• Decreasing linguistic complexity within a sixth grade mathematics middle school curriculum: a project.

      Simko, Kali N. (19/11/2012)
      The author investigated how a school's in-use mathematics curriculum could be adapted to become less linguistically complex for English language learners. In past studies, only mathematics test items were manipulated to reduce linguistic complexity. Drawing from past studies and implementing past ideas into the mathematics curriculum, the adaptions produced a less linguistically complex curriculum. The findings suggest future research and reduction of linguistic complexity within a curriculum. The findings also suggest implementation of curriculum.
    • Derivatives as a rate of change.

      Constantinou, Suzanne C. (2014)
      This study examines college students’ misconceptions regarding the concept of a derivative. During this study, students completed an eight-problem assessment on the topic of calculus, more specifically derivatives. Students were instructed to complete each problem to the best of their ability and to show work when necessary. The instrument was created with the APOS (Action, Process, Object, Schema) model in mind. The scores for each problem were recorded and compared to a survey that students answered reporting on which problems they felt were the easiest and the hardest to answer. The results of the study indicated that students had mastered some levels of APOS. Additional results acknowledged that there was no statistically significant difference among course, gender, and GPA.
    • A descriptive study of secondary inclusion classrooms.

      Szuba, Andrew (30/10/2013)
      Research indicates that there has been increased demand for inclusion services for students with special needs since the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. Yet, much remains unknown about what actually goes on in inclusive settings and how highly effective environments differ from those in which pupils make minimal progress. This descriptive study collected data from three, teacher pairs (i.e., general and special educators) who taught in middle and high schools in a small rural school district in Western New York. Using a survey and focused interviews, data were collected regarding (a) the nature and extent of physical, academic, and interpersonal integration in their settings; (b) teacher use of evidence-based teaching practices; and (c) the development of collaborative partnerships to improve services for all students. Results indicated that students were integrated in varying ways academically, behaviorally, and interpersonally into inclusive settings; that general and special education teachers shared most instructional responsibilities and worked collaboratively to maximize student learning; and that technological advances have facilitated teacher communication and collaboration and improved pupil learning. Implications for future research and practice are discussed.
    • Desiring discourse.

      Krenzer, Kimberly A. (2013-07-08)
      Until 1975, the American Psychological Association considered homosexuality a mental illness. Since then, the attitude toward LGBT citizens has been slowly shifting. We cannot deny the fact that there is still a struggle for basic, civil rights. Today, marriage equality is a hotly contested issue. Though American society has made several progressive steps, in a relatively short period of time, lingering inequalities infect our population’s attitude toward LGBT Americans. It can be argued that this issue stems from the social construction of gender and heterosexuality. Society adheres to certain cultural inscriptions that create binaries and implement guidelines for how men and women should act. This creates a heteronormative hegemony that severely affects the way LGBT individuals are treated. Society’s attitude places women and homosexuality into categories as social minorities, despite women’s numerical majority. Several forms of media constantly demonstrate these ideas, further engraining them into our minds. The media is a notorious perpetrator of this regulation. Television is a highly consumed commodity and its treatment of minority groups, especially women and LGBT citizens, has been far from true. As a self-identified lesbian, I assert that our voice is the most effective tool we have in activism. We must work toward creating a new discourse that challenges the current social script; one that affirms female same sex sexuality. My research is focused on how queer affirmative language should be distributed among a wide range of demographics, specifically within the context of American prime time broadcast network television.
    • Developing a nature-based curriculum for preschool aged children.

      Finch, Kristen M. (2014)
      The literature surrounding the important topic of nature education illustrates the need for more children to be involved in nature play due to an escalation of children being disconnected from nature in their everyday lives. The literature also illustrates that nature-focused learning experiences promote children's learning and development in all domains: social-emotional, physical, and cognitive. Therefore, the purpose of this curriculum project is to create 16 nature based learning experiences. These experiences immerse preschool children, ages 3 to 4, in structured and unstructured opportunities for outdoor experiences by implementing nature-based activities into their curriculum. The learning experiences in this curriculum project will require the children to go outside and engage in the most applicable, hands-on activities. All activities will be based upon the children's interests and developmentally appropriate. This will empower young children to continue to learn and have developmental gains while engaging outside in nature as an extension of their learning inside in the classroom.
    • Developing Comprehension in Upper Elementary Students.

