• Garden based learning and food choices of second graders.

      Gambino, Samantha (28/03/2013)
      The question addressed in this study is: Does involvement in garden based learning positively impact the food choices of second grade students? This study was conducted in a suburban elementary school in Western New York State. Two-second grade classrooms participated for a total of 34 students. Students were divided into groups of gardening (G) and non-gardening (NG) students. Taste tests were administered to students in the G group to determine vegetable preference; this method was modeled after a study conducted by Birch and Sullivan (1991). The food choices of students in both groups were monitored during lunch periods using a method modeled after Swanson's (2008) study. Still digital photographs of students’ lunch trays were taken before and after eating. Using the photographs a score was calculated relating to established food categories for each lunch. The results of the study indicate that garden based learning alone did not appear to have an influence on student’s food choice. Additional findings also indicated that students in both the G and NG groups consumed large amounts of food with little or no nutritional value during the school lunch period. The data in this study shows that students generally lacked options of healthy choices in both home and cafeteria lunches; therefore they were often unable to choose items of high nutritional value.
    • Gathering the perspectives of individuals with American sign language (ASL) as a First language (L1) on their English language acquisition

      Slegaitis, Erin (State University of New York College at Fredonia, 2018-05)
      To continue to improve best practice for education, we must continue to research and improve our understanding of educational methodologies and the students who we work with. One way that we continue to improve is by seeking to identify perspectives which are either underrepresented or where there is a gap in the known research. Students who have American Sign Language (ASL) as a first language (L1) fall into that category regarding the lack of prevalent research into their unique language learning needs. Therefore, this study aims to give a voice to the perspectives of those who have ASL as an L1 on their English language acquisition experiences. The perspectives were gathered through an online survey which identified several key factors in the language acquisition experience. There were 7 participants in this study 3 who were deaf and 4 who were Children of Deaf Adult(s) (CODA)s. They share the characteristic of having ASL as a first language and their experiences provided insight into what made learning English a positive experience and where improvements may need to be made. Results showed that there might be positive correlations between an individual's self-efficacy, teacher efficacy, use of the L1 in the classroom, and direct English language instruction on the positive experience of acquiring English for individuals with ASL as an L1. Research must continue in these areas to determine the underlining features which contributed to these results and to add more information to the base of knowledge on English language acquisition for individuals with ASL as an L1. [from author's abstract]
    • Gender Games/Trauma Games: Gender and Victimology in the Hunger Games Trilogy

      Scherer, Ellen (State University of New York at Fredonia, 2015-08)
      In this thesis, I claim that victimhood and vulnerability can be used as a form of agency. I argue that many of the problems associated with the concept of vulnerability come from an outdated and binary way of thinking about gender. A brief review of media and literature reveals that this way of thinking has a history of plaguing the YA novel, thus limiting the ways in which YA readers think about women and vulnerability. Using elements of queer, feminist and trauma critical theory, I prove Suzanne Collins' Hunger Games trilogy creates the opportunity for the trauma of victimhood and vulnerability to be used for individual agency.
    • Get your facts straight! : the relationship among self-efficacy, automaticity, and mathematics achievement of adult-learners.

      Jagoda, Joseph R. (2013-01-17)
      In this experiment, adult learners at an alternative education program were asked to complete a timed multiplication drill and a survey identifying their self-efficacy prior to taking the TABE Mathematics. Upon completion of the three instruments, an analysis was performed to identify the nature of any existing correlations between TABE scores and both the multiplication drill scores and self-efficacy survey scores, respectively. The analysis revealed that a significant positive correlation existed between the TABE and the multiplication drill, and that a significant positive correlation existed between the TABE and the self-efficacy survey.
    • The Great Divide: A Study That Examines the Understanding of Long Division Across Multiple Generations

