• 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]
    • Outdoor play.

      Fabritius, Colleen M. (2015)
      This study examined teacher’s perceptions on the importance of outdoor play in early childhood classrooms. The purpose of the study was to investigate how local Pre-Kindergarten and Kindergarten educators felt about the amount of outdoor play available within their classroom as well as how they feel outdoor play affected their classrooms. This study aimed to answer the question what are preschool and kindergarten teacher’s perspectives on the impact of outdoor play or lack thereof in early childhood settings? Fifteen Pre-Kindergarten and Kindergarten teachers from five local elementary schools participated in this qualitative phenomenology study. Data was collected through a survey and a semi-structured interview. Findings revealed that educators were frustrated by the lack of outdoor play in the curriculum and the new emphasis placed on Common Core Standards. These educators felt that outdoor play offered numerous benefits and learning opportunities for young children; however, they could not provide such learning experiences due to the implementation of the Common Core Standards. Furthermore, educators believed a mixture of developmentally appropriate didactic teaching and outdoor play would best benefit children. Thus future research should investigate how the use of a mixture of didactic style teaching and outdoor play would impact young children’s learning.
    • Owning English.

      Gabrys, Carleen E. (2014)
      As English continues to spread throughout the world, there are many problems faced with regards to ownership of the language for second language learners. In Japan, English has had historical significance as an important second language taught in schools beginning at an early age (Oda, 2007). Even though Japanese learners of English have experience learning the language, they often lack a feeling of English ownership and awareness of other varieties of English. This study addresses perceptions Japanese students living abroad have on different varieties of English and how these perceptions affect their own views of English ownership. Using a five point Likert-scale survey, eleven Japanese participants answered questions on perceptions of English, their view of different varieties of English, their relationship of English and Japanese, and their view of their own English use and identity. Surveys were analyzed using descriptive statistics. Results from this study suggest that there is a dichotomy in how Japanese learners feel with regard to how they should use English fluently and accurately, but that American English may not be the ideal form of English to maintain and address Japanese identity issues. Results suggest that Japanese students are aware of the importance of English as a communicative tool with other Asian people, but lack a desire to learn about other varieties of Asian Englishes. Implications for further research are discussed.
    • Parent and teacher attitudes toward bilingual education.

      Morgan, Evan N. (2015)
      The amount of English language learners (ELLs) in the United States has steadily increased over the past several decades and continues to grow (Nieto, 2004; Ovando, Collier, & Combs, 2006). This increase in ELLs has driven many to contemplate how to best address the learning needs of these growing numbers of students (Slavin & Cheung, 2005). While there are currently several existing models for teaching ELLs, many researchers have promoted the effectiveness of bilingual education as a means for teaching these students (Besel, Glass, Montoya-Tannatt, & Bachelor, 1982; Lindholm-Leary, 2001; Rolstad, Mahoney & Glass, 2005). However, there is still a need for more research regarding the attitudes and beliefs of the teachers and parents of these students regarding bilingual education, particularly in areas where bilingual education is not yet offered and yet is often required via a policy change. Therefore, the goal of this study was to determine the attitudes and beliefs of parents and teachers regarding bilingual education being implemented in their school district, before a new law mandating it is enforced. The participants of this study included parents and teachers in four elementary and middle schools in a large, urban district in Western New York. A paper-based Likert-scale survey was used to collect data from teachers and parents. Results indicated that parents and teachers are generally supportive of bilingual education and its principles and that the creation of bilingual education programs is warranted in the future. This study intends to add to the existing literature and research in this area.
    • Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

      Simon, Barbara (State University of New York at Fredonia, 2018-08)
      Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also faced with questions from parents about which types of program are best or they find themselves with students who have varying degrees of knowledge. The goal of this research was to examine the perceptions of parents and teachers when it comes to the pre-K programs and the literacy development that they see within their child from these various pre-K programs. The major questions driving this research are What are parents' perceptions of their child's Pre-K program? How do they feel the program affects their child's literacy development? What are teachers' perceptions of the various pre-K programs? How do they feel the different program options impact students' learning of literacy? The participants completed a survey and the data was analyzed quantitatively through Google Forms and qualitatively using descriptive coding and pattern coding (Saldana, 2016). The main findings from the data were that parents found the curriculum and various activities that the children do throughout the day to be important, parents of full day children saw more literacy growth within their child, all teachers regardless of the program that they taught believed that full day would be the most beneficial, and that all children from various programs showed literacy growth.
    • Parental involvement and its effects on bullying and student behaviors.