      Britt, Amber M. (18/10/2012)
      The purpose of this Master’s Thesis (Project), which resulted in a Professional Development Project, was to explore effective comprehension strategies and their effectiveness on improving students’ understanding. The comprehension strategies that were explored in the project included rereading , generating questions, reciprocal teaching, and paraphrasing. The project also explored the literacy approaches Sustained Silent Reading (SSR) and Scaffold Silent Reading (ScSR). The professional development project contained a one day workshop on effective comprehension strategies. With the goal of having teachers who participated being able to implement the strategies with their students creating critical readers and thinkers.
    • The development of a middle school curriculum with inquiry science for a bilingual setting.

      Gunner, Caitlin M. (12/11/2013)
      Science can be complicated for students who are English language learners (ELLs). Due to the content specific vocabulary and the skills required to investigate science-related topics, ELLs may struggle in the classroom unless they are provided with the proper supports. These supports can include the incorporation of meaningful activities centered around inquiry-based science and the use of students' native language (L1) in the classroom. Bilingual lessons incorporating inquiry science was chosen as the focus for this project to reflect the resources supported by the research showing their effectiveness. This project outlines the design of three science units intended for ELLs in a bilingual setting. It was designed for a rural school in Western New York that does not currently offer bilingual education for its’ ELLs, whose L1 is Spanish. In this project, teacher-created lessons based on three eighth-grade science units were created with inquiry-based activities. Fifty lessons were designed to be implemented in a 50:50 dual-language classroom. These lessons can serve as a basis for teachers and school districts who may desire to incorporate inquiry-based science lessons in a bilingual setting.
    • The development of a module to prepare preservice mainstream teachers to work with English language learners (ELLs)

      Orf, Sarabeth (State University of New York College at Fredonia, 2016-12)
      A lack of preservice teacher preparation is beginning to affect mainstream teachers when they begin to work with English Language Learners (ELLs) in their classrooms. This curriculum project addressed the lack of preparation preservice teachers (PST) receive to work with ELLs in mainstream classrooms and information teachers will need to service ELLs. There are many ways to help fix this problem; all of which will leave preservice teachers prepared to work with diverse classrooms, giving all students an equitable education. Research has shown that if PST are better prepared, and are part of better education programs they will feel more confident and better prepared to teach ELLs. This module teaches PST teachers about who ELLs are, New York state laws, programs NYS schools offer, instructional models teachers can use in their classes, how to foster relationships with parents of ELLs, how to assess ELLs, help with the NYS certification exam, educating all students, and how to be a culturally relevant teacher. This module provides PST with general information they need about ELLs and best practices to use with ELLs in different realms of education. [from abstract]
    • Development of a theory of elder music therapy as integral aging.

      O'Reilly, Caitlin Marie (2013-03-27)
      As our elderly population increases, more music therapists will be providing services to the elderly in a variety of settings: community-based programs, skilled nursing facilities, and assisted living facilities. Our society takes a dim view of aging, attempting to perpetuate youthful activities and physical appearance. There is little in the literature connecting music therapy with the field of gerontology, and even less on the connection between music and spirituality. This thesis is an attempt to fill these gaps, and to provide a starting point for music therapists so they can begin to examine their own philosophies and theories of music therapy and the elderly. The purpose of this thesis is to describe the journey of one music therapist's process in developing a theory of elder music therapy. The researcher provides a survey of music therapy literature describing music therapy research with the well- and unwell-elderly; an examination of Erikson's theory of human development and the aging theories of activity, disengagement, continuity, successful aging, and gerotranscendence; and a discussion of aging and spirituality. The researcher discusses a model of integral aging and the role of music and spirituality in the context of developing a theory of elder music therapy. Implications for music therapists are discussed.
    • The development of an adult English as a second language instructional course for use in Jamestown, New York

      Caldwell, Mackenzie (2016-12)
      There are an increasing number of Spanish-speakers in Jamestown, New York. The Spanish-speaking adults have limited access to high quality English as a Second Language instruction which is the problem this curriculum addresses. Research has shown that in order for adult education to be successful, it is necessary to take the appropriate factors into consideration. This involves acknowledging scheduling conflicts and understanding familial priorities and obligations that may prevent enrolling in such a program. Part of creating a successful adult education program involves appealing to the individual interests of learners, as well as maintaining motivation to keep the adults attending. Of all the unique topics that intrigue adult learners, this curriculum focuses on three of the most important: work, community, and home. This purpose of this curriculum is to provide instructors with a course that targets the specific needs of adults in detail. It stimulates language acquisition by teaching English through authentic experiences. One of the intended results of this curriculum is to increase the number of Spanish-speakers in the local workforce as well as promote cultural interaction and acceptance within the Jamestown community.
    • The development of companion guides to enhance reading comprehension of Spanish-speaking English learners (ELs) in grade 6 who use English language arts (ELA) modules in New York State.

