• Comparing academic achievement of students accelerated in Mathematics to their non-accelerated peers.

      Bongiovanni, Bryan (2014)
      This thesis investigated the mathematics acceleration policy of a suburban school district and its academic effects on students. This study was conducted using a comparative analysis of accelerated and non-accelerated students from two classes, and comparing and contrasting the teachers' and administrations’ beliefs about the acceleration policy. The study was performed using a mixed methodology. The quantitative portion of the study was carried out using De-identified historical data, and a teacher survey with a Likert scale. Qualitative data was collected in the form of face-to-face interviews with school administrators. The study yielded several results on the academic effects of the mathematics acceleration policy and beliefs about acceleration of the school district’s teachers and administration. Students who were accelerated in math were later able to take more advanced math courses than non-accelerated students. Accelerated students out performed non-accelerated students academically, but several non-accelerated students had similar academic achievement to their accelerated peers. Teachers and administrators reported mixed and contradicting data. Several advocated for an open acceleration policy for those few students who meet the established criteria, but also oppose the idea of expanding the current acceleration policy to include students who just missed meeting the acceleration criteria. Results indicated that the acceleration policy appeared to be executed based on the strength of tradition rather than promoting maximum access to challenging math coursework.
    • Compose Yourself: It's Just a Function!

      Cole, Madison (State University of New York at Fredonia, 2016-07)
      This research examines students’ understanding and ability to work with composition functions in different representations. Its underlying purpose is to analyze students’ level of procedural knowledge and conceptual understanding of composite functions and to identify common errors and misconceptions associated with these functions. It was hypothesized that college students would incorrectly substitute one function into another when evaluating at a variable. Furthermore, it was hypothesized that evaluating a function value at a constant would produce better results as well as working with visual representations, such as tables and graphs. The results of this study indicate that non-mathematics major college students have neither strong conceptual understanding nor adequate procedural fluency in terms of composition functions. However, there was no significant difference between evaluating constants versus variables in the functions. Additional results revealed that while visual and algebraic representations produced no significant differences in their means (p-value = 0.545), algebraic notation negatively influenced students’ solving capabilities (p-value = 0.000).
    • Comprehension of pictures in content area texts in the Elementary grades

      D'Amaro, Samantha (State University of New York College at Fredonia, 2016-05)
      Although recent reading programs such as Let's be Friends by Houghton Mifflin (2001) and the Common Core Modules (Common, 2012) emphasize learning to read the words (the "print") and seem to ignore the reading of illustrations (the "visuals"), emergent readers first learn to "read" by reading visuals not words. Therefore early childhood educators should be aware of "image reading" when they are "considering the kinds of meaning making children do with books prior to conventional reading" (Lysaker & Hopper, 2015, p. 650). The problem related to this reading of visuals is teachers not understanding students' process for comprehension of images, and that leads to the secondary problem of teachers not being able to assist students in the comprehension of complex texts which contain pictures, illustrations, and images. Both of these problems can be addressed by asking the research question of how the comprehension of pictures develops and assists children to comprehend expository texts as the children progress through elementary school. To address this research question, a research synthesis was conducted. The results show two sets of findings: that a developmental continuum appears to exist for the comprehension of visuals, and that there are some instructional strategies for enhancing comprehension along the continuum. [From author's abstract]
    • Comprehension of visual primary sources in social studies by adolescent English language learners

      Coccagnia, Jordan (State University of New York College at Fredonia, 2016-05)
      Adolescent English Language Learners (ELLs) in social studies courses face the difficult challenge of making sense of primary sources which are often complex expository texts and embedded in an American culture foreign to many ELLs. One possible method for helping ELLs make sense of complex expository text is with the use of visuals, especially in the form of pictures, film, or graphic organizers. Thus an appropriate research question is, what does research say about the comprehension of visual primary sources in social studies by adolescent ELLs? An exhaustive literature review found 17 related research studies. The synthesis of these studies produced two findings. First is that using a variety of visuals and images in combination with the instructional strategies of direct instruction and interactive conversation appears to assist adolescent ELLs to accomplish several learning goals: activate content background (prior) knowledge, learn discipline-specific vocabulary, and learn discipline-specific content. The second finding is that within the discipline of social studies, adolescent ELLs of all types appear to benefit from teachers using visually focused conversation-based instruction and Internet technologies to facilitate interaction with primary sources, and using multiple forms of historical primary sources (including digitized) to develop students' social studies comprehension through historical thinking, historical imagination, and historical inquiry. These findings are relevant to high school social studies teachers and will be dispersed to them through a professional development project. [from author's abstract]
    • Corporal punishment in schools.

