Search Constraints
Filtering by:
Department
Education
Remove constraint Department: Education
Collection
Thesis
Remove constraint Collection: Thesis
« Previous |
1 - 50 of 1,903
|
Next »
Number of results to display per page
Search Results
- Creator:
- Barajas, Daniel E.
- Description:
- Continuation high schools serve students for multiple reasons. Among them are low credit attainment, excessive absences, probation status, and discipline problems. Students in these programs often have many educational gaps. In the state of California, continuation high schools have been an educational option for this vulnerable student population since 1919. This segment of the school system seeks to offer students with diverse educational challenges and obstacles a second opportunity to complete their education. Presently, there is little research connected to the success of continuation high school graduates’ level of persistence in any type of higher education. This study examined the influence teacher-student relationships had on a particular group of continuation high school students who, in spite of challenges associated with continuation-education deficit mindset, were able to attain academic success in higher education. The study sought to explore how the practices of comprehensive high school sites intersected with those of a specific continuation high school. Social Capital and Critical Race Theory provided the conceptual lens to analyze teacher–student relationships. The researcher captured students’ and teachers’ perceptions in order to analyze how their interactions and relationships could be strengthened to ensure student academic success and provide continuation high school students with options upon high school graduation.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Boylen, Sarah C.
- Description:
- Purpose of the Study: This research study hopes to address the negotiation of important aspects in teaching such as how to foster inquiry and literacy while adhering to standards, specifically the Next Generation Science Standards, and if those standards allow for student epistemic agency in secondary science classrooms. The future of science education lies in teachers instilling in their students the skills that will help them gain scientific literacy and student agency in the classroom, and beyond. For the purposes of this study, a framework was developed around scientific inquiry and literacy, while negotiating varying pedagogical approaches, along a theorized spectrum of increasing student agency. The framework is a tool to help educators visualize a variety of pedagogies as they relate to important characteristics of stages of inquiry that could offer increasing epistemic agency for their students. This research study intends to shed light on the perspectives and opinions of a selected group of high school life science teachers and some of their students in regards to these approaches to teaching a controversial, or Socioscientific Issue (SSI), in the science classroom. The student outcome goals that were considered were critical thinking, personal decision making, ethical questioning, outreach and “social justice” as activism. The three classrooms include one Sheltered Learning biology class and one Advanced Placement biology, both at the same high school, and one Integrated 3-4 biology class in a neighboring County. Within and across the three different classrooms, how do participating teachers, and their students’ perceive, or view, (a) varying approaches toward using a controversial, or Socioscientific Issue (SSI), such as GMOs, in secondary science classroom, and (b) activities designed for the science classroom that have the end goals of outreach, social justice or activism, on or off campus? Finally, how does student preference compare to the proposed theoretical framework set forth in this study? Procedure: This mixed-method study is a one-phase embedded design approach; where quantitative data is the secondary data that was collected while qualitative data was being audio recorded during teacher and student interviews. Four activity “scenarios” were designed, along with interview questionnaires, and used as tools and guides during teacher and student interviews. Three high school life science teachers and 13 of their students were interviewed to investigate their perspectives on using the four different activity scenarios which would explore the topic of genetically modified organisms (GMOs) as food. Quantitative and qualitative data were collected and analyzed. Findings: Overall, two classes preferred Activity 1; critical thinking in the lab, whereas one classroom preferred Activities 3; outreach and 4; activism, although students had a variety of responses as to why. All three teachers and many students agreed that outreach and activism are important. However, teachers believed that activities that stayed in the classroom were more feasible that activities that left the classroom. Teachers were fairly accurate when predicting their students preferred activity scenario. All the participants said that GMOs as food would be a good topic for learning science in the classroom. Teachers and students felt that activities that are controversial, or that might cause conflict in the classroom, are acceptable for learning at school. Those who were asked felt that conflict can be managed and usually does not leave the classroom. When the varying perspectives within classrooms were reflected on the spectrum, new ideas about what student epistemic agency and scientific literacy are emerged. Conclusions: Student epistemic agency can be defined in many ways, including what the students want to do most. However, agency through varying teaching approaches and a variety of student outcome goals can bring different forms of agency to students while doing inquiry in the science classroom. Finally, students may come into the classroom with prior experiences that give them a different “position” when negotiating a controversial, or socioscientific, type issue. Implications for teaching practice involve balancing factors that are within our control, such as activity planning and pedagogical approach, with factors that are out of teachers control, such as the starting point of a student’s position when they enter the classroom for learning. This starting point position can have large impacts on a student’s perceptions, and willingness, to “like” activities Finally, teachers play a large role in how learning can happen in the classroom, as well the school and society that they lie within.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Sonoma
- Department:
- Education
- Creator:
- Taylor, Mary
- Description:
- This study focused on both the voice and experience of successful Black students in higher education as well as the factors, both internal and institutional that they perceive as contributors to their success. This research is important because while a breadth of research exists that examines Black students and their relationship to higher education, much of it is framed in a deficit-based line of inquiry. As a response, and inspired by critical race theory (CRT) and Harper’s (2012) anti-deficit achievement framework (ADAF), this study focused on successful Black college students’ stories and what might be learned from them. The literature shows that Black students bring a variety of strengths and abilities to their higher education experience that merit further attention by both researchers and educators especially since these students achieve in spite of the challenges so widely documented in the deficit-based literature. Using a narrative research approach, this study identified eight high-achieving students and explored their experiences, their success, and the factors they perceived as contributors to their achievement. Additionally, this study sought to highlight the students’ experiences as a counternarrative to the existing discourse, add to the existing body of asset-based research and inquiry, enlist study participants as partners in the research process, facilitate their storytelling and amplify their voices. Data collected from eight semi-structured interviews and photojournal entries was restoried and coded for themes that yielded rich and meaningful insight into the strengths successful Black students bring to research and practice. The findings of this study reinforced those of the other asset-based researchers highlighted within this study and strengthen the need for more studies of this type. Study findings also included stories that were the result of the collaboration between researcher and participant as well as the themes that provided insight into their perceptions of the factors contributing to their success. Lastly, participants showed themselves to be willing and capable partners in the research process and offered a wealth of information that informed assertions relevant to research and practice. Among these were the importance of early influences, the students’ strengths, the importance of their peers, and the ways that their lived experiences can inform a higher standard of research inquiry and care in the higher education setting.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Hellams, Ruth E.
