• Barriers and facilitators for Saudi women's leadership in higher education

      Almutairi, Naimah (State University of New York College at Fredonia, 2016)
      The purpose of this study was to examine both the barriers and facilitators for women leadership in Saudi Arabia. The research question guiding this study was what are the barriers and facilitators for Saudi women in the upper leadership positions in Saudi higher education. [from author's abstract]
    • Barriers to Postsecondary Education for Western New York Rural High School Students

      Mulcahy, Collin (State University of New York at Fredonia, 2019-05)
      Rural high school students in Western New York are faced with numerous challenges when deciding to enroll in postsecondary education. Rural students are faced with limited support, both inside and outside of school. Research has shown that faced with these barriers, rural students are less likely to enroll in higher education than are urban students. The purpose of this study was to the needs of rural high school students as well as to identify the supports in addressing their perceived lack of self-efficacy for their educational abilities in postsecondary education. This qualitative case study analyzed the viewpoints of three high school guidance counselors who provide crucial college admissions assistance to high school students in Western New York. The results of the study illustrated that rural high school students need further support in addressing their perceived lack of efficacy when deciding whether or not to pursue a college education after graduating from high school. Furthermore, many rural students and their parents/guardians are not informed about the costs of higher education. Positive perceptions of postsecondary education were identified as a motivator that helps students overcome the identified challenges in higher education. Higher education institutions can better aid rural students by addressing the challenges they face when making the decision to enroll in postsecondary education.
    • A beginning teacher's guide to learning with and from games.

      Baetzhold, Matthew (13/11/2013)
      This guide serves as an introduction to the use of games in education. This paper describes and synthesizes valuable learning and motivation concepts and discusses their educational relevance. A case is made that many parallels exist between game design and effective instructional practice. This guide highlights many of the important facets of game design and discusses how such concepts might be applied to educational settings. The guide also provides a few case studies that describe how games have been used in school settings to create positive learning environments that allow students to explore content at much greater depth. Implications for future uses of games in research and practice are outlined.
    • Behavior techniques used in group care settings for aggressive and non-compliant preschoolers.

      Warren, Jennifer L. (28/02/2014)
      There is increasing concern over the number of young children who exhibit challenging behaviors in early childhood settings. The question addressed in this comparative case study is: What classroom management techniques do teachers use with preschool children ages 3 to 4 who exhibit non-compliant and aggressive behavior? A secondary question, was how do teachers narrate the effectiveness of these techniques and their centers’ behavioral management plan in responding to non-compliant and aggressive behavior of young children? This study examined three preschool teachers’ behavior management techniques and practices in controlling non compliant and aggressive child behavior across two different pre-school settings. Three preschool teachers participated in face to face audio recorded interviews. Fifteen questions were asked on a range of topics including: teacher’s behavioral management techniques, school-wide behavior intervention plans, teachers’ narration on the effectiveness of these techniques and their centers’ behavior management plan in responding to non-compliant and aggressive behavior. Responses to each question were transcribed, examined and critiqued for common themes using highlighter coding. The results of this study indicate several commonalties amongst the behavioral techniques teachers used in addressing negative behavior and promoting positive behavior within the classroom and each center’s overall philosophy on responding to challenging behaviors.
    • The belief of elementary school teachers on the effect of student choice on achievement and behavior

      Hayes, Emma (State University of New York College at Fredonia, 2017-05)
      With educational implementations being utilized in schools, allowing students to make choices in their own learning is becoming a more difficult and daunting task. The purpose of my research is to discover new methods for creating a more student-choice centered curriculum in an elementary setting. I plan to use my research to gain new knowledge on how student-centered classrooms can affect student achievement and behavior. I distributed surveys that asked teachers to read statements that related to student choice in the classroom and respond with the level to which they agreed or disagreed with the statement. The results of my study found that many teachers in the surrounding area believe that giving students choice in their learning can lead to higher achievement and improved behavior. [from author's abstract]
    • The beliefs of undergraduate pre-service teachers at a Western New York college about English language learners

