• Middle School Reading Comprehension Strategies and Metacognition.

      Kochanski, Kiri (State University of New York at Fredonia, 2018-08)
      By the end of each school year it is the expectation that students meet the Common Core State Standards. With this expectation, students must use reading comprehension skills in order to meet these standards. The goal of this research was to understand more about the strategies students are or are not using before, during and after reading, how they are selecting these strategies and how they are using these strategies to support their reading. The research for this study was conducted with three middle school students (Grades 6-8) who were recruited from a single classroom. The participants completed a QRI-6 assessment, reading of a passage and an interview. The data collected was analyzed qualitatively using descriptive coding and thematic coding (Saldaña, 2016). The main findings of this research were that the participants were using current reading strategies used in their classrooms, using strategies to track their reading progress and that they were unable to remember prior reading experience using reading strategies.
    • Middle School Science Teachers' understanding of students' misconceptions of photosynthesis and respiration.

      Kestler, Nicole S. (28/02/2014)
      Do middle school science teachers accurately identify common misconceptions that students have about photosynthesis and respiration and what do teachers do to address them? Six middle school science teachers from western NY schools were interviewed in order to discover if they knew what misconceptions their students had regarding photosynthesis and respiration and what they did to address these misconceptions. None of the teachers demonstrated a true understanding of what a misconception is. The science certified teachers knew some of their students’ misconceptions in photosynthesis and respiration, but most of the non-science certified teachers did not realize their students had misconceptions in these topics. In addition, the majority of teachers did not have specific instructional strategies to address their students' misconceptions. This study has implications for the preparation of both certified science teachers and elementary teachers responsible for teaching science.
    • Migrant student challenges in education as perceived by teachers and migrant parents.

      Yuengert, Danielle (2014)
      The number of migrant students that are being educated in schools across the United States continues to increase. Migrant students are defined as the child of a parent who works in an agriculturally culturally related field or employed in those categories which the federal government has identified as qualifying as migrant work (Title I, Part C Education of Migratory Children, 2003). The following mixed-methods study focuses on identifying the challenges that migrant students face in regards to education in two school districts in Western New York. The study further investigates the perceptions that parents and teachers of migrant students have of those challenges and whether or not the perceptions are aligned with each other. Data’s were solicited from teachers through an electronic survey and extended through semi-structured interviews. Data from parents were gained through a series of semi-structured interviews. The results determined that the parents and teachers of migrant students most often perceive the same types of challenges in education for migrant students. However both the parents and the teachers felt that the other party was more responsible for helping the student overcome the challenges. Future research and implications are discussed.
    • Misconceptions that mainstream teachers in Western New York may have about English Language Learners.

      Lancaster, Jennifer E. (28/03/2013)
      With more English language learners (ELLs) entering schools, schools may not be prepared to service the unique needs of ELLs. This research examines the possible misconceptions teachers may have about ELLs in their schools. Twenty-eight teachers of varying ages, gender, and in-service years in nine different schools in western New York were surveyed regarding myths about ELLs. Teachers were asked whether or not they agreed with statements regarding myths they read or not. Fortunately for ELL students, many of the teachers surveyed stated that they did not believe many of the myths that were in the survey. This can mean several things for ELLs and the teachers. One conclusion may be that teachers are not feeling much added pressure from the ELL students but there may also not be many ELL students in the classrooms where the surveyed teachers are teaching. The use of a survey with a Likert scale, teachers were questioned about their feelings in regards to working with ELLs. With such a relative small sample of teachers, the results of this survey are not conclusive for the whole western New York area.
    • Molecular and behavioral evidence suggest two distinct life histories are displayed in Smallmouth Bass (Micropterus dolomieu) in Lake Erie.