- Description:
- “The more things change, the more they stay the same.” Jean-Baptiste Alphonse Karr Dissatisfaction with the current state of the nation’s public schools continues to reveal itself through repeated efforts to transform the traditional, long-standing core elements known as the “grammar of schooling” (Tyack & Tobin, 1994). Generational rhetoric on the failed state of traditional public education and a drive for equitable outcomes for all students serve as guideposts for many school reform efforts. It is the need to reveal the systems and structures supporting changes to the traditional architecture of schools that has inspired me to conduct this research. This dissertation explores how a nontraditional high school, nested within a traditional district, supports and sustains its nontraditional model. Through a case study approach this research utilized interviews with administrative and teaching staff and an analysis of key documents, policies, and practices. Central to this study was an examination of the school’s core values and the practices of competency-based education (CBE) that served to shape and influence the school’s direction and nontraditional model. Emergent themes from this research were analyzed through the lens of Fullan and Quinn’s (2016) Coherence Framework and their four identified drivers for systems improvement. Findings illustrate that school structures which intentionally foster relationships and build opportunities for teacher collaboration contribute to the long-term sustainability of school reform and help influence and shape a school’s direction. Furthermore, clarity of expectations for teaching and learning, when outlined in a school’s mission and vision statement, can serve as guideposts for long-term sustainability. Guidance and support with respect the CBE model was especially important. Lastly, these findings underscore the importance of site leadership in maintaining balance between the needs of the school and the district as essential to sustaining the school’s nontraditional approach. By identifying factors and conditions serving to sustain the school’s nontraditional approach, the findings of this study can assist others who seek to change the traditional architecture of schooling currently dominates most schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Cabuto Lopez, Nadia
- Description:
- All students need their teachers to implement culturally sustaining curricula specifically targeted to their needs. Unfortunately, this need is not always met, especially with minority students. This project seeks to address the needs of Spanish heritage language learners at the high school level; it consists of a unit of study developed specifically to help meet the needs of these heritage language learners by helping them learn about their own heritage culture while strengthening their academic language skills in Spanish. Students first explore important historical figures that helped shape the Hispanic world, and practice and improve their oracy skills by creating and delivering a presentation. Then, the unit strengthens students’ written language by guiding them to create persuasive paragraphs and then an essay. The topics that pertain to persuasive writing include La Quinceañera and the Dream Act. The unit concludes with an extension activity that asks students to write a letter to Congress in favor of the Dream Act, DACA or another social cause of their choice, as instilling sociopolitical consciousness in students is another goal of this project. Students utilize what they learned about persuasion to write their letters. The unit employs the SIOP (Sheltered Instruction Observation Protocol) and the TLC (Teaching and Learning Cycle) methods to make the content accessible and create scaffolds along the way. Research needs to be conducted to determine the curriculum’s effectiveness on improving student self-image, self-confidence in the language skills, and to measure the impact of sociopolitical consciousness in students.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Carvajal, Claudia
- Description:
- Success for students begins for students in kindergarten, where they must acquire strong literacy skills. These literacy skills are inclusive of the foundational skills students require for reading and writing. Research supports reading failure is higher for English Language Learners, low-income families, and ethnic minority groups (NELP, 2009). Additionally, Latinx parents have reported facing many barriers when learning the skills and strategies to help their children (Durand, 2011; Quiocho & Daoud, 2006; Thurmond, 2020). Moreover, due to the current COVID-19 pandemic these concerns have been exacerbated, and low- income parents report they are concerned their children are falling even further behind (Menansce Horowitz, 2020). The inequities of the digital divide are now more apparent than ever, after it was reported that hundreds of thousands of students still lacked the basic digital tools and skills (Thurmond, 2020). In order to address these issues this project was created with the purpose of educating Latinx parents with literacy and digital skills they can utilize to help support their children using Google Classroom. These workshops bring to the forefront as well as integrate Latinx parents’ funds of knowledge, in order to support their children’s learning. These Latinx parent workshops consist of ten workshops to utilize parents’ Funds of Knowledge and integrate the skill sets parents possess in order to support learning digital literacy skills and strategies. Furthermore, Latinx parents will learn about digital tools and devices available to them through Google Classroom in order to continue supporting their children at home.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Medina, Chloe
- Description:
- By way of qualitative data, the researcher looked at the experiences of a community of educators during a series of professional development offerings. The purpose of the sessions was to unpack the ways in which the intersectional identities of individual educators impact how they show up in their work and interact with students, families, and colleagues. Based on the premise that educator bias is a significant contributor to the widely documented opportunity and achievement gaps in education, the researcher sought to determine what might happen when educators explicitly take on those issues in the spirit of critical self-reflection. The specific question being considered was: In what ways might explicit professional development about identity, bias, and critical self-reflection impact the beliefs and behaviors of a community of educators? The scope of the research was confined to a select group of educators who work for one school system and attended the same professional development series. The intention was to determine how a diverse group of educators experience a specific professional development and make meaning of those experiences. As a result, the researcher was able to determine several themes that emerged from those experiences and make recommendations for how to move forward with effective learning opportunities for educators to promote equitable opportunities and outcomes for all students. Adult Learning Theory, Critical Race Theory, Culturally Relevant Pedagogy, and Cultural Proficiency are applied to the date to interpret the experiences and determine a path forward.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Senn, Michelle
- Description:
- Educators know that supporting all learners' motivation and engagement is both a fulfilling and challenging process as students come with unique personalities, interests, experiences, strengths, and needs. This is particularly true at the middle level where students are developing rapidly and are charged with more significant responsibilities at school and home. Middle school teachers working to increase student motivation and foster meaningful literacy learning in their classrooms and schools can benefit from evidence-based guidance on optimally using the finite instructional time they have with students. The purpose of this project is to provide a curriculum and instruction planning guide to help middle level teachers plan and deliver motivating, evidence-based literacy curriculum and instruction, informed by self-determination theory (Deci et al., 1991). The guide was written with teachers’ own motivational needs in mind and aims to be a practical resource they can use, individually and collaboratively, to meet their teaching goals. It includes planning templates, recommendations, rationales, and links to resources.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Carlson, Brenda
- Description:
- As sixth graders begin to navigate the academic and social challenges of middle school, it is important for teachers to offer guidance and resources for parents and caregivers to continue to support their child’s literacy development. A partnership between families and schools has never been more important than during the current health crisis we are now experiencing. In addition, today’s technology provides teachers the opportunity to inform and support parents/caregivers in new and different ways. The purpose of this project was to create a website/blog for sixth graders' parents and caregivers as a resource to support their children in their continued literacy development. The website/blog includes family-friendly tips, links, videos, and articles. The blog features pages on the following topics: Books, Reading, Writing and Parenting/Caregiving. Linked to each of the pages are example posts that provide information or strategies for them to engage their sixth-graders in literacy activities at home. As new posts are added to the blog each month, it will be a form of ongoing support and communication for parents and caregivers to utilize throughout the year.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Mello, Monica
- Description:
- The purpose of this project is to create a Spanish Mathematic curriculum to use in a fifth grade Dual Language One-Way Immersion program. As Common Core State Standards (CCSS) exceed the cognitive demands of listening, speaking, reading and writing in all content areas, dual language education programs demand curriculum that aligns both content and language standards beyond Spanish Language Arts. Language learners are challenged to meet CCSS expectations in a second language and teachers struggle to find the necessary resources to do so. The designed curriculum aligns Mathematical CCSS and mathematical practices with Spanish Language Development standards and language practices. The designed unit explicitly teaches Spanish academic conversational skills through four student centered real world activities. This unit is intended to be used at the beginning of the school year as supplemental instruction in an effort to address students' struggle to sustain an academic conversation in the program's targeted language, Spanish. The curriculum provides Spanish language teachers with a Spanish mathematical curriculum that allows students the opportunity to apply learned mathematical concepts to real world situations while developing their Spanish oral and written proficiencies.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- McCurdy, Alexandria
- Description:
- Paraeducators are an essential component of special education programs as they serve to support students during classroom instruction, reteach and review concepts with students, provide accommodations, support behavior improvement, and assist in classroom management. Due to time and budgetary constraints, paraeducators rarely come to a school site fully trained and prepared to perform these important duties. The responsibility of training paraeducators frequently falls on the special education teacher/case manager, even though teacher preparation programs rarely address the process and procedures required to train paraeducators. Major themes that developed during the literature review process include: the changing role of paraeducators, challenges for teacher/paraeducator teams, and the role of collaboration in teacher/paraeducator teams. The purpose of this project is the development of a handbook designed to be used by paraeducators and their supervising teachers during weekly meetings as a tool to facilitate communication, define expectations, and allow for ongoing professional development. This handbook is divided into four sections: orientation, professional duties and responsibilities, communication and professional development.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Reyes-Rizo, Maria
- Description:
- This qualitative case study grounded in Stevens (1993) Opportunity to Learn theoretical framework and a Cultural Proficiency lens provided the structure to analyze teacher values and behaviors as well as institutional factors affecting English Language Learner (ELL) access to enrichment Opportunities to Learn (OTLs). Teachers were purposefully selected from two schools within the same district in a suburb of southern California to participate in semi-structured interviews. Identified patterns in data indicated an opportunity gap for low-performing English Language Learners in District X. School practices for enrollment in intervention and enrichment programs were based on assessment data and teacher perceptions of academic achievement. English Language Learner academic achievement continues to fall below expectations due to deficit views. Teacher perceptions of academic achievement informed the instructional programs, practices, and strategies used to support English Language Learner instruction. These views result in low expectations and segregation practices produce limited access to engaging and rigorous Opportunities to Learn. School site teachers and leaders need professional development focused on cultural proficiency and culturally responsive teaching to change current attitudes and perceptions of English Language Learner students and families. In addition, the integration of school-wide enrichment strategies has the potential to foster academic achievement for not only English Language Learners, but all students.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- White, Melissa
- Description:
- For more than a decade, English Language Learners have performed below grade level in all areas tested for federal and state accountability, and drastically lower than their English-speaking peers. Closing the achievement gap has become a major priority in educational policy, however many English Language Learners across the state are still experiencing significant academic difficulties. When academic concerns are present, educators use Student Study Teams to assist in identifying the deficits and addressing them through strategic, targeted intervention. Although Student Study Teams are utilized and widely recognized as effective, English Language Learners continue to experience academic difficulties. Explored through a qualitative case study, the researcher examines Student Study Team documents, student report cards, and teacher interviews in an effort to answer the question: In what ways is the Student Study Team process effective at addressing low-performance English Language Learners? To provide context, a comprehensive lens is applied to the field of existing literature to determine the characteristics of effective Student Study Teams and Response to Intervention strategies, and how both relate to English Language Learners. Teacher interviews, report cards, and Student Study Team documents were coded using holistic, in vivo, and pattern coding methods. The data was equally-weighted, and triangulated in an effort to validate the findings. The study exposes a large amount of confusion regarding Student Study Teams and how they relate to English Language Learners. Consequently, many English Language Learners are overlooked for Student Study Teams and early intervention. The research reveals when academic difficulties are addressed early, through the use of explicit phonemic awareness and decoding, the success of English Language Learners is greatly improved. This study can further research on how the Student Study Team process can effectively address low-performance of English Language Learners.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Saucier, Angela
- Description:
- The astounding percentages of Alaska Native American Yup’ik students performing at below, or far below proficient levels, continues to be a concern of schools and districts throughout the Southwest region of Alaska. The researcher chose to conduct a qualitative narrative study to better understand how the implementation of the Western educational system has impacted the Yup’ik people and their communities. The researcher used one-on-one interviews to gain insight as to why such low student outcomes continue to plague the region. Using the lens of cultural proficiency, the researcher sought to answer the research question: In what ways can school leaders in districts in the Yukon Delta region of Alaska align policies and practices with the cultural norms of the Yup’ik communities to improve student outcomes? This narrative study allowed the researcher to code the insight of each participants’ interviews and was able to identity three overarching themes; teachers, culture, and students. The participants were all teachers employed at the same school location, yet offered differing perspectives. The interviews became the focal point of the research, therefore allowing the researcher to tell the personal life experiences of the interviewees in the context of the overarching system of Western education. The findings revealed how deeply traumatic the introduction to the education system was for the Yup’ik students and their communities. Findings also revealed how resilient and hopeful the Yup’ik people are today as they continue to maintain and grow their language, culture, and heritage. The researcher recommends further studies into what barriers, policies, and practices can be more aligned with the cultural norms of the Yup’ik people and their communities to improve student outcomes. Key words: Yup’ik people, Western education system, cultural barriers, lens of cultural proficiency
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Vongsa, Viengsai Patti
- Description:
- This study is an analysis on ways Social Emotional Learning (SEL) programs and services support student achievement. The purpose of this study is to create a synthesis of nine SEL curricula studied from three existing SEL programs to provide positive characteristics of an SEL program that schools could implement. The significance of this study is to have it serve as a blueprint to help create best practices and implementation of SEL programs for schools and educators. The three SEL programs used in the study were 1) Promoting Alternative Thinking Strategies (PATHS), 2) You Can Do It! (YCDI), and 3) Strong Kids. This study was conducted utilizing a qualitative systematic review methodology to thoroughly examine nine SEL curricula to give school leaders and educators quick access to the abundance of literature review, lessen the excessive dependence on single studies, and show contrasting findings from different research studies. Extensive research on SEL programs found seven characteristics of effective SEL program practices. Findings on impact of SEL on student achievement were categorized into three grade-specific groups. These findings revealed students in the treatment groups were more socially and emotionally competent, had better academic performance, and gained more positive relationships with their peers and adults compared to students in the control groups. The results of findings from the nine SEL curricula studied will hopefully help schools and educators in starting to think about implementing an SEL program at their school site.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Chastain, Dominique
- Description:
- This research project is based upon the equity gap experienced by Hispanic students in high school. It studied a high school serving adults with a high Hispanic population. While seeking to answer the question. “To what extent does a teacher’s knowledge, understanding and belief of cultural proficiency impact an adult Hispanic student's educational experience?”, teachers were surveyed using a series of questions investigating cultural proficiency. Literature about cultural proficiency, Hispanic Students, equity gaps, cultural barriers, and adult education were reviewed to gain a deep perspective of the role cultural proficiency has in adult education and Hispanic students. The study, a convergent parallel mixed method study, utilized Qualtrics to distribute the online-survey of close ended and open ended to E. High Schools teachers spread across California. Quantitative data was analyzed based upon teacher responses in five categories. Qualitative data was analyzed into two themes; Culturally Proficient Awareness and Deficit Thinking. Questions were derived from literature of cultural proficiency research and reviewed by another teacher. Data was analyzed using the lens of cultural proficiency. The results describe a disconnect between the philosophy teacher claim and their deficit thinking focusing on barriers. Although it should be noted, the questions themselves might have skewed some responses towards barriers experienced by Hispanic adults in education. The data analysis in combination with existing knowledge based on observations and conversations with administration and teachers indicates that asset based thinking and cultural proficient strategies need to be the focus of the school’s professional development trainings or professional learning community. This study provides analysis of teacher practices to be used by leaders studying how to reduce the effects of equity gaps exacerbated by teacher bias.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Arellano, Vanessa
- Description:
- The over-representation of English Language Learners (ELLs) in special education continues to be an issue of inequity. Research demonstrates that when teachers use high leverage practices and are given examples of how to implement them to assist ELLs, the number of ELLs referred to special education may be reduced. This project was developed in the hope of assisting general education teachers in supporting ELLs with language development and as a byproduct to serve to reduce the misinterpretations of language as a disability. The resulting project was the creation of a table consisting of detailed high leverage practices to support ELLs with language development. General education teachers implementing these practices in their classrooms will be supporting ELLs on the brink of special education.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanchez, Roseanna
