• The Fast ForWard computer program and its effect on second grade struggling readers.

      Buchnowski, Amanda C. (16/10/2012)
      This descriptive study explored the effects of the Fast ForWord Language Program and its effect on two second grade struggling readers. The study investigated whether the program had helped the students with their overall reading ability. Data were collected through observational notes and interviews with the two students and their classroom teacher. Observational notes were taken during English Language Arts in the classroom as well as during Fast ForWord. Interviews were audio-taped to get a deeper insight on what the program was, if they liked the program, if they believed the program had helped them become better readers, and if the program would be recommended for further use. The results of this study were inconclusive. There were no direct findings that showed how Fast ForWord directly impacted overall reading ability. Additional research would need to be done to be able to conclude that Fast ForWord did directly impact reading ability. Results of the study did indicate that all three participants, the two children and the classroom teacher, believed it had helped the two students become better readers.
    • Features in expository texts.

      Williams, Azjah M. (2014)
      Although the Common Core State Standards (CCSS) for expository texts call for Kindergarten to grade 12 students to know and use various text features of expository texts, beyond the few given examples listed in the Standards, the concept of “text features” remains vague and undefined. This lack of clarity creates the problem of how students could be taught to distinguish between features when the features themselves are not well defined. One question that addresses this problem is, what definition of text features can be determined from an examination of the varieties of text features embedded in expository texts of various formats, and what are some research-based instructional approaches for teaching those features? To answer the question, a synthesis of existing research on text features and their instruction was conducted. One major finding is the resulting extensive categorized list of features of expository texts grouped into the two categories of visual and non-visual features. Another finding is that these various features each have a specific role in expository texts as related to the text genre. The synthesis also finds that various features have an impact on the reader, and a reader’s prior knowledge of the text features appears to impact a reader’s usage of the features to make meaning from expository texts. As for instructional methods, this synthesis finds that direct instruction on the features of expository texts (separate from instruction on the content of texts) appears likely to have a positive impact on a reader’s close reading and comprehension of expository texts. The relationship between knowledge of text features for reading and the use of text features when writing expository texts supports the instructional method of explicit writing of features in expository texts as the most appropriate instructional approach for teaching students to distinguish between the various features of expository texts.
    • Female teachers' perception of utilizing technology in Social Studies in Saudi public schools.

      Busaeed, Ghada (2015)
      This study aims to obtain an understanding of Saudi teachers' perceptions on technology use in the classroom. In particular, it aims to answer the questions on what the teachers' perceptions are about the effects of technology on their teaching and what difficulties they encounter when using technology. A Likert-scale survey was used to collect data, with the questions divided into three sections, namely questions on the teachers' perceptions on the use of technology in their classes, its impact on the students and teachers, and the challenges that the teachers face with technology. The research involved 32 female teachers from public schools in Saudi Arabia. An analysis of the data through descriptive statistics showed the following mean score for the teachers' perception on technology use: 4.42 (Lessons are more interesting when teachers use technology)…etc. On the other hand, the following is the mean score for the impact of technology use: 4.13 (Able to reinforce and expand on content being taught)…etc. Finally, the following are the mean scores for the challenges that the teachers encountered when using technology: 4.09 (Inefficient time to prepare materials based on technology)…etc. These results imply that the participants have positive perceptions of technology use; that they believe technology use to have a positive impact on their teaching and on the students' learning; and that lack of support from their school administrators are their greatest challenges with using technology in the classroom.
    • Finding effective and practical techniques to lower musical performance anxiety.

      Winkler, Andrea R. (11/12/2012)
      This study focused on musical performance anxiety and techniques to lower it. Five female collegiate music majors participated in training sessions on three specific anxiety lowering techniques: deep breathing, the Alexander Technique, and progressive muscle relaxation. Directly prior to their solo recital performances, each participant chose a technique to use to lower their anxiety. Measures consisted of an intake survey, a pre-recital survey, and a post-recital survey. The results of this study showed that the deep breathing technique was the most appealing and practical technique to perform prior to an anxiety-inducing musical situation.
    • Flipping the classroom.

      Clark, Erin E. (2014)
      The purpose of this curriculum project is to design resources for a “Flipped Classroom” for four units of American history covering the Civil War through World War I in the eighth grade New York State social studies curriculum. The literature surrounding the important topic of technology integration in classroom illustrates the need for more engaging, interactive lessons for students today. Using the theoretical framework of Understanding by Design (UBD) developed by McTighe and Wiggins, technology will be implemented in accordance with the New York State social studies curriculum while using the flipped classroom technology.
    • FOIL: Fencing Tool or Math Skill?

      Maloney, Daniel S. (2013-01-15)
      No author abstract.
    • From the One-Room Schoolhouse to a Multi-Tiered System of Support: A Chronological Guide to the Development of Special Education in the United States for Pre-Service Teachers

      Gannett, Kelsey (State University of New York at Fredonia, 2018-08)
      This project includes a collection of research pertaining to the Response to Intervention framework (RtI) and Positive Behavior Intervention Services. The final product showcased in chapter 4 outlines a professional development project in which the participants are instructed on the various policies and procedures that led to the use of the system of support. The instructional objectives of this professional development module illustrated on PowerPoint are that upon completion of the professional development module the participants will be able to; Accurately timeline milestone events, court cases & legislation leading to RTI & PBIS in the 20th century. Then participants will be able to explain how MTSS in the 21st century is rooted in RTI and PBIS. Participants will then be able to Provide accurate conceptual definitions for technical terms pertaining to MTSS, in language that would be suitable for conversations with parents and other family members during parent-teacher conferences. Finally participants will be able to, Read and reflect on common classroom vignettes pertaining to MTSS, identifying appropriate teachers behaviors and identifying and recommending appropriate modifications for inappropriate teacher behaviors. Participants will demonstrate mastery by identifying various structures of MTSS within various scenarios that are imbedded in the PowerPoint.
    • 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.