      Sard, Nicholas M. (2013-01-24)
      In Lake Erie Smallmouth bass (Micropterus dolomieu) are an ecologically and economically important species. They are a top littoral predator as well as a popular sport fish. Previous genetic research suggests bass that live and spawn solely in the lake are genetically divergent compare to bass that live and spawn in tributaries to Lake Erie (Borden and Stepien 2006 ; Borden 2008). In this study we further validate this claim by analyzing 221 individuals from several lake and tributary sites using 7 microsatellite loci. We also provide evidence that suggests there may be two different types of tributary spawning bass based on an isolation by distance statistical test. Our data indicate that there are bass that spawn for multiple years in one stream and there are others that spawn opportunistically in small tributaries throughout the lake. Based on these genetic data it has been hypothesized that these genetic differences are the result of fidelity to different spawning sites (Borden and Stepien 2006; Borden 2008). To test this hypothesis we used radio telemetry to study bass movement patterns during two consecutive spawning seasons. Bass in our study displayed a high degree of fidelity to their spawning location during both spawning seasons with 50 to 85 percent return frequencies at each location. Our results corroborate well with the genetic data published in previous studies and cumulatively these data suggests there are at least two different life histories bass display in Lake Erie.
    • The Most Effective Fluency Strategies to Use in the Classroom

      Parrotta, Natalie (State University of New York at Fredonia, 2019-05)
      Many adolescent students have often struggled with reading fluently which hindered other aspects of literacy, such as comprehension. Therefore, it was necessary that elementary school teachers used more effective fluency strategies to remove this deficit in middle and high school. To address this problem the principal investigator asked the question, “What are the most effective fluency strategies that elementary teachers can use in the classroom?” Since technology has been an up-and-coming feature in the classroom, specific studies that focused on technology-based fluency strategies were selected along with repeated reading, peer-assisted tutoring, and Readers Theatre. Studies had taken place only in the elementary classroom (grades one through six). After a review of the literature and a research synthesis, it was found that technology-based fluency strategies contributed to student motivation and contained a student-centered approach, more so than the other fluency strategies. Improvements in reading fluency were also noticed with the technology-based fluency strategies. These findings formed the basis of a professional development project presented through a workshop for elementary school teachers (grades one through six). Technology-based fluency strategies were explained and practiced during the workshop, and then implemented in the classroom.
    • Motivating the adolescent reader : engaging the disengaged.

      Bogardus, Sarah M. (04/01/2013)
      This Master’s thesis project focused on the factors associated with the decline in adolescent reading motivation and the literacy strategies that can be implemented in the classroom to improve reading motivation. In addition, it also includes recommendations for a professional development project that addresses literacy strategies for adolescent students. Results revealed that implementing hands-on literacy strategies in the classroom can have a positive impact on reading motivation. Teachers who offer a variety of texts, offer student choice, acknowledge home/school connections, incorporate technology, and promote social collaboration help create engaged learners in the reading process. Therefore, all educators should be aware of appropriate and effective hands-on literacy strategies. Results of the professional development experience suggest that professional development opportunities need to be improved in order to help influence literacy outcomes in the adolescent world. It is of critical importance that teachers receive adequate professional development on adolescent literacy because findings indicate that there is a correlation between effective professional development and the reading achievement of students.
    • Motivation of female students learning English as a foreign language at Qassim University.

      Alresheedi, Hanan (2014)
      The researcher investigated, through quantitative surveys, the types of motivation influencing 75 Female Saudi undergraduate university students to learn English in the Physical Therapy program of Qassim University, Saudi Arabia. Knowing what motivates these students would have important implications for how they are taught. The types of motivation discussed and measured were based on RC Gardner’s (1985) integrative/instrumental and Deci and Ryan’s (2000) intrinsic/extrinsic theories. The surveys incorporated Likert-style, 5 point scale, to gain insight into how much students were motivated by different types of motivation. Participants were seventy-five female students, aged 19 to 23, studying Physical Therapy in the medical department of Qassim University. Although the average scores for each type of motivation being tested were similar, the results showed that these students were primarily motivated by instrumental and intrinsic types of motivation. A discussion of the most motivating reasons to study English for each type of motivation are included, as well as the single least motivating. A description of the implications on the results for teachers of these students was included. Recommendations to increase instrumental motivations included designing classes that would be useful for students’ future lives and careers, and implementing technology into the classroom. Recommendations to increase intrinsic motivation included using student-centered learning strategies, learning more about student interests, and using a variety of teaching methods to engage students.
    • Multi-faceted literacy strategy : can it improve oral reading fluency and comprehension for at-risk elementary students?