- Description:
- Exclusionary disciplinary practices used throughout the United States contribute to equity gaps, overwhelmingly affecting the achievement and trajectories of students of color, since they are disproportionately disciplined in schools. Academic achievement, particularly in mathematics, is adversely affected by punitive measures that remove students from their classroom or school, making it a social justice issue by limiting opportunities for marginalized groups of students. Restorative Practices are an alternative to punitive punishment and have shown promise in creating more equitable outcomes for all students. This study focuses on the perspectives math teachers have around discipline and their knowledge and beliefs about Restorative Practices after receiving professional development in the 2019-2020 school year. This study intends to determine in what ways have middle school math teachers’ perspectives on discipline shifted after learning about Restorative Practices and implementing them on some level, and what are the knowledge and beliefs of middle school math teachers regarding Restorative Practices after receiving schoolwide professional development in Restorative Practices. A qualitative case study method was used utilizing an online survey with open ended questions to collect data for each part of the research questions and analyzed through the lens of the Cultural Proficiency framework. The findings indicate that the discipline practices of middle school math teachers became more restorative in nature after engaging in professional development. Additionally, all participants gained knowledge and found restorative strategies to be both valuable and promising. The research also demonstrates that teachers believe the implementation process at their site needs to improve in order for Restorative Practices to be effective throughout the whole school. The researcher recommends the site form a committee dedicated to lead the work, create a five year implementation plan with a consult, and build teacher capacity with continued ongoing support and professional development. With long term support and implementation, Restorative Practices can change the narrative for all groups of students by achieving equitable outcomes.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Lindquist, Christopher
- Description:
- For the past three decades, the African American suspension rates have far outpaced Caucasian suspension rates. This is a trend which has been observed throughout various community and school settings in the United States. These facts are what leads this study and the research question: To what extent does teacher beliefs about control, relationships, and cultural norms affect the suspension rates of African American students? The researcher had long thought about the effects of teacher’s beliefs of control and building relationships in a classroom on these suspension rates. Building upon previous research, this case study further examines teacher beliefs by asking and analyzing teacher’s own responses about control, relationships, and cultural knowledge in their classrooms. To do this, the researcher focused on asking opened ended questions in a qualitative survey to a group of teachers in a Southern California suburban middle school. In addition, analysis of written referral forms from this school and pool of teachers were analyzed to gauge the wording and language used by the teachers to see if practice matched teacher’s statements. The results of the survey and analysis found while teacher’s claim they care about building relationships with their students in their classrooms, the practice shows the opposite since referral reports showed repeated instances of conflicts over control in the classrooms between the teacher and students. A potential cause of this conflict can be the lack of cultural competency and capacities of teachers from different backgrounds than their students. To correct this, this study recommends for educational leaders to look for mentorship and coaching programs aimed at improving teacher’s cultural capacities of all students in their classrooms.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Stanford, Sara
- Description:
- Students who are of Low-Socioeconomic status continue to achieve at a lower rate than their classmates. There are many factors that contribute to this achievement gap. Contributing factors can be found in the students’ home, school or neighborhood. For example, the student’s home may not have many educational resources, or a school may have less funding. While much research has been done focusing on the achievement gap, little has been done to improve it. The researcher focused on one elementary school in southern California to conduct research to find in what ways school systems and families can work together to facilitate positive achievement for Low-SES students. A qualitative research study was used to survey teachers and interview families of Low-SES students. Data was coded and analyzed to determine ways in which the positive achievement can be facilitated. The researcher found three consistent ideas throughout the research: teacher efficacy, afterschool programs, and social-emotional lessons. Creating positive change for this subgroup of students is crucial to changing the trajectory of their lives, and ending the poverty cycle. This research is merely one example of the changes that can be made within a specific school system, however can be replicated to fit the needs of other individual schools.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- 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
- Creator:
- Eshelman, Samuel
- Description:
- This study investigates the relationship between teacher observation as well as feedback and future lesson plan design. A single case study was utilized in order to survey teachers at one suburban high school in southern California. The purpose of the study was to determine if teachers prefer formative feedback or summative, identify the rate at which teachers are currently observed by administrators, and glean how this impacts both their future teaching methods and subsequently learning outcomes for students. Ater survey results were coded and analyzed, four major themes emerged providing direction and impact to future administrators and educators. An original, web-based Qualtrics survey was distributed to all 91 teachers at this suburban high school in an effort to discern a wide range of experiences and knowledge regarding both feedback and observation. Holistic and In Vivo coding methods were utilized to analyze the survey results and categorize them effectively. Strong and consistent themes emerged as a result of the study, specifically teachers would prefer additional informal observation from peers and administrators, teachers benefit from feedback provided by content area specialists, feedback from administrators is powerful and the relationships they have with staff meaningful, and lastly teachers rely on student input and feedback as much as they value feedback from peers or superiors. Results of this study have the potential to positively impact schools and school districts as they seek to improve ways in which teachers grow and learn in an effort to advance student outcomes.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Craven, Lauren
- Description:
- The purpose of this thesis project is to create a reference guide that school counselors in the Los Angeles area can utilize to better understand eating disorders. The information will include specific types of eating disorders, as well as their symptoms and warning signs. Also mentioned, is how the school counselor can play a role in the life of a student who has an eating disorder. In addition to this project being a reference guide, there is also a short listing of referrals which includes support services for those who are suffering from an eating disorder.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Nunez, Annette
- Description:
- This study investigated that the use of Floor time in a social-emotional skills group, would increase the emotional development of the group, and increase the spontaneous initiations within the group. The social skills group consisted of four children age three, diagnosed with autism. The group met for one hour a week, for eight weeks. During this time, the Floor time protocol was implemented. A pre-test and post-test video was taken of the children without any facilitation, to measure the emotional development and the total number of initiations within the group. Results indicate there was a significant amount of improvement. The group increased in their overall social-emotional developmental level, as well as their capacity to initiate more social interactions.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ruiz, Linda
- Description:
- Mexican-American immigrants have been key figures in one of the greatest migration occurrences in the United States. This population makes contributions to the culture, financial system, and employment industry of the United States. They are an ongoing influx of positive attributes and support to the wellbeing of the United States. Mexican-American immigrants are faced with various challenges as they take part in the employment arena. The career issues they encounter such as being expected to work in the secondary labor market, having minimal knowledge of their work environment, and limited employment experience affects their career paths. The purpose of this project is to assist Mexican-American immigrants with their career issues and have them learn through a career developmental process. The career development program will consist of eight weekly sessions that include one individualized session and seven group sessions. The program is geared to assist them through a career exploration process, to become knowledgeable of the world of work, to develop appropriate career decisions techniques, and make effective career plans. The program features experiential learning activities focused around John Holland's theory of types and Donald Super's life-span theory. It also provides them knowledge of employment information necessary to succeed in the labor market.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Campbell, Loralee
- Description:
- Individuals that are on the Autism Spectrum have difficulties with daily life skills, especially those that fall in the social skills category. Some areas of difficulty are collaboration, problem solving, taking turns, controlling emotions and communicating with others. Social skills are an important part of one’s behavior, and can affect multiple areas of functioning, making these skills crucial to work on. Social skills are often taught to secondary school students as they transition into adulthood, which can be a difficult time for those on the Autism Spectrum. Without the needed skills, they may have poor educational outcomes as well as a lack of opportunities for employment. Introducing these individuals to a variety of board games, and role-playing games can provide them with opportunities to engage in the needed social skills, practicing them with their peers. Playing games can also help them to build relationships with their peers, which research shows as being crucial for how successful the individual will be in their future lives, including both academic, career and personal relationships. Playing games helps the players understand others, communicate (verbally and non-verbally), and problem- solve, which can help them gain more socially acceptable behaviors. A manual was created that details the types of games, materials needed, instructions, and skills that can be used and supported to help individuals with ASD practice social skills. Keywords: Autism Spectrum Disorder, Board games, High Functioning Autism Spectrum Disorder, Life skills, Role-playing games, Social skills
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Azar, Viki
- Description:
- The licensing requirements for a marriage and family therapist include the completion of 3,000 supervised hours combined as a trainee and an intern. While in a qualifying master's degree program, the student trainee is required to locate and secure a traineeship site where those hours can begin to accrue. It is difficult to find a training placement that satisfies the requirements set forth both by the Board of Behavioral Science (BBS) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP); this is an important factor to consider in obtaining a placement. This project was designed as a fieldwork placement guide that provides a concise overview of each agency listed, including pertinent information relating to supervisor experience, number of supervision hours offered, clientele, CACREP familiarity, etc., which have all proven to be important aspects to consider when deciding on the placement of choice.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Villanueva-Jonsson, Lisa
- Description:
- The purpose of this handbook is to provide an in-depth look at specific labor laws which can protect the employee, allow the employee treatment options and provide resources to help start the recovery process. Fear of losing one's job often inhibits telling an employer about a substance abuse problem. As a result, many employees are unaware of the assistance they may obtain to help maintain their employment. This handbook is created so that individuals struggling with substance abuse problems may become better aware of their rights and options in the workplace. It will attempt to answer many questions and guide the employee to the steps toward recovery. It is written for an employee who may not be familiar with the labor laws that help enable this process. It is to provide basic steps so that the employee's job is protected.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Steinberg, Jennifer Lynn
- Description:
- When therapists begin their careers, they often experience high levels of anxiety about their ability to grow into effective therapists. This anxiety often leads to self-doubt, which sometimes causes new therapists to leave the counseling field. While this anxiety is present in most new therapists of all ages, there are special considerations that add to the anxiety felt by those who begin their careers under the age of 30. This project consists of a short book, whose purpose is to normalize these feelings and provide some suggestions to the reader about how these feelings can be mitigated. It is the hope of the author that by normalizing the emotional process involved in becoming a young, new therapist, readers will come to recognize this phenomenon as part of a process rather than a sign that they should consider a different career.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Henle, Erika
- Description:
- Interactive writing demonstrates concepts of print, early strategies, and how words work. This type of writing is used to assist children with their understanding the processes in reading and writing. Interactive writing integrates demonstrations of writing and modeling of the writing process that can assist children to progress in their own writing. Through the use of interactive writing, instructors are able to create an encouraging environment for writing. This project is being developed in order to enhance the language arts programs that are adopted by districts and to enable teachers to easily use the interactive writing techniques. This graduate project consists of an instructor's manual for kindergarten teachers utilizing the interactive writing method. The project offers information and research gathered on the topic of interactive writing and the effects interactive writing has on literacy. The literature review details and investigates classrooms that contain some type of interactive writing experience. The literature has shown that interactive writing can offer many lasting benefits for young writers. Emergent writing in a classroom provides support for reading and writing skills. Although many authors have designed instructor's manuals for interactive writing, there is no available resource specifically designed for kindergarten and early primary grades. While the materials that are currently available offer a sample of interactive writing activities this manual will provide teachers with all of the tools necessary to teach using interactive writing in a kindergarten or early primary classroom. The overriding sections include: Writing Together Means ..., Preparing the Classroom for Interactive Writing, Routines, Assessment, Composing and Constructing Text, Parents, Teacher Tools, and A Balanced Literacy Program. Each section scaffolds the next ultimately integrating all of the components necessary to begin using interactive writing in the kindergarten classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Rivera-Tubbs, Tammy
- Description:
- This project is about a survey (Appendix A) given to one public school with a population of768 students having 10 percent of the school's population identified with multiple disabilities. The survey was place in the mailboxes of 35 general education teachers, three special educators, and two administrators. This survey was conducted to find out what the teachers knew about collaborative teaching and inclusion, how their district handled the inclusion of students with disabilities & collaborative teaching. The survey also asked specific questions about the teachers knowing who was their program specialist, inclusion facilitator. This survey also covered specific laws that are well known in the special education world and are important for general educators and administrators to be aware of. The teachers from this survey have students that ranged in age from 5 to 12. Students were restricted to access to general education classrooms and their ability to leisure activities at the beginning of this study.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
41. Applying the social learning approach to assist community college students in making career choices
- Creator:
- Ligon, Kathryn Leong
- Description:
- This thesis documents the results from a study of the application of the social learning approach to assist community college students in making career choices. The research project was conducted in two "Freshman Seminar" classes during the spring 2006 semester at a large, urban, diverse community college. Using test-intervention-retest methodology, the instruments that were used to assess the students were the Self-Directed Search and the Career Beliefs Inventory. The Self-Directed Search was administered once to the study group. The method was to apply an intervention designed to help students in the study group engage in career exploration activities. The method of control was to administer the Career Beliefs Inventory to students in two other classes typically taken by other first year students, but not take the Self-Directed Search assessment or participate in structured career exploration activities within that class. The analysis of the results of the Career Beliefs Inventory was conducted. Results of the post-test mean scores of the study group indicated that the intervention had a positive impact in the following subscales of the Career Beliefs Inventory: Peer Equality, Career Path Flexibility, Job Experimentation, Relocation, Learning Job Skills, and Overcoming Obstacles. It is important to note that the study was a controlled experiment and was not statistically valid because there was an insufficient sample size.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Bernardy, Olivia
- Description:
- When California published a new set of Visual and Performing Arts standards in 2019, art teachers were tasked with reexamining their current practices, and to consider ways in which students could broaden their understanding of the arts as a whole. The purpose of this project is to provide visual arts teachers the support necessary to address these new standards through the lens of textual and multimodal literacy skills. In addition to a sample unit that can be used in a secondary setting, this collection of resources includes teaching and planning tools to direct visual art teachers in the development of future lessons. The research conducted to guide the creation of these resources includes an examination of arts integration, a review of content literacy, an overview of textual and multimodal literacy in the visual arts room, and how literacy in the arts can support the development of specialized populations. This project serves as a small contribution towards the larger goal of producing more research and resources for arts educators who are interested in incorporating literacy-based tasks into their curriculums.
- Resource Type:
- Graduate project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Heinzman, Erica
- Description:
- Educators and policymakers envision high school mathematics as vital in the pursuit of Science, Technology, Engineering, and Mathematics (STEM) professions and a way to cultivate a deep appreciation of mathematics in society. With two such significant aspirations, there is advocacy for expanding the traditional course offerings in high school mathematics to include courses such as Discrete Mathematics Project Collaborative (DMPC) and Introduction to Data Science (IDS). Research on non-traditional high school mathematics courses has mostly focused on pathways, content, and pedagogy. This mixed methods case study expands our understandings by examining the perceptions and experiences of students enrolled in the DMPC and IDS course at two separate California high schools. Classroom observations, student focus groups, one-on-one teacher interviews, and a student survey were collected and analyzed using the analytical framework of self-determination theory, which posits competence (self-efficacy), autonomy (agency), and relatedness (a sense of belonging) are essential for positive motivation and meaningful learning. Three significant findings unite the DMPC and IDS case studies. Students in these two courses (a) perceive themselves as connected within a community of learners; (b) experience curiosity and creative freedom, unlike previous mathematics courses they may have completed; (c) use the words fun and easy in complex ways to describe their experiences. These findings have important implications as interest greatly increases to expand high school mathematics pathways and to implement the DMPC and IDS courses in more high schools statewide and nationally.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Thurston, Samantha A.