      Naetzker, Emily Ann (2015)
      The purpose of this project was to create two companion guides to enhance the reading comprehension of Spanish-speaking ELs in Grade 6 who attend schools that utilize the English Language Arts Modules developed by New York State, in alignment with the CCSS (New York State Department of Education, 2013). The curriculum was developed to provide materials to increase reading comprehension among ELs using the modules aligned with the Common Core Standards. In particular companion guides were developed focusing on cognates and idioms aligned with two texts: Bud, Not Buddy and the Lightning Thief. The companion guides were designed for Spanish-speaking 6th grade English Learners in New York State in schools using the curriculum Modules, aligned with the Common Core State Standards.
    • The development of inquiry-based kits to supplement elementary science instruction.

      Diesenberg, Jessica (16/11/2012)
      "Science has been left off the national agenda for too long, and now we are paying the price", said the executive director of the National Science Teachers Association on the results of the 2009 national science exam (Banchero, 2011, p.1). Results showed that only one third of US students had a solid grasp of science. The National Science Education Standards have encouraged teachers to use inquiry-based learning because it allows students to immerse themselves in science and gain content knowledge. As a response to low science scores and stretched budgets, NY teachers use inquiry-based learning designed for them by the Board of Cooperative Educational Services (BOCES). BOCES prepares and distributes hands-on science kits for grades K-6, making inquiry-based learning an option for all elementary students. BOCES provides schools districts with inquiry kits, however doesn't provide instruction for every topic covered over the course of the year. The purpose of this curriculum project was to create five science kits modeled after the Erie 2 Chautauqua Cattaraugus BOCES kits to enhance the current fourth grade curriculum at Pine Valley Central School District. Each kit is aligned to the science curriculum and includes: eight lesson plans aligned to the New York State standards, eight reflective assessments, three formal assessments, vocabulary lists, materials list and images/graphs. The new kits resemble the current kits and were created to supplement the curriculum, addressing the following five topics: energy from plants, systems of the human body, heat, sound and light, and simple machines.
    • The Developmental Benefits of Outdoor Play.

      Powers, April (2014)
      Play is a pivotal part of a child’s life. Outdoor play fosters opportunities for creativity, imagination, social learning and physical development. When children are given the opportunity to be engaged in outdoor play during the school day the effect is positive for both teacher and student. Children’s direct experiences in outdoor play shape their development in the classroom. Even though these positives have been identified, many classrooms during the school day do not give the students a chance to learn in the outdoor environment. A qualitative study was designed to get experienced teachers opinion about the importance of outdoor play during classroom time. Understanding the overall benefits of play will create a better learning environment for the students and a better teaching environment for the educator.
    • Differentiated Instruction in the General Education Elementary Classroom

      Adesso, Briana (State University of New York at Fredonia, 2019-07)
      Differentiated instruction is the way in which a teacher anticipates and responds to a variety of students' needs in the classroom. To meet students needs, teachers differentiate instruction by modifying the content, the process, and the product of the way that students demonstrate their learning. Differentiation involves making a learning task fit students need instead of the other way around. The goal of differentiated instruction is to bring the ideas and concepts of the curriculum to the learner at a pace and a depth that is appropriate for the ability of each student. I created a handbook for teachers to utilize when they need suggestions on differentiating instruction in the classroom. Different learning styles, and tips for teachers to accommodate to those learning styles will be categorized in the handbook. It will also include information on how the teacher can set up the classroom to promote differentiated instruction. The purpose of this handbook is to provide teachers information about differentiated instruction and give ideas about how it can easily be done. It is important to keep each student in mind when lesson planning, and making sure everyone is on the same page with the content being taught.
    • Disciplinary literacy and its implications for teacher practice

      Degenfelder, Kayleigh (State University of New York College at Fredonia, 2016-05)
      Implementation of the Common Core State Standards has increased the emphasis on literacy in the content areas and caused teachers to reflect on their literacy instruction within content areas. While many teachers appear to use the term "content area literacy" interchangeably with the emerging term "disciplinary literacy," these are two distinct forms of literacy with distinctive instructional practices. The problem related to equating these two terms is that teachers then equate the instructional strategies. A related research question is, how does knowing the difference between content area literacy and disciplinary literacy impact a teacher's instructional practice? This study addresses this question of definition and practice through a research synthesis. Findings indicate that disciplinary literacy refers to distinctive literacy skills and practices specific to disciplinary communities and their way of thinking, that this definition of "disciplinary literacy" carries implications for instructional practices in classrooms although there is yet no consensus about appropriate grade levels for employing these instructional practices, and that this definition and instructional practices meet the demands of both college and career readiness and Common Core Standards. Further findings indicate that disciplinary literacy instructional practices have the capability to be integrated with existing instructional practices, that no research on the implementation of disciplinary literacy has been conducted with practicing K-12 teachers, and that the research with preservice teachers indicates that they develop their understanding and instructional strategies based on their own learning experiences. These findings are then disseminated to teachers through an interactive professional development Workshop. [from abstract]
    • Disproportionate representation of English Language Learners in special education.

