• I Saw the Sign and it Opened up my Eyes I Saw the Sign!

      Kisiel, Valeri M. (2013-01-28)
      No author abstract.
    • Identifying important habitat features for Bat conservation using acoustic sampling and GIS.

      Townsend, Jonathan Peter (2014)
      Bat populations worldwide have been under pressure for decades due to loss of habitat, roost disturbances and environmental toxins. Recently a fungus causing White Nose Syndrome has been infecting bat hibernacula in the United States, and to date has killed almost 6 million bats. In order to improve bat conservation efforts, habitat delineations and bio-acoustical sampling were conducted along two transects in Chautauqua County, NY from mid-May until the end of August, 2013. Surveys were vehicular, and driven between 29 - 32 k mph in order to match bats flying speed. They were conducted 30 min after sunset on nights where the temperature was > 13°C. Twenty surveys were completed, and 1248 bats were identified to species. Log-linear analysis revealed a significant relationship between bat calling activity and forested habitats, specifically for big brown, silver haired, eastern red, and hoary bats. Wetland, stream, and residential habitats as well as elevation were also shown to have a significant relationship with calling activity. This study supports the hypothesis that bats forage in somewhat different habitats at the species level, and indicates the relatively strong importance of forested areas to bats. Additionally, the methodology for this study has the potential to gather rather large data sets in a short period of time, while collecting data on several species of bat at once.
    • Identity and heritage learning for mixed-heritage learners.

      Leising, Mary A. . (13/11/2013)
      The following study focuses on one group of heritage language learners, adult mixed-heritage language learners of Japanese decent and explores the relationship between their ethnic identity, self-assessed Japanese language proficiency, and their heritage language learning experiences. Seventeen mixed-heritage JHL learners completed surveys of language proficiency, language learning experiences, and ethnic identity orientation. Among the seventeen respondents, five were interviewed to examine their mixed-heritage background and experiences learning JHL. Results suggest that the highest proficiency learners demonstrated the strongest Japanese ethnic identity orientation, however, the converse was not true, that is, the lower proficiency learners also reported strong Japanese ethnic identity orientation scores, while the intermediate proficiency groups demonstrated varying degrees of Japanese ethnic identity orientation. Based on the interview data, many factors besides ethnic identity impacted learners' language proficiency including amount of time spent using Japanese, parental support, and individual factors such as motivation. Implications are for JHL instruction targeting JHLLs needs with meaningful instruction that supplements learners’ literacy skills as well as increasing opportunities for practice with native speakers.
    • Identity of categorization of adolescent refugees and its implication of teaching

      Glaser, Hannah; Glaser, Hannah (State University of New York College at Fredonia, 2017-05)
      This study addresses the problem: When refugee children go through puberty they have additional factors, such as trauma, societal views, and cultural conflicts that contribute to their forming identities. Based off of the literature, the questions that drove this research were: What identity groups do adolescent refugees in the participating school identity with; how can teachers better include adolescent refugees and their experiences in classroom instruction? The purpose of this study was to determine which identities adolescent refugees associate with; these being assimilation, marginalization, integration, and segregation. Each of the four groups focus in on how individuals associate themselves with their home culture and new culture. The literature from this topic developed into a mixed-methods research study. The participating school was selected because of its large refugee student population and was located in Western New York. Six teachers and thirteen students were given questionnaires in their preferred language, which were used for data collection. The questions were designed to narrow down the students' responses into one of the four major identity groups. The research findings indicate that within this school, the majority of the students identify with the integration group. However, within the findings, there were some students that identified with the assimilation and segregation groups as well. This being said, implications for teachers are to teach adolescent refugees by using translanguaging strategies, growth mindset, and scaffolding. This study may provide as baseline data for future research in this field. [from author's abstract]
    • Immigrant and refugee perceptions of school, neighborhood, and community.

      Clarke, Dorothy M. (2014)
      A great deal of research explores language acquisition among English language learners (ELLs) in the United States, yet little explores the educational experiences from the perspectives of ELLs who are refugees or immigrants (Goodwin, 2002, Roxas, 2010). ELLs now represent a growing percentage of students in the United States therefore teachers must be prepared to meet the needs of these new learners. This study provides some insight on the unique perspectives of these refugees and immigrant ELLs and their families, in an attempt to better inform educators about the new faces in their classrooms and the challenges they face in and out of the classroom.This qualitative study, through individual and focus group interviews with refugee adolescent ELLs and refugee parents of ELLs in urban Upstate New York, explores the challenges these people face as newcomers in the United States Findings show learning English is identified as the number one challenge, for students and parents alike, and although students experience challenges, they possess a great optimism and hope for their future. Implications reflect the need to expand our understanding of these new perspectives and provide more opportunities for these diverse voices to be heard in an effort to more equitably serve their varied educational needs. Future research may explore ways to implement more supportive programs for the students and families in schools and the surrounding community.
    • The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory.