      Denz, David (State University of New York College at Fredonia, 2018-05)
      As the population of English Language Learners grow throughout the Western New York Area, it is important to consider how well the undergraduate pre-service teachers emerging within the area are prepared to teach these students. A variety of studies have shown that many mainstream teachers often hold deficit perspectives towards ELLs in public education, meaning they focus on any potential weaknesses of ELLs as opposed to looking at these students in a positive light. This deficit perspective can lead to a variety of issues such as slow development of English Langauge Proficiency, lower achievement rates compared to peers who are native English speakers, and high drop out rates. This study aimed to identify the core beleifs of pre-service undergraduate teachers a major education college in Western New York in order to identify any potential existance of deficit perspective among these students. Characteristics such as experience, past education, and origins of beliefs will be examined in order to further study the undergraduate students at the college. [from author's abstract]
    • Best Practice Review.

      Baker, Paul F. (2014)
      Students with Emotional Behavior Disorders (EBD) are being mainstreamed into the classroom at a rapid pace. Administrators are feeling the pressure from the state and national governments to include students with EBD into the inclusive classroom. A Best Practice Review will be carried out to discuss research based Best Practices to use in the classroom. The literature will be reviewed to see if students with EBD can be placed in the inclusive classroom setting and if they can, what types of interventions have been proven effective. The interventions strategies will be discussed in detail so teachers can apply it to their own classroom. Also, research based studies will be discussed that show the effectiveness or lack thereof in each intervention. The Best Practice Interventions that will be discussed include Class-Wide Peer Tutoring, Mystery Motivators, and The Good Behavior Game.
    • Best practices in the English as a second language classroom for adult refugees.

      Nichter, Nicole Elizabeth (30/08/2012)
      With the rising number of refugees in Buffalo, New York, this capstone project proposes an ESL curriculum and the framework for a volunteer-run class that is specifically designed for adult refugees who were recently resettled. refugees need acculturative information and resources in order to be able to thrive in a new society. Since adult refugees often times have to deal with past traumas it is required of teachers of this program to employ cultural competence and culturally responsive pedagogy. This project has taken into consideration innatist, behaviorist, and interactionist perspectives of SLA as well as the theories of B.F. Skinner and behaviorism, Noam Chomsky's Critical period Hypothesis, parameter resetting, and universal grammar. Stephen Krashen's Monitor Model is also closely examined in order to compare and contrast SLA in relation to age. The curriculum presented offers content matter based on our customs to ease student acculturation by using specific methodologies, strategies, an activities such as those found in the SIOP model, community and communicative language learning, and TPR to ensure their funds of knowledge and schema are being activated. this capstone project intends to present a curriculum based on research and theories that propose a class which utilizes best practices in any ESL classroom.
    • Beyond technology.

      Sue, Stephen C. (2013-01-25)
      No author abstract.
    • Building positive identities in high school newcomers with the 6+1 trait writing model.

      Cavalieri, Birgit (19/10/2012)
      Schools in the United States are faced with an influx of adolescent English language learners (ELLs). To help with positive identity development for ELLs, welcoming environments can support the process of acculturation. Writing can also assist in building an ELL’s identity. The purpose of this project was the creation of a curriculum which will help build cross-cultural identity in ELLs using the 6+1 Trait Writing Model. The impact of cultural differences can be integrated via cross-cultural education in high school using this approach. This curriculum is specifically for newcomer ELLs and uses a multidimensional acculturation model as its framework. It grapples with the challenges the ELLs may face in school and is applied with the 6+1 trait for literacy identity development. The students can express their identities and culture in experience-based comparisons between first language (L1) and second language (L2) cultures in writing.
    • Calculator dependency and operations with exponents in an introductory college mathematics class.

      Karpie, Mabra B. (2013-10-21)
      This research explores students’ dependency on calculators particularly with exponents. Recently, students have become increasingly technology-dependent: cell phones, iPods, even calculators. It is hypothesized in this research that students will be reliant on calculators. In this study, two groups of students were given an assessment twice, once with and once without access to a calculator; the order of calculator access was changed with the groups. The students averaged better with access to the calculator, but not significantly better. In conclusion, calculators should be used limitedly in the classroom.
    • Challenges, benefits, and effective strategies for teaching informational texts in the primary grades.