      Higgins, Kelly (19/11/2012)
      The purpose of this study was to investigate the effects of a multi-faceted literacy strategy on the oral reading fluency and reading comprehension skills of three, 6th grade students who were at-risk for reading failure. The development of early literacy skills is essential to student comprehension of text material and requires an ability to identify unknown words in context and read words accurately, fluently, and with expression (Therrien, 2004). Students who do not demonstrate proficient oral reading fluency and who need to work on advanced word skills, while reading more difficult text, will lose comprehension, give up, and fall farther behind their peers in all academic areas, making these students at-risk for academic failure (Bursuck & Damer, 2007). Over the course of eight weeks, study participants used repeated readings and story mapping activities to improve their oral reading fluency and reading comprehension skills. Findings indicated that all three pupils made noticeable improvements in their reading performance. Implications for research and practice are provided.
    • Music integration in the kindergarten classroom : an ethnographic case study.

      Gronski, Stacie (02/01/2013)
      This ethnographic case study focuses on the use of musical teaching techniques in one general education kindergarten classroom in a rural school district in the Northeastern United States. It explores the importance of using music in the general education classroom, and reasons why it should be used. It is an attempt to answer the question, “What does a musically rich general education classroom look like?” The main participant of this study was a general education kindergarten teacher/self-taught musician who uses music in almost every aspect of his daily teaching. The findings of this study show how this master teacher effectively utilizes music in the general education classroom in a way that actively engages his students in their learning.
    • Music therapists' perceptions of the effects of environmental sound on skilled nursing facility residents with dementia.

      Bapst, Renee E. (2013-07-02)
      The purpose of this descriptive survey study was to investigate music therapists’ perceptions of environmental sound on skilled nursing facility residents with dementia. Participants (N=43) were Board-Certified Music Therapists who work, or have worked, in skilled nursing facilities, and members of the American Music Therapy Association. A total of 15 questions were devised and electronically mailed to participants. Survey questions were categorized as follows: (i) demographic information of participants; (ii) music therapists’ awareness of environmental sound (iii) what type of facility the participants currently work or have worked in with adults with dementia; (iv) environmental sounds heard regularly in facility; (v) what time of day/during what period these sounds are heard; (vi) typical behaviors of adults with dementia; (vii) perceived opinion on relationship between increase of environmental sounds and increase in resident behavior; (viii) the music therapists’ role in reducing environmental sound and the facility’s policies on this matter, or lack thereof. Results revealed that an overwhelming 81.4% (n=35) were “Very aware” of environmental sounds in their facility, while 16.3 % (n=7) were “Somewhat aware”, and only 1 (2.3%) respondent was “Not aware”. In regards to the perceived relationship of increased environmental sound and increased negative behavior, the study found that (n=1) respondent is "highly unlikely" while 14% (n=6) said the relationship is "somewhat likely", 37.2% (n=16) said likely, 44.2% (n=19) highly likely, and (n=1) respondent chose "no answer". Overall,the results favored a likely relationship between perceived increased environmental sound and increased negative behavior. This study also indicated that 83% (n=36) of participants work or have worked at facilities where there is no enforced policy on regulating the sound environment. Participants were asked to provide music therapy interventions that they use with addressing negative behaviors in adults with dementia. Limitations and implications for further research are noted.
    • Mystery motivators and the success of alternative education students

