• Artifacts and actors

      Voegler, Emily (State University of New York College at Fredonia, 2016-05)
      The linguistic landscape is a powerful indicator of the linguistic communities within an area, their prevalence, and their position within the social and political hierarchy. Therefore, language artifacts in the physical space reflect the attitudes toward different languages in the area and toward language revitalization projects. This study examines the linguistic landscape on the Seneca Nation Cattaraugus Reservation. The physical language representations in this area are analyzed in conjunction with interviews from community members to understand how the linguistic landscape represents the local population, and their attitudes toward Seneca language revitalization. The intentions of this study are to understand how the linguistic landscape is influenced by, and how it influences, the population's attitudes toward different languages on the Seneca Nation, how the linguistic landscape is being used for Seneca language revitalization, and how it could be used for language revitalization in the future. [from abstract]
    • Attitudes and opinions on the current Seneca language revitalization efforts.

      Gautieri, Gina G. (12/11/2013)
      Indigenous languages all over the world, including Native American languages, are being lost at a rapid rate (Baker, 2011). This is often the result of years of suppression and assimilation to the dominant White culture. Therefore, there is a need for heritage language revitalization and maintenance to ensure the languages remain. Today, efforts to revitalize these indigenous languages are ongoing, including those for the Seneca language. Very few studies, however, have focused specifically on these efforts with the Seneca language. The goal of this study was to determine the attitudes and opinions of those learning or involved in the current Seneca language revitalization effort and thus add to the literature on language revitalization. The participants of this study included teachers and students from schools in Western New York near the Cattaraugus Indian Reservation where Seneca language classes are offered. An online Likert-scale survey was used to collect data from teachers, while a paper version of the survey was given to student participants in their Seneca language classes. Results indicated that the current Seneca language revitalization efforts are effective, but may need some improvement to fully revitalize the language. In addition, the Seneca language, culture, and traditions are valued in the schools, but not as much as in the communities outside of the schools. This study may serve as a basis for further research in this area.
    • Attitudes of parents and children toward maintaining their heritage language.

      LaRotonda, Ashley (2015)
      The purpose of this study was to examine the attitudes of refugee parents and children in terms of maintaining the heritage language (HL) in an environment that is ethnically dominant in a different culture. A qualitative research design consisting of interviews was used to examine how refugee parents and children felt about keeping their HL, and also culture. The languages in this research include Nepali, Burmese, Karen, and Chin. The researcher interviewed parents and children about HL maintenance. The parents that were interviewed were newcomers (living in the United States for less than four years), and not newcomers (living in the United States for more than four years). The purpose of this research was to understand why refugee parents and children have negative or positive attitudes on the topic of maintaining HL. The researcher used Fishman's (1990, 1991) Graded Intergenerational Disruption Scale for Threatened Languages as a framework to describe how likely it is that populations can maintain their language. Results of this research state that HL maintenance was an occurrence in both newcomer and not newcomer families. All children and parents that were interviewed in this research had positive attitudes toward maintaining their HL. This research concludes with recommendations on how schools can maintain HL. The researcher recommended having a culturally relevant classroom, and using translanguaging as an instructional strategy. Another recommendation included how cities, such as Buffalo, can maintain HLs. A recommendation is to create a widespread message of acceptance toward HLs in public schools.
    • Attitudes, beliefs, and confidence of speech-language pathologists when working with English Language Learners with communication disorders.

      Caruso, Krista R. (2014)
      Research has shown a self-reported lack of training by Speech-language Pathologists (SLPs) regarding working with English language learners (ELLs) with communication disorders. Along side this lack of training, SLPs are identifying specific problem areas encountered when working with the ELL population, as well as a desire for more training opportunities. This study examined Western New York SLPs attitudes and beliefs regarding the confidence they feel when working with the ELL population, as well as their background knowledge and prior training on specific topics pertinent to ELLs via an online survey. Further, a case study was conducted analyzing the participating SLPs’ practice and identified problem areas encountered with regard to ELLs. Overall, findings identified problem areas self-reported by SLPs that were congruent with the current literature in the field. Largely, findings also indicated that more training in practicum areas that relate to working with the ELL population is desired and important to SLPs. A compiled resource booklet was created for information including best practices and language resources with regard to optimal service delivery in an effort to increase knowledge and confidence when working with the ELL population. Implications and suggestions for further research are discussed with regard to SLPs and their practice when providing service delivery to the ELL population on their caseloads.
    • Avifaunal Biodiversity and Land Use on Indonesia's Palau Penida Archipelago

      Abrantes, Ashlee (State University of New York at Fredonia, 2018-05)
      Understanding anthropogenic alterations to land use and their effects can inform conservation efforts in tropical biodiversity hotspots. In 2004 the Indonesian Palau Penida Archipelago, off the coast of Bali, was established as an unofficial bird reserve; however, studies of the islands’ land use and avian biodiversity were never conducted and have not been monitored. I surveyed birds across 32 transects in land use categories designated: agriculture, deforested, developed, and forest. Forest transects presented the greatest endemic species richness, but overall Shannon diversity different significantly among land use categories, particularly forested and deforested. ANOVA indicated exotic bird density was significantly higher than endemic bird density across all transects. Birds serve as a common biodiversity barometer and this study can serve to inform land use management decisions on the Archipelago and throughout reserves and protected areas throughout the tropics.
    • Barriers and facilitators for Saudi women's leadership in higher education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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