      Westling, Amanda (11/11/2013)
      The Common Core State Standard (CCSS) Initiative (2011) for English Language Arts places an increased emphasis on teaching informational texts in the primary grades. However, many primary grade teachers may not have the knowledge to teach the informational text genre effectively. In order to address this challenge, the master’s project focuses on the challenges associated with teaching informational texts in the primary grades, the benefits it may present for primary grade students, as well as, effective instructional strategies for teaching informational texts in primary grade classrooms. The findings are presented through a professional development workshop that intends to increase teacher knowledge and enhance informational text instruction in the primary grades.
    • Changing the multilingual ecology in school through the collaboration of English language learners and their parents

      Gifford, Chelsea (State University of New York College at Fredonia, 2016-12)
      The purpose of this curriculum project was to improve the Linguistic Landscape (LL) or multilingual ecology (MLE) of West Seneca East Middle School by designing and implementing the Culture Quilt and Tapestry of Hopes projects involving English Language Learners (ELLs) and their families. Despite the considerable large numbers of ELLs in the middle school, there was a substantial shortcoming of multilingual and multicultural presence in the school. To address the lack thereof, the researcher designed two cultural projects to be displayed within the middle school. The Culture Quilt involved the designing of a fabric square, reflective of each family's diverse language and culture. The Tapestry of Hopes involved the completion of a sentence strip by ELL families indicating their hopes and dreams for their child in their Home Language, English, or both. The completion and display of both projects resulted in an overall increase of multilingual ecology in addition to a noticeable excitement and enthusiasm school-wide for celebrating the diversity present within the West Seneca Schools and community. [from author's abstract]
    • The classical civilizations

      Quattrone, Nicholas (State University of New York College at Fredonia, 2018-05)
      People of the 21st century are becoming more knowledgeable of how to operate modern-day technology. Whether it is at their place of employment or in the comforts of their home, various technological devices are used daily throughout the world. As the majority of the world becomes increasingly technologically advanced, schools have begun to adapt to the changing world. School districts are incorporating various technological devices into their classrooms to aide in the education of our students. This curriculum project proposes the concept adopting a social studies unit that is exclusively technological. Leading up to the proposed curriculum based on the classical civilizations of the ancient world, readers are exposed to the numerous reasons for implementing a solely technological classroom. Some examples as to why an educator should adopt this concept include increased levels of student engagement, student preparedness for their futures in education and the workplace, as well as an overall better comprehension of the content presented to them. The results of the students' work from this curriculum will be beneficial for future unit scoping and sequencing, as well as the overall cognitive growth of students. [from author's abstract]
    • Classroom environment and literacy engagement.

      McAllister, Kayla J. (19/11/2012)
      The purpose of this descriptive study was to determine whether classroom environment played a role in literacy engagement and motivation. The study investigated whether classroom environment could hinder or promote literacy engagement and in what ways. Data collection included: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environmental Rating Scale. The participants included one classroom teacher and three students, one male and two females from her classroom. The teacher chosen was a [twenty] year teacher with a lot of experience and the students chosen included two, four year old females and one, five year old male. [Data] was collected through various ways including: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environment Rating Scale. The data [was] then coded for common trends found throughout the duration of the study. Findings from the data support that classroom environment does play a role in literacy engagement and motivation.
    • Classroom management strategies for students with emotional and behavioral disorders