      Corsaro, Kristin L. (2014)
      Parental involvement has proven to play a large role in student academic achievement. With bullying becoming a widespread problem in school districts across the nation, one has to wonder if parental involvement also plays a role in student behaviors. Most experts agree that students with disabilities are bullied at a higher rate than their general education peers and that these types of behaviors are happening frequently. This study looks at the opinions of parents on what the true definition of bullying is, as well as examines student behaviors both in the classroom as well as during areas of transition or in specialty classes. The role in which parents play in their child’s lives may not only be affecting their academics, but their behaviors and involvement in bullying instances as well. School districts are beginning to recognize the problem and are looking to "whole school approaches” to educate all students and faculty on how to react in bullying situations in hopes to lessen the instances. By involving parents and making them aware that their involvement could play a role could also lessen the amount of bullying within their child’s classroom.
    • Participatory Approach Curriculum Guide for Teachers of Incarcerated English Language Learners

      Crowley, Megan (State University of New York at Fredonia, 2019-05)
      As the number of English language learners (ELLs) in the United States educational system, a group which includes adult ELLs that are incarcerated in state prison, continues to rise, so will the demand for effective and appropriate instruction for this unique group of students. Research has shown that instruction of adult ELLs is most effective when it tactfully includes the students’ backgrounds, home cultures and languages, and actual interests or concerns in the curriculum. Further, research indicates that ELLs fare better when they are involved in creating their content and are empowered to take responsibility for their own learning and language acquisition. This curriculum project looked at the Participatory Approach as a means to empower incarcerated ELLs as they acquire English in their state-mandated educational programming. While the Participatory Approach is a method often used for adult English as a Second Language (ESL) classes, its use in a prison classroom is especially poignant given the oppressive environment. This curriculum guide is meant to aid in an ESL teacher’s execution of the Participatory Approach in a prison ESL classroom and to provide flexible options supported by researched principles of second language acquisition and critical pedagogy. Future research could follow up with this curriculum guide to document its implementation to find areas of success and promise when using the Participatory Approach in a state prison’s ESL classroom.
    • The perceived benefits and difficulties students who participate in extracurricular activities experience

      Ortolano, Zachary (State University of New York College at Fredonia, 2016-05)
      In early 2016, I conducted a study to examine how students felt they were impacted by their participation in extracurricular activities. An initial survey was conducted to examine what extracurricular activities students were participating in, from which 10 female students and 8 male students were purposefully selected to be interviewed. These 18 students were asked to describe their motivations for participation, positive and negative impacts from participation, post-secondary goals, and the impact of their participation on those post-secondary goals. The study found that students felt their participation in extracurricular activities had a positive impact on their grade point averages, school attendance and was helping them achieve their post-secondary goals. These findings support the conclusion that participation in extracurricular activities has a mostly positive impact on students, and that their participation is a contributing factor to those positive effects. [from abstract]
    • The Perception of Preservice Teachers Regarding the Impact of a Math Methods Course on Their Ability to Instruct Mathematics in Their Future Classroom

      Schmidt, Courtney (State University of New York at Fredonia, 2019-05)
      With the pressure of teachers to challenge and increase achievement in the area of mathematics, it has become imperative to effectively train teachers to have this mathematical knowledge. Research has shown that more teacher preparation programs are focusing on introducing the foundation of mathematics for preservice teachers knowing that they are generalist elementary educators. This study looks at the perceptions of mathematics based on the completion of a mathematics methods course in a small liberal arts college in Chautauqua County. A questionnaire was distributed and consisted of both qualitative and quantitative questions. The results show that undergraduate mathematics courses are crucial to the implementation of mathematics in the preservice teachers future classroom. Future research could pair the questionnaire with an observation to examine their delivery of mathematics instruction.