      Peil, James (2014)
      Teachers are always looking for ways to keep their students on task with fun things that keep the students engaged. Often times, these activities will help the students not only stay on task but learn in the process. A problem throughout classrooms in today’s alternative education school ls is how educators can get their students to come to school prepared for the day and ready to learn. In a recent research study involving extrinsic motivation and behavior modification in a rural Western New York alternative education school, the question sought to be answered was "Do mystery motivators improve non-residential high school alternative education students’ ability to attend school with their work done, prepared for the school day without any behavioral issues? s?” The study took place in a 10th grade alternative education global studies classroom. Three of the nine students were used as participants in the collection of data. Due to attendance issues and behavioral problems, the data was not consistent with the literature that had been reviewed prior to the study. The significance of the results of this research study is that it is difficult to find a mystery motivator intervention that can easily be formatted to the individual needs of each student.
    • Name that function!

      Terranova, Michelle (2013-01-24)
      This study explores the ability of students to produce the algebraic representation of a function given in various other representations. It is hypothesized that when tested on function recognition, mathematics majors will perform better than non-mathematics majors; however, both will perform poorly, that is below 75%. Students in four classes, two lower-level mathematics courses composed of non-mathematics majors and two upper-level mathematics courses composed of only mathematics majors, were given an eight-problem test that asked them to determine the algebraic representation of functions shown pictorially, in tables, in sequences, and graphically. This study provided evidence that mathematics majors outscored non-mathematics majors as the mean scores were 2.93/8 and 0.49/8, respectively.
    • Neurologic music therapy techniques : a systematic review of current research.

      Cowen, Brianna (2014)
      The purpose of this systematic review was to identify clinical research studying neurologic music therapy (NMT) and non-NMT techniques and identify which techniques are more commonly researched. Thaut (2008) describes NMT as the use of standardized treatment techniques as interventions that are founded on scientific research. The success of NMT is evidenced by clinical research. The techniques of NMT provide the therapeutic application of music to cognitive, sensory, and motor dysfunctions used as a method to treat neurologic disease. This systematic review identifies studies related to music therapy to support the various NMT techniques. For the purposes of this study, non-NMT music therapy articles follow similar protocol to NMT with no mention of NMT. Study questions are: (1) Which techniques are more commonly researched? (2) Is there a difference between NMT research and non-NMT research that studies the clinical effects of NMT techniques? (3) Which NMT techniques are more researched and developed after NMT was founded? And, (4) Which studies predate NMT? Conclusions revealed that several NMT techniques are minimally researched, and the author could find no clinical research using Symbolic Communication Training through Music (SYCOM). Also identified were several studies that predate the founding year (1999) of NMT. Recommendations include ongoing NMT research to further justify its effectiveness in medical settings, with attention to the least researched techniques.
    • A newcomer program designed for students with interrupted formal education.

      Troutman, Meghan K. (13/11/2013)
      Students with interrupted formal education (SIFE) can be defined as English language learners (ELLs) who have had at least two years less schooling than their peers, function at least two years below grade level, and may be preliterate in their native language (NYSED, 2011). These students have significant gaps in their educational backgrounds, often need additional time to become accustomed to school routines and expectations, and some may also be designated as refugees (Short & Boyson, 2012). SIFE have needs that the traditional English as a second language (ESL) or bilingual programs often provided to ELLs are not designed to address. A lack of clear guidelines and standards for SIFE programming can result in ineffective program development and may not address the social or emotional needs of SIFE. Considerations of second language acquisition (SLA) and classroom management as specific to SIFE, if not sufficiently integrated into the schools’ programming, may prove to be inappropriate for SIFE. The purpose of this study, therefore, was to design the beginnings of a newcomer program that may help to address the needs of SIFE. Topics within this four unit curriculum include: school orientation; survival skills; school procedures and routines; and community resources. With the use of the Sheltered Instruction Observation Protocol (SIOP) model and concepts from effective classroom management and SLA, the development of this program was supported. The completed project has accomplished the goal of creating a flexible curriculum that can be used within any district with a population of SIFE students.
    • Next Generation Sequencing Guided SNP Mapping

