improve the Spanish language curriculum to benefit and motivate students to be aware of other cultures. The curriculum was designed using backward planning, with a focus on the assessment, evidence of learning and then the development of the learning activities. In conclusion, there is a need for culture to be integrated into the Spanish classroom, not only to cover a world language standard on culture, but to also help students become aware, understand, and appreciate not only their own culture, but those of others and the target language being learned.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bonas, Brynn
- Description:
- Functional Communication Training (FCT) has been found to be an effective treatment method for a variety of behavior disorders, including self-injurious behavior (SIB), aggression and classroom disruption (Melissa J. Shirley et al., 1997). Children with particular severe disabilities have difficulty with communication, social interaction and behavior that make daily interactions a challenge both student and the teachers who support them, especially if proper structures and strategies are not in place. FCT is a behavioral intervention program that combines the assessment of the communicative functions of maladaptive behavior with procedures to teach alternative responses (Chandler and Dahlquist, 2006). This methodology ultimately reduces in-class problem behaviors by replacing them with a more appropriate form of communicating a need or want. This project focuses upon special education teachers and how they effectively implement functional communication in specific classrooms. Teachers were surveyed regarding knowledge of FCT and prior experience with maladaptive behaviors and observations conducted in order to note the room’s organization and operation of classrooms. This data provided the foundation for the need to design and deliver a Functional Communication Training for teachers to implement with students in moderate-severe learning environments. The training response will provide better strategies and tools to teach their students to use more appropriate ways to get their needs met as a replacement for responding with maladaptive behavior.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Guerrero, Lucio
- Description:
- Public schools need to update school curriculum and teaching pedagogies in order to better support diverse students academically, socially and emotionally. This project was designed to demonstrate how teachers can affirm diverse student’s hybrid identities in an engaging and meaningful way. The three themes researched were culturally responsive pedagogy, social justice and hybrid identities. The questions of the project focused on how teachers can affirm diverse student’s hybrid identities through a culturally responsive and social justice curriculum. In addition, this project explored if middle school students can develop a sense of empowerment and resiliency in order to retain their native culture and background after learning about social justice issues. The methodology of this project was composed of a social justice curriculum for 8th grade humanities and incorporated 10 adapted lessons from Teaching Tolerance. The topic covered in each lesson discussed identity, diversity, justice and action. The unit was created using Understanding by Design due to its backwards planning design. Furthermore, this project will contribute to the field a new invigorating curriculum with positive features associated with increased empathy among students and teachers, diverse curriculum, empowering students, emphasis on collaboration and reflection. For future recommendations, the project needs to be implemented to gather results on how effective the curriculum can be. I also suggest conducting student interviews to research how diverse students form their hybrid identities.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Barmak, Shant A.
- Description:
- Despite high enrollment rates of Post-9/11 U.S. Military Student Veterans in higher education, identification of effective institutional practices that promote successful outcomes is an understudied topic. Although some studies have addressed the transition from military into postsecondary education, more research is needed to improve our knowledge about the experiences of student veterans and how non-profit higher educational institutions, especially student support services, can better help student veterans succeed. Through the lens of university student support staff, as well as student veterans, this qualitative study examines which factors student veterans and support staff perceive in contributing to successful attainment of a baccalaureate degree. For this study, in-depth semi-structured one-on-one interviews were conducted with a diverse group of 12 student support staff and 6 junior and senior undergraduate student veterans at a four-year public university in California. This study applied the Schlossberg Transition Conceptual Model by extending the support factor to include the critical role of four types of student support services: academic, mental health, disability, and career services. Several major overlapping and non-overlapping themes emerged from both student and staff interviews. The most salient theme was the critical role of the Veterans Center. The Center assists student veterans in their transition and adjustment to the university. It plays a central role in providing a physical space, a hub that facilitates connectedness and student engagement on campus and assist with access to vital services and resources on campus, as well as off campus. The assistance of the Veterans Center is critical in ensuring that students receive their financial benefits, as well as verifying their coursework, so they get the courses needed for graduation and meet all GI Bill requirements. Additionally, many of the on-campus services have liaisons between the Veterans Center and their corresponding service department, where identified liaisons help ensure student veterans receive the necessary support when needed. These findings can help inform higher educational institutions, its staff, faculty, and administrators about the best practices in serving the needs of veterans toward successful transition to college, retention, and undergraduate degree attainment, as the number of student veterans in higher education is growing nationally.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Kiani, Mona