      Bittinger, David J. (2015)
      The purpose of this study was to examine the effectiveness of an inquiry style laboratory on attitude, achievement and motivation in a high school physics class in Western New York. A quasi-experimental action research design was used to investigate student attitude, motivation, and achievement when exposed to inquiry style labs. The researcher investigated inquiry based laboratories as an intervention across a five-week period. Achievement, attitude and motivation were documented in Pre and post assessments. Data collection strategies included selected response check-ups, surveys, and classroom observations. Twenty-eight (28) High School Physics students enrolled in the researcher’s Physics class participated in this study. Collected data were displayed in bar graphs to detect patterns. It was found that inquiry learning in a laboratory setting has a similar effect on student achievement and motivation as the traditional approach, but can increase student attitude by promoting discussions and increasing student learning through errors. It is suggested that future research focus on the effects of errors on the learning process in a physics laboratory.
    • Impact of animal-assisted therapy on oral reading fluency of second-graders.

      Walsh, Alison Eckert. (2014)
      Animal programs have been utilized in a variety of settings. Programs exist in prisons, juvenile homes, hospices, retirement homes, treatment centers, homeless shelters, schools, and hospitals. This study looked at the effects of using Animal-Assisted Therapy (AAT) with the use of a dog on three lower-performing students’ oral reading fluency in second grade. A multiple baseline design was implemented with the three lowest-performing male students in oral reading fluency. The outcomes included: the dog’s presence increased students’ oral reading fluency and increased students’ motivation to read. Each student increased their oral reading words per minute and enjoyed time spent with the dog. Duration was a problem in the study, and words per minute were not sustained throughout the end of the year after the dog left. In the future, a researcher could replicate this study with a variety of different components. A home component of reading to a dog or family pet could make reading more fun, and contribute to sustaining growth in the classroom.
    • The Impact of Background Music on Student Reading Comprehension

      Seewagen, Amanda (State University of New York at Fredonia, 2019-05)
      Reading is the foundation for lifelong learning. It has been shown that music has an impact on students learning depending on what music you use in the classroom (Rashidi & Faham, 2011; Chew, Yu, Chua, & Gan, 2016; Chou, 2010). This brought up the problem of music impacting students reading comprehension. This problem led to the research question of does background music have an impact on students reading comprehension. An online survey was used to find if middle school general education and special education teachers used music in their classroom and if the music has an impact on the students reading comprehension. The results showed three major themes. The first theme was that music helps the student’s comprehension. The second theme was that the music teachers used in their classrooms are a range from upbeat to slow soothing music. The third theme was that music that the participants who used music in their classroom found their students to be more engaged and focus more on the lesson. The teachers also stated that they would also recommend using music in the classroom to other learners. These findings were important to the research because they showed that more research needs to be done on this topic. The teachers found differing results from the research stated in this study. There are limitations and recommendations offered for a future study.
    • Impact of building elementary students' background knowledge in social studies.

      Drayer, Tammy S. (03/01/2013)
      This Master's Thesis project resulted in a Professional Development Project on building elementary students' background knowledge in the social studies. The project placed an emphasis on implementing effective resources and strategies in the curriculum as well as ways to use children's literature instead of the traditional textbook.
    • The impact of Classwide Peer Tutoring for students with emotional or behavior disorders.

      Jo, Alex (2015)
      This study investigated how ClassWide Peer Tutoring can be effective for students with Emotional or Behavioral Disorders. This research was a quantitative study and followed an A-B-A design, where the first A was the initial baseline observations, B was the ClassWide Peer Tutoring intervention, and the second A was the baseline reintroduced after the intervention was withdrawn. The study was six weeks and each phase of the research design was for two weeks with two observations each week. The study examined data from a single subject participant with Emotional or Behavioral Disorders in an 8th grade mathematics class. Results from this study found on-task behaviors increased while off-task behaviors decreased when ClassWide Peer Tutoring was implemented during intervention. In addition to improved behavior, academic accuracy was better with ClassWide Peer Tutoring. Implications for further research include lengthening the research study to an A-B-A design and examining the differences between student thought incentives and teacher incentives.
    • Impact of Dialogic Reading Intervention on Student Vocabulary Development