- Description:
- The purpose of this study is to investigate how educators can support the mental health needs of students with developmental disabilities and what role an educator can play in the identification of a student’s mental illness. This study was conducted with 23 teacher candidates who were enrolled in their first year of a teaching credential program. A mixed methods approach was used through a survey that contained both fixed-choice and open-ended questions. Preceding a training held by the researcher, the survey was distributed to the subjects one week prior; then they were given the survey directly after attending the training. Along with the survey, the researcher collected anecdotal notes taken during the training based on subject-driven discussions. Based on the gathered data, the researcher found that a majority of the subjects admitted to feeling a lack of knowledge on mental illness and mental health resources, confusion over identifying a student’s behavior versus potential symptoms of a mental illness, and the need for a whole team support approach. All of the subjects reported an opinion that, while an educator should play some role within the identification process and daily support of a student’s mental health needs, that it should not be solely the educator’s responsibility. Rather, it should be a team of professionals that assist with the identification or daily support of a student’s mental health needs.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Sonoma
- Department:
- Education
- Creator:
- McNamara, Lana
- Description:
- The purpose of this project is to examine how the implementation of a silent reading program within a reading intervention class impacts adolescents’ reading habits and attitudes towards reading. Over the course of a high school semester, a 45-minute multi-component scaffolded sustained silent reading program was conducted with a small group of freshmen students who enrolled in the class for reading support. The program was designed after reviewing the literature to determine the most efficacious elements of a silent reading program and how they impacted the students involved. Student reading quantity increased, their desire to read increased, and their writing and discussions around their chosen text became longer and deeper.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Sonoma
- Department:
- Education
- Creator:
- Saeb, Rania
- Description:
- Arab American youth are a complex and diverse population in America who are often misunderstood, misclassified and misrepresented. These youth face a socio-political climate in the United States that has painted the Arab culture in a negative light. This has caused psychological and emotional stressors on them, some of which are negatively affecting their ability to embrace their Arab identity. Another reaction to these stressors is a complete rejection of their American identity, putting a strain on their ability to assimilate into American society. Coupled with this are the challenges Arab American youth face in navigating their identity through their home life and their school life, which at times contradict one another. At school, students are being discriminated against and othered. Moreover, Arab American students are battling a disconnect between the social norms of their school life and home life. Using an adapted framework from Bronfenbrenner’s Ecological Model of Human Development, this qualitative exploratory case study examines the factors that lead to cultural identity development in Arab American youth. Through interviews of seven Arab American youth this study serves to enlighten administrators, faculty of K-20 agencies and parents on how to best support this population in positively forming their cultural identity.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Finney, Melisa
- Description:
- The Covid-19 pandemic of 2020 led to a reliance on virtual instruction. The virtual model entails a daily attendance, graded learning and assessments, an emphasis on live instruction, in- person individualized instruction, service, and assessment, and family participation. For this project I created a resource page to assist all families and students for a positive experience through this new model for the Fall of 2020. I created resource videos to support parents with additional activities and provide additional aide for students who have an Individualized Educational Plan (IEP), 504, or are in intervention. These videos are located on the resource page and studio page of our learning management tool called Canvas. If a student is absent or if a student needs additional support at home, these videos are accessible to my students and their families. Lastly, the resource page will have guided links of the student’s schedule from Monday-Friday. The purpose of this was to provide students and families who are new to virtual learning and providing an easy transition into a new world of education.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Martinez Belmontes, Alondra
- Description:
- The purpose of this research study is to identify how being an undocumented student has affected the undergraduate academic experiences of current graduate students. This study exhibits narratives from four students who have earned a bachelor’s degree and are currently pursuing a post-baccalaureate credential and/or master’s degree at a university located in the Central Valley. When exploring each individual unique experience during their undergraduate career there is a significant focus on the hardships they endured. However, the research also highlights the types of support that existed and were available at their respective undergraduate campuses. A crucial aspect of this study is the target on acquiring narratives of individuals who have already overcame the difficulties that come with being an undocumented undergraduate student. The goal of this research is to bring awareness to the various amounts of limitations and hardships that undocumented students face daily and to highlight their resilience through their stories of success. The information gathered from this study may be used to better understand undocumented students, and the need to better serve and support these students on higher education campuses. This study explored the exterior and interior factors that exist in higher education for undocumented students. The research is guided by the following question: What are some of the hardships that graduate students have faced as an undocumented student pursuing an undergraduate degree?
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fresno
- Department:
- Education
- Creator:
- Hirsch, Gita Mera
- Description:
- Schools in the United States are moving towards an inclusive model of education. There is, therefore, an increased need for general education teachers to be well versed in the implementation of accommodations for students with special needs. Yet, there is very little training of this kind provided in our traditional teacher training programs. Teachers are given only a basic level of preparation in accommodating for the needs of all learners. To better understand which accommodations are currently being implemented in general education classrooms and general education teachers' preparedness level in implementing those accommodations and teaching students with special needs a survey was given. It was self-reported through the survey that a majority of teachers are implementing seven of the nine accommodations listed and they feel they have knowledge as to how to use those accommodations. Yet, teachers felt only an average level of preparedness (3 .28 out of a possible 5) to meet the needs of all students in their class. A website was created to better train teachers in the use of accommodations in their classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Lopez, John R.
- Description:
- Mexican Americans are both the oldest and newest minority group in the United States. Except for the Indians, colonial settlers coming from Mexico were the earliest inhabitants of what is now the United States. Yet, they can be termed a "newest minority" as it was not until the Presidential campaign of 1960 in which John F. Kennedy attempted to win their votes that this group received recognition. The Cabinet Committee Hearings on Mexican American Affairs in 1967 further enhanced this "current discovery." Mexican Americans began to discover themselves about the same time that the national leaders noticed their existence. T The impact of this recognition has had a profound effect on the State of California, particularly Los Angeles as it has the largest Spanish-surnamed population in the world in any city north of Mexico City. Lost or yet to be recognized among this population segment are the Mexican American Deaf. They are a minority within a minority group. Although there has been extensive research in the area of Mexican American problems by various scholars and disciplines since 1960, there has been only one study of the Mexican American Deaf which was conducted by Lydio Trujillo of the National Leadership training Program at California State University, Northridge, in 1972 and is the source of my decision for a different type of research of this project. Lest we forget the subjects at hand are the Mexican American Deaf and their situation.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education