• 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.
    • How does school entrance age affect children academically in fourth grade?

      Koch, Allison B. (30/10/2013)
      A growing number of children are entering kindergarten at or around the age of six rather than the traditional age of five, raising concern about the effect that the age of school entry has on children's academic achievement. A study involving both male and female fourth grade students between the ages of nine and ten years old was conducted in which final math and English language arts grades and local and state level standardized test scores were collected and examined for trends among age-at-entry groups. Older children slightly outperformed younger children in many areas, specifically among females. These findings suggest that later school entry is not a significant concern among this population.
    • How does technology impact a struggling adolescent students' writing process.

      Duffy, Benjamin E. (11/11/2013)
      Technology is an ever-changing tool for educators. This Masters project was designed to demystify technology and show teachers how struggling writers can be impacted by proper usage of technology in the classrooms. A professional development workshop for educators was designed to share findings from the research findings that examined technology applications in the four stages of writing: Planning, drafting, revising, and publishing . The workshop was based around hands-on group work to foster ideas in the teachers to bring back to their classrooms to better reach those students who struggle with writing. Embracing today‟s students and their technical skills, and how to transfer these skills into a chance for academic is the goal of this project.
    • How home literacy skills lead to academic achievement

      Bursee, Jacquelyn (State University of New York College at Fredonia, 2017-05)
      The purpose of this study was to examine the effect family has on emergent literacy skills of children and how that can effect academic achievement within the classroom. A qualitative research design was used to examine what home literacy practices parents engage in with their first grade child, how these practices lead to academic achievement and how parents' ethnicity or socio-economic status can effect parental involvement outside of school. The researcher held focus groups for students and surveyed parents about their home literacy environment. The purpose of this research was to understand which students were practicing literacy strategies in their home and which specific strategies they were using. The researcher adapted and modified the questions for the focus group from Readtosucceedbuffalo.org and used Survey Monkey as a reference and a framework to survey the participants in this study. {from abstract]
    • How long does it take to go 80 miles if you driving 80 mph?

      Schake, Elizabeth M. (2014)
      This study examined the methods and skills of college students to solve problems based on rates of changes and unit conversions. It was hypothesized that students have misconceptions about rates of change and unit conversions, students would make the most mistakes when solving problems with multiple tasks, and that students would rely on textbook methods when the context is unfamiliar. Participants took an assessment consisting of six problems ranging in difficulty according to the number of mathematical tasks within the problem and the students’ familiarity with the context. Students also completed a short survey in order for the researcher to collect background information on each student. In addition to grading the assessment based on correctness, the methods that students used for each problem were categorized. The results of this study indicated that problems solved using a logical or narrative method were answered correctly more so than problems solved using other methods. The problem with the most mathematical tasks proved to be the most difficult problem for the students to answer correctly.
    • How Much Is Enough?

      Steger, Justin L. (2013-01-17)
      No author abstract.
    • How to Adopt Culturally Relevant Pedagogical Practices and Educational Philosophies Through Shifting Mindsets, Changing the Classroom Environment, and Employing Collaboration and Interaction

      Streebel, Ashley (State University of New York at Fredonia, 2019-05)
      With the resurgence of transnational immigration across the United States of America over the past several decades, it is no longer optional for a teacher to choose to adopt culturally relevant practices; it is a necessity. Research has shown that when there is a mismatch between students’ personal cultures and the classroom culture, it can negatively influence the mindset and feelings of English Language Learners (ELLs) towards their education. Thusly, there is a vital need for educators to be trained on the ways to adopt culturally relevant pedagogies and educational philosophies. In order for educators to be able to authentically and effectively implement culturally responsive practices, they need to be trained on the methods with which to do so. The indicated professional development program focuses on the three following elements due to the prevalence in authentically adopting a culturally responsive practice: shifting mindsets, changing the classroom environment, and employing collaboration and interaction. These results show that these professional development seminars serve as a stepping stone and guide for educators to begin to make this positive change in their classrooms. Future research could explore additional facets that are embedded in the complex process of creating a culturally responsive classroom. Further research could also expand its bounds in order to encompass other grade domains outside of elementary education.
    • 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.