Welcome to the SUNY Open Access Repository
The SUNY Open Access Repository (SOAR) is a centrally managed online digital repository that stores, indexes, and makes available scholarly and creative works of SUNY faculty, students, and staff across SUNY campuses. SOAR serves as an open access platform for those SUNY campuses that do not have their own open access repository environments.
Access to SUNY campus communities in SOAR are available below under SUNY sectors and also listed alphabetically under the Campus Communities in SOAR on the navigation bar on the left.
Additional information includes
- Approved SUNY Campus Open Access Policies (clicking on this link will take you out of SOAR)
- Links to additional SUNY repositories
- SOAR guidelines
Communities in SUNY Open Access Repository
Select a community to browse its collections.
Patient decision-making modes and causes: A preliminary investigationA recent study of patient decision making regarding acceptance of an implantable cardiac defibrillator (ICD) provides a substantial but nonrandom sample (N = 191) of telephone interviews with persons who have made an affirmative decision regarding an ICD. Using a coding scheme developed through qualitative analysis of transcribed interviews, these data can be subjected to exploratory statistical analysis. The reasons given by respondents for getting the ICD differed by both region and gender, and show some correlations with whether the device has or has not delivered any stimulation (shocks) since implantation. Cluster analysis reveals association among certain important themes in the discussion of the decision process, particularly linking rather opposite concepts into clusters related to specific dimensions. The results suggest the importance, to patients, of maintaining the integrity of the self by asserting control and independence. The majority of the respondents (61%) have not received the primary intended benefit of the device (stimulation). Thus, the findings suggest that psychological benefits alone of having the device (such as anxiety reduction) serve to justify acceptance of a computerized device. Implications for other lines of computerized health support and for further study of these issues are discussed.
Empowering English Language Learner Family EngagementThis capstone aims to support any people who work, or plan to work, closely with English language learners (ELLs) and their families. From personal experience and discussion with others who work with ELLs, family engagement was seen to be a high concern in the area of ELL education. ELLs, like all students, are impacted by the level of support they are given. Providing students with support from home, school, and their community offers more opportunity to learn and a more positive view of education. To increase family engagement among the ELL population, schools and educators must be provided with tools or strategies to empower family’s engagement in students' learning. Understanding why ELL families may have limited or no engagement in students' education is the first step to supporting them. Debunking misconceptions that are tossed around about ELL families and their views of education opens many opportunities for supporting families in ways that work for them. After understanding is built by getting to really know families and learn about them, support can be provided through language support, interest topic based lessons and assignments, communication, homework support, and community support. Strategies and supports, such as those provided in this capstone and Teacher Toolbox (Appendix D) can be modified to fit any and all families and their learners. In applying strategies to support and empower families, along with meaningful reflection from educators, it is intended that families will feel more welcome, be more meaningfully engaged, and learning for students will improve.
Extracting Violence from the English Language Arts ClassroomInformed by research and discourse from the contemporary movement for police/prison abolition, scholar Erin Geary makes the case for nonviolent schools, an ask that seems obvious, but, in many ways, is foreign and controversial amongst educators and administrators in America. Geary situates her study within the lived context of her own English Language Arts classroom and asks herself how she can provide a physical/emotional space conducive to learning that refuses to banish and exclude for the sake of “order.” In Geary’s nonviolent classroom, the flow of power is examined and disturbed, students’ needs are met, and conflict is mended rather than punished. Geary provides concrete techniques, resources, and ready-made lesson plans which cut-at-the-root of subtle, stubborn school violence and trouble the assumption that some students will always be “the bad kids.”
From Isolation to Inclusion: How to Become a Successful ESL Co-TeacherThis capstone project aims to support classroom teachers and English as a Second Language (ESL) teachers in co-teaching models. In co-teaching, two teachers (in this case an ESL teacher and a classroom teacher) work together to teach and evaluate a group of students. Traditionally, many English Language Learners (ELLs) have been serviced in a pull-out model where they leave the classroom to work with an ESL teacher with other ELLs. However, as the population of ELLs continues to grow, co-teaching is becoming a more popular tool to service students, as it allows them to receive necessary accommodations and scaffolds without having to leave the classroom. With the introduction of co-teaching, both classroom and ESL teachers need training on what is co-teaching and how to execute a co-taught lesson. A successful co-taught lesson first begins in the co-planning stage, and it is imperative that both teachers work together to know what each person’s role is and that the lesson is truly collaborative. As there is no one model for co-teaching, teachers have the autonomy to choose which model works best for their particular students, lesson, or style. Through the use of collaborative documents and lesson plan templates, classroom teachers and ESL teachers can work together to produce lessons that support students’ academic and linguistic needs.
First Language use with English Language Learners in the Elementary ClassroomIn recent years, the number of English Language Learners (ELLs) in the public school system of the United States has been rising. Within my capstone project I will be addressing how incorporating ELLs’ L1 promotes second language (L2) and content learning in elementary school. This is a prevalent issue due to the fact that teachers are unsure of how to incorporate students’ native languages into classroom curriculum. Literature on this issue discusses how Translanguaging, multiple languages in the classroom, and culturally responsive instruction all incorporate ELLs L1 usage to promote L2 development. To mitigate this issue, I have created a professional development course. The PD within this capstone is created to help teachers understand and implement multilingual strategies into their classrooms. Implications for further research curated from this capstone project include finding what strategies are the most effective when incorporating ELLs L1s in the classroom.