      Carlson, Aldyn (State University of New York at Fredonia, 2019-05)
      The language learning gap between students has become greater as students enter school. It was also noticed that parental involvement seems to be lacking. To address these problems a research question was created to be studied which included “Does using a dialogic reading intervention have an effect on early childhood language development?” To answer this question, literature was collected that fell into four different themes. These themes were then analyzed and coded for commonalities and two new themes derived from the research in which included teacher shared book reading and parent shared book reading. Four findings were collected from the synthesis of the data. The first finding included that elaborating on vocabulary words increased students vocabulary knowledge. The second finding concluded that asking questions that were connected to the text increased students comprehension of the text. The third finding inferred that expanding on the student's response to the questions being asked by a teacher or parent showed to have a major impact on student comprehension of the text. The fourth finding indicated that students learned vocabulary words when parents asked yes/no questions. These findings were used in the creation of the professional development project in-person training to educate teachers on how to efficiently implement reading techniques supported by research. These techniques were used to increase student vocabulary knowledge.
    • The Impact of Dunkirk High School Technology Education on Overall Student Report Card Grades.

      Wright Jr., Steven R. (2014)
      This study’s focus was to identify whether or not Dunkirk high school technology courses had an impact on overall student report card grades. This research was conducted using the report card grades of roughly 600 students at Dunkirk High School in Dunkirk, NY. The data was collected through access of the schools computer software E-School. The report card scores were grouped into two groups: students who took technology education classes and students who did not take technology education classes. The mean averages of both groups’ report card grades were calculated, and used to determine whether technology courses had an impact on overall student report card scores. The results indicate that students who were enrolled in technology education courses scored higher on their final report card compared to students who were not enrolled in technology classes.
    • The impact of home computer use on ELL's reading performance

      Alsharif, Rasha (State University of New York College at Fredonia, 2018-05)
      This research study investigated the impact of home computer use on English Language Learners' reading performance. The primary research question was: What is the relationship between home computer use and the reading performance of ELLs? The participants were 13 Hispanic students who are 6th, 7th and 8th graders in School #1 and School #2. Both settings are located in Chautauqua County, New York, in the United States. This study used a 10-item survey distributed to these students, asking them about the effectiveness of home computer use on their reading performance with special attention to their English Language Arts (ELA) test scores. Results, in general, showed that computer use had positive effects on those students who had access to a home computer and used it for reading purposes. However, using a computer for a variety of purposes had a weak correlation with students' test scores. In conclusion, the study showed some similarities and differences between the current study and other previous studies on the same field. The findings of this study add to the understanding of using computers to increase ELA test scores in the field. [from author's abstract]
    • The impact of homework incentives on student homework completion in a secondary mathematics classroom

      Garland, Brianna (State University of New York College at Fredonia, 2017-05)
      Assigning homework to secondary school students has been a highly discussed topic among educational researchers, as well as the general public, for several years. Several aspects of homework have been researched in depth; however, there are still significant gaps in research regarding the impact of homework incentives. The purpose of this study was to determine the impact of homework incentives on student homework completion in a secondary mathematics classroom. Mixed methods research was conducted in a suburban middle school in Western New York in order to address this research topic. Quantitative data was collected in the form of student homework completion grades, and qualitative data was collected in the form of student surveys. The results of this study indicated that implementing a homework incentive in a 7th grade mathematics classroom improves the majority of students' homework completion grades. These findings have significant implications that will give secondary teachers new insight on whether to implement a homework incentive in their classroom. [from author's abstract]
    • The impact of integrated curriculum on students' comprehension of expository texts.

      Rockwood, Amanda (2015)
      The increasing curricular demand on K-12 students to comprehend expository texts has teachers looking for ways to improve comprehension. An integrated curriculum offers the promise of providing students with a curriculum connected across disciplines and enabling students to increase their comprehension of expository texts. To explore that promise, the research question asked was, what is the impact of an integrated curriculum on K-12 students’ comprehension of expository texts in the content areas? The most appropriate way to answer that question was with a research synthesis. The exhaustive literature review and subsequent research synthesis for this study produced four findings. The first is that a key to comprehension of expository texts at the early elementary grade levels appears to be students’ ability to make personal connections with the material being read across an integrated curriculum; the second finding is that students’ comprehension in the upper elementary to high school grade levels can be significantly impacted by activating prior knowledge for an integrated curriculum. The third finding is that when the integrated curriculum includes hands on, interactive practices for students in grades one through six, the impact on student learning behavior and academic performance, including some literacy performance, is positive. The fourth finding appears to be that integrating literacy with nearly any other subject area may produce a positive impact on student academic performance from grades three to eight. These findings then form the basis of professional development for teachers that takes the form of an information-bearing Google Site.
    • The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction

      Ruber, Jessica (State University of New York at Fredonia, 2019-05)
      All educators, regardless of subject or grade level taught, are expected to incorporate literacy best practices into their classroom (Huang, 2017). They are also expected to inspire their students to be lifelong readers which can be problematic when teachers do not have positive personal reading habits (Nathanson, et al., 2008). Based on this understanding, this empirical study sought to answer the question: what is the impact of core middle school teachers’ personal reading habits on their classroom literacy practices? Participants consisted of nine middle school teachers. The study used an online survey tool and resulted in three main findings. First, there was no clear connection between the participant’s personal reading habits and their use of literacy best practices in the classroom. Second, the participants mainly valued reading but were not frequent readers themselves. Third, within the qualitative data, there was no connection between the participant’s reading habits and their use of best practices as they value a variety of best practices with an emphasis on more “non-social” strategies. In conclusion, the lack of reading habits of the middle school teachers surveyed did not impact their use of literacy best practices in the classroom.
    • Impact of music on student achievement.