      Hasper, John (State University of New York at Fredonia, 2018-05)
      Oogenesis is dependent on precise translational control and localization of numerous morphogens within the oocyte to achieve faithful patterning. Gurken, (Grk) is one such protein and is responsible for specification of the dorsal/ ventral axis. Mutations in the spindle-B gene results in inefficient gurken translation due to activation of a meiotic DNA damage checkpoint. This checkpoint activation inhibits the Vasa RNA helicase, an essential grk translation factor. Without proper Gurken levels, the egg chambers develop defects, the most severe being complete ventralization. A 2004 forward genetic screen targeting the 3rd chromosome identified thirty nine unique mutants in a spn-BBU mutant background. Two of these lines had already been mapped, the other lines were screened for their ability to suppress the ventralized spn-BBU phenotype and therefore stimulate grk translation. Eggs laid by homozygotes from each of the isogenized lines were scored for their dorsal/ventral polarity and compared to those of the control group of spn-BBU homozygotes. We have taken advantage of a next-generation sequencing approach to identify candidate mutations in 10 independent lines from a forward genetic screen for regulators of dorsal ventral patterning during Drosophila oogenesis. Through a partnership with Roswell Park Cancer Institute in Buffalo, NY, the best suppressor lines were subject to whole-genome re-sequencing using the Illumina HiSeq 2000 platform. A large scale mapping experiment was started, creating recombinant flies for six of the lines. After multiple universal markers were developed to distinguish these chromosomes from the mapping line, a focus was placed on one of the suppressor lines, CA231. A previous mapping experiment on this line placed the mutation toward the end of the right arm. A higher density map was made for this area. The screen was limited by the number of recombinants that showed variation in this area. While the causative mutation has yet to be found, the pool of candidate mutations has been vastly diminished. Furthermore, additional focused mapping projects have been started from the recombinants made in this experiment, using a subset of the markers that are shared with CA231 as a starting point.
    • Older technological sound recording mediums.

      Bouchard, Justin (2013-09-18)
      No author abstract.
    • Oral communication in the target language : a survey of Chautauqua county language teachers' perceptions of their own successful practices

      Saff, Kayla (State University of New York College at Fredonia, 2016-12)
      The purpose of this study was to investigate the barriers middle and high school language teachers in Chautauqua County face in promoting speaking in the target language. The second goal of this study was to determine which teaching practices these language teachers are using to promote oral communication in the target language in their classrooms and which strategies they have found to be effective. This study used an electronic survey which consisted of a demographics section and ten survey items. The participants included 25 middle and high school language teachers in Chautauqua County schools. Findings determined that the teachers' perspectives were conclusive with prior literature. All participants in this study felt that speaking in the target language is important. Results of this research also revealed that while the majority of teachers found the strategies listed in research to be effective, there were several effective strategies not listed in the research. In addition, results revealed the large role that teachers play in the language classroom. In the conclusion, the study showed that while there are many effective strategies for promoting oral communication, successful practices vary by teacher. At the end of the study, the researcher added some suggestions for further research studies.[from abstract]
    • Outcomes and long term benefits of early acceleration for students attending a kindergarten through twelfth grade school in Chautauqua County, New York

      VerHague, Danielle (State University of New York College at Fredonia, 2016-12)
      This study was focused on students at Chautauqua Lake Central School District who graduated and graduated between the years of 2012 and 2014 and had study previously been accelerated or taken honors classes during their time at Chautauqua Lake Central School District. The purpose of the study was to evaluate if they current acceleration pathways and program effected its students after high school graduation. As a result ten students submitted surveys back and three were interviewed. The questions on both the surveys and interviews looked into the participant's experiences, feelings, attitudes and other general feedback about their time being accelerated. In the end most of the participants had positive experiences and thought that the acceleration program had positive impacts on their career goals. Also, participants noted that their social skills and emotional states either were not affected or were positively affected by the acceleration. [from abstract]