      Sturm, Steven (State University of New York at Fredonia, 2016-06)
      This research explores the understanding of the long division algorithm across multiple generations. It was hypothesized that over time, people either forget how to complete long division problems, or become more inaccurate when asked to solve a long division problem. Specifically, it was hypothesized that students between the ages of 12 and 17 would be more accurate than those between 18 and 23, and adults 24 or older. The results of this study indicate that students between the ages of 12 and 17 and adults 24 and older outperformed students between the ages of 18 and 23. However, there was no significant difference between 12 to 17 year olds and adults 24 or older as well as no significant difference in gender as a whole. Student work samples were collected and analyzed to observe the common mistakes made when dealing with the long division algorithm and inferences were made about how educators can combat these mistakes and misconceptions.
    • Grit relationship to student grade point average

      Erickson, Jordin (State University of New York College at Fredonia, 2017-05)
      The importance of choosing students for a specific program has been something many specialized schools struggle with. There is little research completed on the relationship between Grit and GPA on middle school aged students. The author collected data on student grade point averages GPA and Grit score from 10th grade students who were enrolled in a dual college high school program. The top 5 performing students and bottom 5 performing students according to GPA were selected for the study. The researcher was investigating if there was a relationship between student GPA and Grit score. The findings showed there was a relationship between Grit and GPA. [from abstract]
    • Group contingencies and mystery motivators for improving classroom behavior.

      Gard, Jaime N. (31/10/2013)
      Much of the psychological foundations coursework for future and practicing teachers focuses on the psychology of individuals. Yet most teachers instruct groups of students and there are important differences between individual and group psychology. One particularly relevant topic for teachers involves the use of group-oriented contingencies. A group-oriented contingency was defined as, "A contingency in which reinforcement for all members of a group is dependent on the behavior of: (a) a person within the group, (b) a select group of members within the larger group, or ( c) each member of the group meeting a performance criterion (Cooper, Heron, & Heward, 2007; p.696). There are three types of group-oriented contingencies, independent, dependent, and interdependent, and each has differential effects on pupils' academic and behavioral performance. This illustrative literature review examines the relative strengths and limitations of each group-oriented contingency and describes research findings associated with their use with elementary-aged school children. Implications and guidelines for the use of group-oriented contingencies to reduce disruptive classroom behavior are provided.
    • A Guide for Pre-Service Teachers in Supporting Middle School English Language Learners (ELLs) in General Education Classrooms.

      Dewe, Jenna Michelle (07/11/2012)
      The following guide was developed for pre-service and in-service middle school teachers who work with English Language Learners (ELLs). The basic propositions outlined in the paper were derived from the English for Second Language literature and should be used to support classroom teachers in meeting the academic and interpersonal needs of ELLs. This manual highlights many effective strategies for teachers of ELLs and promotes the need for social and academic success among all students. The manual can help to prepare everyone involved in the challenges of teaching ELLs, including students, peers, teachers, schools, and communities. The manual is arranged into the following sections: (a) Introduction, (b) Understand the students, (c) Understand the Friends, (d) Understand the Teacher, (e) Understand the Team, (f) Understand the school, (g) Understand the Community, and (h) Conclusion.
    • A handbook for TESOL student teaching in Puebla, Mexico

      Burnett, Bonnie A.; Burnett, Bonnie A. (29/08/2012)
      The purpose of this Master's project was to create a handbook to prepare students of the State University of New York (SUNY) at Fredonia to student teach in Puebla, Mexico. The opportunity to student teach in Puebla, Mexico is a new program that was introduced in the spring semester of 2011. The handbook that was created is intended for SUNY Fredonia's Teaching English to Speakers of Other Languages (TESOL) students who choose to fulfill their student teaching requirements abroad by teaching in Puebla, Mexico. The handbook is designed to orient students to this experience and assist them in acclimating to Mexico and the schools of Puebla. Two bodies of literature, background knowledge regarding Mexico and information pertaining to study aboard, informed the creation of this handbook. Observations, consultations, a daily journal, and photos were used in the generation of the handbook. The final formation of the handbook was based upon the review of model handbooks from various study aboard and student teaching aboard programs across the United States. This handbook was specifically created to benefit students within the TESOL program planning to student teach abroad, but is limited to this specific program at SUNY Fredonia.
    • Harmony, Mode and Meaning in Olivier Messiaen's La Nativite du Seigneur.