      Torres, Naomi (State University of New York College at Fredonia, 2017-05)
      Department of Language, Learning, and Leadership Elementary students who exhibit behavioral problems often underachieve in all academic subjects, especially in developing their reading skills (Haak, Downer, & Reeve, 2012). This issue of student emotional and behavioral disorders creates a problem of classroom management for teachers. This review and synthesis of the literature to address the question of what are effective classroom management strategies for use with school age students exhibiting emotional and behavior disorders has produced three findings. The first is that research has identified three main types of classroom management strategies that produce positive impact on students with emotional and behavioral disorders: classroom instruction, teacher positive feedback and praise, and student self-monitoring. The second finding is that of the three types of strategies, the classroom instruction and teacher positive feedback and praise increased the time on task and academic performance of these students. Classroom instruction appears to produce positive academic results at the early elementary and late middle school levels, while teacher positive feedback and praise appears to produce results across all grade levels. The third finding is that student self-monitoring appears to be the type of classroom management strategy that decreases negative emotional and behavioral incidents by students with emotional and behavioral disorders across all grade levels. As a result, this strategy type also increases student time on task. These findings are relevant to the professional development of general and special education teachers, and will be dispersed to them through a professional development project in the form of a digital brochure. [from abstract]
    • College level English Language Learners' narrations of their educational experiences learning English.

      Condon, Shauna Michelle (03/01/2013)
      The purpose of this research study was to investigate advanced level English as a second language learners’ perceptions of learning English. The participants were collegiate level international education students from South Korea currently attending a college in New York State. Four advanced level English language learners were interviewed to determine their perceptions of learning English as a second language. The literature that informed the study consists of language learning theory, beneficial practice for teaching English, and pertinent research on education in South Korea. The responses were coded for themes commonly represented in the interviews. The respondents were successful college level advanced English language learners. The findings call in to question the commonly held theory that Basic Interpersonal Communication Skills are easier and more readily acquired than Cognitive Academic Language Proficiency, particularly for this population of Asian college level students educated to be successful in an English language academic setting.
    • College Students' Exploration of Isomorphic Numerical and Word Percent Problems

      Tronolone, Emily (State University of New York at Fredonia, 2016-06)
      This study examines students' ability to solve percent problems when in word form versus numeric form. The work of University Pre-Calculus students was analyzed with two isomorphic assessments measuring the accuracy of the problem solution when given in word versus numerical form. It was hypothesized that college students would perform better on numerical percent problems, specifically working with discount, tax, and tip problems. Furthermore, it was hypothesized that the words would hinder the students' ability to accurately solve percent problems when in word form compared to numeric form. The results of this study prove the hypothesis to be inaccurate. In contrast to the hypothesis, students performed better on word problems versus numerical problems (p-value of 0.013) when the problem specifically dealt with discounts, tax, percent increase, and percent decrease.
    • College students' misconceptions of the order of operations.

      Joseph, Kristen N. (2014)
      This research examines the reasons why students struggle with manipulating mathematical expressions and equations when the order of operations process is necessary. It was hypothesized that students in a liberal arts mathematics course would have difficulty using the correct order of operations process when manipulating expressions and solving equations. It was also hypothesized that non-mathematics major college students would have equal difficulty solving for variables using the order of operations process. During this study, students completed a ten-problem assessment. The assessment was generated by polling professors of mathematics. Students were instructed to solve each problem, showing all work, without the use of a calculator. The score for each problem was recorded and compared to a survey that students answered reporting their confidence in using the order of operations process. The results of the study indicated that problems using different types of grouping symbols (not just parentheses) and problems involving fractions were incorrect most frequently. Additional results revealed that there was no difference in scores based on gender and year in college.
    • College Students' Performance on Isomorphic Visual vs Non-Visual Regents Level Geometry Problems

      Leitner, Dylan (State University of New York at Fredonia, 2017-09)
      This study explores students' misconceptions regarding pictorial geometry problems. Specifically, to investigate misunderstandings students experience when solving visual and nonvisual geometry problems. During this study, college students completed two identical 6-problem assessments on the topics of area, volume, and surface area. The instrument was administered several weeks apart and directly generated from past state tests: New York State Geometry Regents and Mathematics A Exams. It was hypothesized that given an assessment composed of visual and non-visual isomorphic geometry problems college students would score lower on non-visual problems. Furthermore, students would struggle most to complete volume problems compared to area and surface area problems. After analyzing the data the hypothesis was partially confirmed. The scores were compared to a survey students completed following each assessment recording their confidence on the overall exam and each problem. The results of this study indicated there was no significant difference on student scores when comparing visual and non-visual Regents geometry problems. Additional results revealed the topic that students struggled with most was volume.