- Description:
- There is a growing concern around the stress and anxiety that permeates the educational landscape today and its proliferation foreshadowed in the future. At-risk students endure increased levels of stress, including those that materialize from many life factors including poverty, racism, and challenges within the household. To seriously address the achievement gap that persists between at-risk students and their more privileged counterparts, the emotions of schooling must be addressed. Emotions have been largely avoided in educational organizations that which has led to an overreliance on cognitive factors in standards and curricula. However, as research in this field expands from psychology, to business, and now to education, it can no longer be ignored. Being in school is an emotional experience for both teachers and students and studies show that negative emotions and misunderstandings are magnified in high school math classes. Increasing one’s emotional intelligence can help both parties better navigate their experience at school and their relationships with one another. A review of the literature shows that emotional intelligence is a predictor of academic success and success in life. This study explores the phenomenon of in-school emotional experiences for at-risk students who have failed math class and how emotional intelligence and deeper connections with math teachers can mitigate many factors that would attribute to their predicted trajectory of failure. Through a phenomenological design, this qualitative research uses the student voice to explore what at-risk students who have failed math class want their teachers to know and do for academic success. This study finds that being emotionally intelligent with a culturally intelligent lens will help support a healthier relationship and schooling experience for at-risk students. Interview data from this study purports that student emotional intelligence can help at-risk students become more academically successful by helping them break patterns of failure, developing emotional self-efficacy, and teaching them to perceive, manage and use their emotions more effectively. Furthermore, this study shows that at-risk students want their teachers to foster an emotional connection with them, care about them holistically, and repair their trust and confidence.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Howell, Nancy
- Description:
- Bipolar disorder is a neurobiological disorder with mood swings that range from the highs of mania to the lows of depression causing severe and unusual fluctuations in mood, energy, and the ability to function normally. According to the research, students with bipolar disorder often are misunderstood and typically do not receive the necessary support for academic success. In addition, teachers and other school personnel often have a lack of awareness regarding students with bipolar disorder and are not aware of the many interventions beneficial for the success of these students or the impact of medications taken. Consequently, these students diagnosed with bipolar disorder often do not have the proper accommodations or interventions set in place for their success. Therefore, the purpose of this project is to create a tool that can (a) help educators understand the behavioral symptoms of students who have been diagnosed with bipolar disorder, (b) assist in understanding the effects of medications, and (c) make educators aware of existing interventions. This objective is achieved by developing an in-service training program accompanied by a brochure.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
20. Reimagining Wellbeing: 1-2-3 Wellness as a Neurobiologically-Based Approach to Human Flourishing
- Creator:
- Schwartz, Drew E.
- Description:
- Today, society is facing a collective onslaught of mental and social challenges which include increased instances of depression, anxiety, bullying, and suicide. An interconnected approach to wellbeing, as this paper presents, reimagines these problems not as separate issues that are effectively addressable through band aid solutions and isolated initiatives, but rather as the manifestation of interrelated root causes. This multiphase, mixed methods study which included 154 students and 12 educators, explored the effectiveness of an integrative approach to wellbeing in schools called 1-2-3 WellnessTM and helped identify themes and propellants of wellbeing. Four fundamental findings rose to the surface within this study. First, the 1-2-3 WellnessTM program is effective in propelling wellbeing among students and educators with significant increases in mindfulness and social and emotional learning (SEL). More broadly, the program serves as an illustration of the power and potential of integrative approaches to wellbeing and has application for families, schools, organizations, and communities. Secondly, five essential elements of school wellbeing were identified: safety, connection, routines, purpose, and choice. Thirdly, the paper introduces the concept of collective limbic regulation to refer to the dynamic which occurs when healthy micro interactions between a group of people helps group members cultivate and sustain a state of wellbeing. The paper suggests that collective limbic dysregulation, rather than regulation, is at the root of many of society’s growing problems, and that intentional efforts to cultivate collective limbic regulation hold promise for initiating solutions. Lastly, based on the findings, along with other cutting-edge research, wellbeing is reimagined with a new definition: the expression of interdependent systems of connection working in harmony. Along with the aforementioned findings, this new conceptualization offers a new lens to view societal problems and potential solutions related to wellbeing. Such a reimagined lens leads to the conception that selfless- actualization, rather than self-actualization, is the epitome of human flourishing and wellbeing and a gateway to solutions. The paper concludes by discussing implications of the study and by offering ideas to support policy makers, researchers, and educators in navigating future efforts to promote wellbeing in communities. Ultimately, we reimagine wellbeing through a lens of human flourishing and connection, and discuss implications of this new lens for society moving forward.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education