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- Creator:
- Scott, Katie
- Description:
- Technology plays a large role in our educational system in the twenty-first century. Increasingly, students in United States schools are being equipped with their own devices. Miranda and Russell (2011) pointed out that Internet access is accessible at
all public schools with “97% connected via high speed connection” (Miranda & Russell,
2011, p. 1; 2012; Clausen, Britten & Ring, 2008; Wells & Lewis, 2006). This affords
students the ability to access knowledge from the Internet within seconds. A student with
access puts learning at his fingertips. Schools are technology rich (Levin, & Schrum,
2013) with Smartboards®, document cameras, student digital desktops, iPads®, and much more, but teachers are not using these tools to their full capacities. Students already use technology for gaming or other entertainment. As a logical extension, teachers could enhance the educational potential of their students by using technology in the classroom. Teachers may already be using technology for professional productivity and to present information (Gorder, 2008).
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Palomares, Angelica
- Description:
- The primary goal of this project was to enhance children’s perceptions of people with disabilities by exposure to multicultural bilingual literature. The articles and studies that were reviewed analyzed how people with disabilities are portrayed in children’s literature. A bilingual children’s book about multicultural people with disabilities was developed and read to children. Pre and post surveys were used in which teachers rated their children’s attitudes about people with disabilities. After having been read the books that included children with disabilities, the results indicated that children’s opinions slightly changed after they participated.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- De Los Santos, Raquel Suzanne
- Description:
- Responses from 151 CI student interns who completed the semester-long HLI Internship
between spring 2013 and fall 2016 were reviewed and analyzed. Of this number, 87 students completed the optional end-of-semester evaluation: a return rate of 57%. Of the 57% who completed the evaluation, feedback from 58% of the interns stated that there were issues that kept them from feeling fulfilled by the experience and prepared for a career. The end-of-semester evaluation included four main sections asking interns to (a) rate their preparation for the internship; (b) provide information regarding internship expectations; (c) evaluate the site placement; and (d) discuss the value of the internship. The end-of-semester evaluation used a mixed methods process of qualitative and quantitative questions, and the data clustered into themes.
Based on the analysis of the data, a program modification is identified and proposed with
the expectation that there will be higher overall ratings across the internship program for the coming cohorts. By analyzing the data, it is this researcher’s goal to highlight the strengths and weaknesses of the internship as it is now and address areas of concern with a program modification so that the program continues to meet the programmatic aims as well as the students’ educational/career goals. The findings from this project will be meaningful to future site employers, future students, faculty, and program stakeholders to demonstrate the benefits of internships. This project will be useful for program directors, campus administrators, and faculty to understand the need for periodic program review.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Izaguirre, Anna
- Description:
- The purpose of this study is to examine Ventura County Office of Education's implementation of the Quality Rating Improvement System. The research will outline the core of the Quality Rating and Improvement System (QRIS), the five-tier matrix point system, support systems, monitoring of quality programing, participation incentives and program ratings. In addition, the participant's motivation and reaction to the Quality Rating and Improvement System will be considered. This project aims to determine the strengths of the system as well as the areas for growth. In addition, the study will examine the availability of resources that focus on improvement measures for programs not selected to participate in QRIS in Ventura County.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- School of Education
- Creator:
- Mutch, Jennifer
- Description:
- The purpose of this study was to implement a co-teaching model of instruction in two fourth grade classrooms to evaluate the collaborative process among teachers and to study the affects of co-teaching on student achievement. This was a mixed methods design where a special education teacher and a general education teacher co-taught a unit of social studies over a period of six weeks in two fourth grade classrooms that had six students with disabilities integrated. The teachers met regularly, kept reflective journals, and assessed the students' progress throughout the study. Student achievement on unit tests were used to measure student progress using an ABA single subject design. The findings of this study showed that there was no clear pattern of improvement in student achievement during the intervention period. The teacher participants reported positive outcomes from the collaborative work.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- School of Education
- Creator:
- Carranza Casimiro, Maria Elena
- Description:
- The United States of America is currently undergoing a major literacy instructional shift with the adoption of the new educational standards. Currently, forty- five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards (C C S S 2010). The purpose of the C C S S is to prepare students for college and career readiness. For this reason, the C C S S stresses the importance of informational reading and writing. According to Clark, Jones, and Reutzel (2012), most adult reading and writing involves informal texts (page 265). Graham and Harris (2013) state that the National Commission on Writing reported that current employers use writing as a qualification for hiring white- collar workers and blue- collar workers use writing as part of their jobs (page 39). Furthermore, Graham and Harris note that more people are using writing to communicate with others through the use of e- mails, blogging, texting, and other forms of communication. The Aspen Institute argues that students need to be able to read informational texts in order to make informed decisions and to be successful after graduation. Similarly, Moloch and Bomer (2013) found that informational texts help children improve their sense-making and build their knowledge about the world (page 206). Graham and Harris argue that students who are poor writers are at a serious disadvantage in succeeding at school, work, or social civic activities (page 29). In summary, the purpose of this project is to research a process for evaluating the effectiveness of strategies for teaching the Common Core Writing Standards. Consequently, this review of the literature focuses on the importance of informational reading and writing instruction by targeting the following four areas: the connection between informational reading and writing text, the shift between fiction and informational texts, teacher capacity for implementing the new writing and reading standards, and reading and writing strategies.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- School of Education
- Creator:
- Melero, Nanette
- Description:
- Based on teachers' responses to an informal school-wide survey, this case study describes teachers' resistance to incorporating into core academic instruction the Native Schoolyard Habitats on the Land View School campus. Results indicated that resistance to innovative change was due to a combination of teachers' attitudes and personal motivation, in conjunction with leadership style of the principal. Effective ways to promote teacher involvement were investigated and found to encompass increasing teachers' awareness of the benefits of utilizing outdoor learning areas, and encouraging participation in the effective design of the outdoor learning areas on the school campus. The findings will be utilized by the teachers to develop a school resource guide for use in the outdoor learning areas on the campus.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- School of Education