      Szentgyorgyi, Emily A. (2015)
      This study compares the impacts of playing classical and pop music as background music on student achievement in reading. The study took place over a period of four weeks in one elementary classroom, and was conducted in an A-B-A-B Single Subject Design. The target population was 17 students in a general education, 5th grade classroom in a public elementary school within a rural school district. The findings suggested that playing pop music improved student scores more than playing classical music did.
    • The impact of peer tutoring strategies on student learning in social studies.

      Costantini, Scott T. (2015)
      This study investigated how Class Wide Peer tutoring (CWPT) impacted student knowledge and students’ ability to better relate course material to historical themes in an 8th grade social studies classroom. Located in an urban school in Western New York, the classroom was composed of 18 students, eight males and ten females. The mixed method study sought to answer the following central research questions: What effect does CWPT have on students’ academic performance in social studies measured by weekly vocabulary quizzes? What effect does CWPT have on students’ ability to link content to one another using a common theme? Is there a difference in students’ test scores when CWPT is combined with a group oriented motivator compared to a team oriented motivator? What are student’s perceptions of the effectiveness of CWPT and how do these perceptions relate to the finding of the study? Using a mixed method single baseline design, weekly quizzes were given at the end of each intervention for seven weeks. Findings demonstrated that CWPT had a positive impact on student’s content knowledge and on a student’s ability to link course content to historical themes. CWPT was also found to be positively correlated with the academic performance of the 8th grade student’s social studies measured by the weekly quizzes. Findings concluded that there was no statistically significant difference between the group oriented motivators and the team oriented motivators.. The student’s response on a Likert scale-based survey showed that the majority of students believed they were learning more because of CWPT, which is consistent with the data collected during the interventions.
    • The impact of personal loss on Music Therapists' ability to work with clients.

      Younis, Ashley Marie (2013-07-10)
      Loss and grief are common experiences across age, gender, race, religion, socioeconomic status, sexual orientation, and occupation. However, there is a paucity of research on how loss impacts music therapists’ clinical work. The purpose of this descriptive study was to explore the influence of personal losses on music therapists’ clinical work. Ninety-five music therapists participated in an internet survey via SurveyMonkey®, and answered questions regarding (a) the impact loss has had on their work with clients, (b) self-care techniques they use to work through these losses, and (c) their viewpoints on taking a leave of absence to cope with loss. Relocation, death of a loved one (not otherwise specified), decline in health, loss of a pet, car accident, death of a parent, end of a friendship, end of a romantic relationship, loss of job, and loss of safety were the most reported losses that impacted the music therapists’ clinical work, either positively or negatively. The most commonly reported coping strategies were to talk with friends (92.4%), cry (83.5%), listen to music (81.0%), and talk with family (79.7%). All participants consistently reported that taking a leave of absence to cope with loss may be beneficial depending on the situation, and that music therapists must help themselves before they can help clients, even if that includes a leave of absence. Results are described, and limitations and implications for future research are discussed.
    • Impact of school entry on children across their primary school careers.

      Healy, Anna (30/10/2013)
      This study explores the age of school entry and the impact that it has on students’ socially. This study answers the question how does age of school entry impact students’ socially across their primary school career? This study was proposed by a local school principal. The school currently has a cutoff date that states that a student must be five years old as of December 1st. The principal wanted to research to see if there would be a benefit to students socially if the cutoff date was moved to September 1st. The de-identified historical student records of ninety five fourth grade students from a local suburban school district were examined for this study. In reviewing the records, the students’ date of birth, gender, absences, and report card comments were analyzed comparing data on students’ who entered kindergarten at the age of four, five, and six years old. After analyzing the data the results showed that although there was some correlation between date of birth, gender, absences, and report card comments, there was not enough correlation to conclude that age of entry impacts students’ socially. Further research suggestions include a larger sample size, analyzing the same students after they have completed kindergarten, fourth grade, and an upper grade level, and analyzing and comparing students’ results to students’ in other surrounding school districts to further investigate whether age of entry impacts students’ socially.