      Hoedle, Michael Joseph (2013-01-24)
      No Author abstract.
    • Have You Met Ric?

      Gilman, Jennifer (2013-10-21)
      This research explores misconceptions about metric conversion and the difficulties behind metric unit estimation. It was believed that middle school students would be able to convert from a large to a small metric unit more accurately than converting from a small to a large metric unit. Furthermore, it was also hypothesized that middle school students would be able to estimate units smaller than a meter more accurately than units of a meter or larger. During the study, students completed a ten-problem assessment containing conversion and estimation questions. The assessment was generated by studying past New York state exams. After the assessment, students completed a six-question follow-up survey. The results of the study indicated that students struggle with conversion questions regardless of the direction of the conversion. Additional results revealed that students were more accurate when they converted linear distances versus volume and capacity; students could estimate units smaller than a meter more accurately than units of a meter or larger, and there was no significant difference in the accuracy of estimation based on grade level. These results pose multiple implications for teachers. Educators need to be prepared to spend equal amounts of time teaching different types of conversions and educators need to find more time to teach and practice estimation during everyday activities.
    • Historical & Contemporary Immigration Curriculum

      Eschner, Samantha (State University of New York at Fredonia, 2019-05)
      With changes occuring in our current immigration laws, schools are becoming increasingly more affected by immigration as a whole. This leads to a need for both teachers and students to remain educated on immigration. However, current immigration curricula do not address immigration from a contemporary perspective. Immigration is presented as a historical event through the superficial “Ellis Island Perspective,” and does not address current laws and policies. This curriculum was created with a goal to integrate both historical immigration and current immigration in order to provide a complete curriculum that addresses all aspects of immigration no matter how controversial, or uncomfortable they may be.
    • An historical analysis of a suburban high school musical theater program.

      Wendell, Benjamin T. (28/02/2014)
      The high school musical is a common activity for many high school students in the United States. This study presents a contextually rich historical analysis of the high school musical at one suburban school in western New York. The literature review consists of three major sections: the role of extracurricular activities in schools, the importance of music education, and an analysis of theater and drama programs in schools. The literature includes academic benefits of extracurricular activities, the social and emotional growth experienced by students in music and theater activities, case studies of productions, and analysis and criticism of show choices. This study is presented in two parts: document analysis and qualitative interviews. The document analysis includes review of past programs, newspaper articles, and other important documents to analyze the development and continuation of this particular school’s musical program. The qualitative interviews were conducted with key members involved in the history of the musical including past directors and alumni spanning the forty years of the production. Findings and discussion center around three major themes: the importance of having a strong musical theater program, dedication of the team and creating high expectations, and the ability to deal with challenges and manage transitions.
    • The hitchhiker's guide to linear programming.

      Spencer, Allison (2013-01-11)
      No author abstract.
    • Home Literacy Support for Families

      Franchina, Emily (State University of New York at Fredonia, 2019-05)
      Building a bridge between home literacy and school literacy has become very important for young children. A creation of consistent school to home communication about what went on during the school day was another important factor. To address the issues of the gap between students’ home and school literacy skills, the research question was created, “How can teachers support home literacy connections for families with children in preschool to kindergarten?” First finding was to ensure that their is positive communication among teacher and families about their children's reading and writing abilities which would then promote positive student literacy achievements at school. The Second finding was found that when families kept a steady communication connection (newsletters, face-to-face conversations or emails) between themselves and the school the students showed reading and writing improvements. The third finding was that when families took an active role in their children’s literacy activities at home and at school their children felt supported and showed improvements in reading and writing. Finally it was determined that when teachers took their time to get to know their students personally by talking to their families the students felt welcomed and did their best in reading and writing. All of these findings led to a Prezi professional development project to answer the question and support teachers abilities to engage families in different literacy activities.
    • How Common Core Standards can be met through narrative play in a prekindergarten classroom.