      Peterson, Sarah G. (2015)
      The disproportionate representation of English language learners (ELLs) in special education has been a persistent issue in the United States. This study examined Western New York teachers’ views of disproportionate representation, factors that influence disproportionate representation, and practices to help reduce the over representation of ELLs in special education. Eight teachers were interviewed in person at three different school districts. In addition, this study explored the extent of dis-proportionality in the identification and placement of ELLs in the learning disability, intellectual disability, and speech or language impairment categories in Chautauqua County, New York. The relative risk ratio was used to analyze the results. The results indicated that assessment practices, bilingual assessments, instructional factors, referral procedures, teachers’ beliefs and attitudes, teacher training, and low socioeconomic status are all factors that influence disproportionate representation. The results also indicated that there are a variety of strategies and practices that can help reduce disproportionate representation. Some of these practices include more training, more differentiated instruction, better bilingual programs and education, more positive attitudes and expectations when working with English language learners, and the use of various formal and informal assessments. Further, the results indicated that there is an over-representation of English language learners in the intellectual disability category, an under representation of English language learners in the speech or language impairment category, and a proportionate representation of English language learners in the learning disability category. Implications are discussed with regards to teachers and their classroom practices when administering assessments and providing instruction to English language learners.
    • Division Misconceptions in the Middle School Mathematics Classroom.

      Taylor, Sarah J. (2013-01-25)
      No author abstract.
    • Do extracurricular activities promote better academic performance and heightened sense of school connectedness in college athletes

      Champoux, Kristen (State University of New York College at Fredonia, 2016)
      Extracurricular activities allow students to express themselves in a non-academic manner but oftentimes have a positive correlation to academic performance. Extracurricular activities can also provide the students with an added incentive to be in school and enjoy the school experience. This research study was conducted on 18 students between the ages of 18 and 22 from a small liberal arts institution in western New York. The 18 participants are all members of the universities swimming and diving program. Grade point averages were compared from the Spring 2015 semester (when the participants were not highly involved in extracurricular activities) to the Fall 2015 semester (when the participants were highly involved in extracurricular activities). A questionnaire was also administered using both a Likert scale and open ended questions. The results of the study showed a 0.22 increase on average for the participants' GPA from the Spring to the Fall semesters. This information along with the data from the questionnaires showed that students performed better during the semester that they were heavily involved in extracurricular activities. Also, as a result the participants felt more connected to the university though their participation in extracurricular activities. [from author's abstract]
    • Documentation Panels' influence on Parents' and [Teacher] Assistants' perceptions about toddler art experience.

      Johnston, Marie (28/02/2014)
      This research proposal seeks to answer the following question: “Does the use of documentation panels on children’s visual art experiences affect parents’ and assistant teachers’ perceptions of what toddlers (children 18 months to 3 years) are learning in daycare centers?” The literature review includes a discussion on appropriate art experiences for toddlers, parental perceptions of daycare centers, and modes of communication between teachers and families. Documentation panels and their benefits for teachers and families are also discussed. The researcher asked parents and assistant teachers to fill out a Likert scale survey at the beginning and at the end of the study. Participants were asked to view one new documentation panel every week for four weeks. At the end of the study, the results of the surveys were calculated. It was found that documentation panels did have an effect on parent and assistant teacher perceptions of what toddlers are learning in daycare centers.
    • Does improvement of multiplication fluency improve fifth graders' overall Math achievement?

      Jackson Jr., Ralph E. (2014)
      New federal common core standards adopted by New York State require students to master rigorous material at earlier grades than previously. It is a concern for teachers that without a strong foundation in math fact fluency students will not be able to master the demands of the new curriculum. A study involving 10 and 11-year-old students, at a rural elementary school district, was conducted to determine how students’ math fact multiplication fluency, for numbers 0-10, affected their overall math achievement. Students’ math achievement was based on pre and post intervention STAR test results. The acronym STAR originally stood for the Standardized Test for the Assessment of Reading, but the Renaissance Learning has since expanded into the area of math. The study combined multiple intervention strategies to re-mediate the students with the lowest scores on STAR and/or multiplication fluency testing. Results of this study indicated that the interventions used were successful and that the students who received these interventions also showed significant growth in their overall math achievement based on STAR test results.