      Adduci, Kathleen (2015)
      This qualitative case study investigated whether or not the Common Core State Standards could be met through narrative play in a prekindergarten classroom. This study aimed to answer the following questions: Can the standards in the New York State Prekindergarten Foundation for the Common Core be met through narrative play in the classroom? What specific skills under each developmental domain are being met through narrative play? What is the classroom teacher’s perception of the relationship between narrative play and the Prekindergarten Common Core State Standards? The participants were 15 prekindergarten children in a classroom in a rural school district in Western New York. The findings proved that when teachers intentionally provide meaningful materials for the children to use during narrative play, most of the standards across the five domains in the Prekindergarten Foundation for the Common Core can be met. Early childhood teachers can use this research to understand how developmentally appropriate play can still meet the requirements that New York State provides; it is not necessary to use only paper-and-pencil activities in order to meet the requirements.
    • How anxiety affects second language acquisition of high school students.

      Snyder III, Gilbert W. (28/10/2012)
      In the present study, I sought to measure the relationship between anxiety and second language acquisition in English as a Second Language (ESL) students, as well as students enrolled in foreign language classes (Spanish, French, and German). Work done by Rene von Worde (2003) and Elaine K. Horwitz, Michael B. Horwitz, and Joann Cope (1986) formed the basis for the study. The present study looked to answer four research questions: 1) Do students believe that anxiety hinders language acquisition?; 2) Which factors do students believe contribute to anxiety?; 3) Which factors do students believe may help reduce anxiety?; 4) How is anxiety manifested in the students?. To complete the research, I asked a local high school to allow me access to both sets of students. Included in the original sample were six ESL students and five foreign-language learners. However, only one ESL student submitted their parental consent form, leaving the total number of participants at six (one ESL, and five foreign-language learners). The students were asked to complete the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986), as well as an oral survey based on items used by von Worde (2003). The findings showed that amongst this group of ESL/foreign language learners, that anxiety was not a contributing factor to their inability to learn a second language.
    • How are teachers in Chautauqua county implementing the accommodation of assistive technology to impact the academic achievement of elementary students with disabilities?

      Palka, Emily (State University of New York College at Fredonia, 2017-05)
      With the passage of the Individuals with Disabilities Education Act (IDEA) in 2004, Assistive Technology (AT) has become a device or service teachers can implement into their classroom in order to better serve the needs of their students. Research has shown that technology is on the rise: more schools are implementing AT devices and services and more teacher preparation programs are introducing future teachers to the different types of AT available. This study looks into the different AT used within two rural schools in Chautauqua County: School 1 (S1) having a high population of students with visual impairments and School 2 (S2) with a population of students with a variety of disabilities. The results show both schools use different types and amounts of AT. S1 uses a large variety of AT to assist the students with visual impairments. S2 uses a very small variety of AT, with hopes more AT will become available to the students. Future research could continue the exact study and visit the remaining school districts and speak with their special educators on the types of AT they are presently using in their classroom. Future research could also follow up with S1 and S2 to see if any technology has evolved or been replaced, since technology is always evolving. [from author's abstract]
    • How comprehension strategies such as Accelerated Reader Program affect students' development in reading abilities.

      Zwolak, Megan (2014)
      The purpose of this research study was based on the effects that the Accelerated Reader Program has on the comprehension skills of emergent readers. The study was completed in a first grade classroom, using all 18 students, ranging in ability levels. The methods used were from a qualitative and quantitative stance. The data collected was from the Accelerated Reader (AR) program at the school, where I was able to see the averages of each student, as well as lists of their individual scores for every quiz they had taken. The scores compiled were from the beginning of the school year to the end of February. Observations of the students using the program, as well as their reactions toward it were recorded. I also conducted an interview with the teacher, Mrs. Jones. She explained her feelings about Accelerated Reader and how she feels it affects the students and their developing comprehension. The results from this study show the positive effects AR has had on these emergent readers when supplemented with other appropriate reading strategies.