      Hunt, Sommer B. (2014)
      This study was done on corporal punishment in US schools because it has been a continuous controversy in education. Corporal punishment in schools is meant to inflict pain as a consequence of bad behavior. There are many different methods used but the most common is using a wooden paddle to swat or give licks to the student’s buttocks. Corporal punishment is still legal in 19 states. I thoroughly compared six different elementary school discipline policies that I randomly selected in six different counties in Mississippi and in Florida. I wanted to investigate how corporal punishment differs in a waiver state verses a non-waiver state. The counties in Mississippi include Alcorn, Attala, Benton, Carroll, Itawamba and DeSoto. The Florida counties include Baker, Bay, Marion, Hamilton, Holmes and Levy.
    • A correlational study on how reading for enjoyment becomes reading for success.

      Clary, Colleen S. (2014)
      Current literature suggests that a student who chooses to read in their free time will, as a result, improve in their literacy skills in academic settings. Findings further indicated that students who chose to read a wide range of personal entertainment materials will improve in reading, writing, and personal communication skills. This Master’s Thesis project focused on the correlation between an individual student reading for enjoyment voluntarily and said student’s academic success in standardized test setting. The sample size was approximately one hundred 10th and 11th grade students in a rural district. Participants were invited to complete a self-reflective survey on their personal and preferred reading usage. Survey responses were compared to a measurement of students’ English proficiency through the New York State Regents English Language Arts (ELA) test.
    • Count off by threes?

      Hamiliton, John D. (2014)
      No author abstract.
    • Creating a technology-friendly learning environment.

      Eckley, Cherilyn E. (2014)
      Literacy is no longer limited to reading and writing on paper, but now includes many types of digital devices. Students will now require some digital literacy skills in order to read and write with these new media. Teachers as well will require revised instructional practices in order to incorporate the latest technology into their classrooms. This research study addresses the question of what research says about using features of touch-screen interactive app-based technology to assist classroom teachers in modifying their instruction to a more student centered and technology-friendly learning environment. An extended literature review and synthesis was conducted and produced two major findings. The first finding is that teachers’ lack sufficient knowledge about the features of touchscreen devices may be a factor to limit the incorporating of these into a classroom learning environment; however, those teachers who do take the time and have the interest to learn about or receive professional development in touch-screen devices and incorporating them into lessons and the classroom environment report an increase in knowledge and positive experiences. The second finding is that the “apps” of EdModo, GroupScribble, and VoiceThread all contain features that are particularly helpful for instructional purposes and for building a “community” of learners within a technology friendly learning environment of the classroom.
    • Creating effective homework policies in the secondary mathematics classroom.

      Johnston, Eric M. (2013-01-15)
      There has always been a great debate about whether or not homework is really needed in the classroom. Homework policies over the past 100 years have changed drastically. There is a constant battle between advocates for and opponents of homework. Together, they have created a list of positive and negative effects of homework. A review of the literature helps determine what the ideal homework policy would be in order to encourage higher student achievement, and minimize the negative impacts of homework. How do in service teachers' policies stand up against research based policies? Interviews with rural New York State teachers have determined the core components of a homework policy that most teachers have. Some not-so-common policies and researchers' key points to include in a homework policy have also been included. Homework is indeed effective, especially when it is based on research and contains the core components of an effective homework policy in the secondary mathematics classroom.
    • The creation of culturally relevant English language arts curriculum to promote identity resolution among high school English Language Learners

      Killian-Benigno, Alanna (State University of New York College at Fredonia, 2017-12)
      There currently is a lack of curriculum that addresses identity development of adolescent English Language Learners (ELLs) in New York State (NYS) Common Core Modules, an important provider of curriculum for New York high schools. The purpose of this curriculum project was to create a curriculum that promotes the identity development of adolescent ELLs while providing culturally relevant lessons. The goal of these units is for the students to create multimodal identity texts in the form of an autobiography. Identity development is the major crisis of adolescents (Erikson, 1960/1999; Erikson, 1982), and as individuals with diverse factors contributing to their identities (Delgado & Stefancic, 2012; Phinney, 2008), ELLs have additional challenges to address during this critical period. This project draws upon Funds of Knowledge (González, Moll, Tenery, Rivera, Rendon, Gonzales & Amanti, 1995), and Culturally Relevant Pedagogy (Ladson-Billings, 2009) to create a curriculum for a multilingual 10th grade stand-alone ENL classroom. The curriculum is called "Narrating Our Stories with Identity Texts". [from abstract]
    • CSI: New York : a study of the effects of Crib Sheets on the Math Test Preparation of College Students.

      Cotton, Gregory C. (2013-01-15)
      This study examines the effects of a well thought-out crib sheet and how it influences test grades. A "Crib Sheet, " also known as a "Cheat Sheet, " is a test-taking aid in the form of a sheet of paper or note card. The students are allowed to place any information of their choice on the crib sheet, which can then be used on an exam or quiz. Students from three different classes were told by their respective teachers that they would be allowed to use a crib sheet on their next exam. The students were also informed that they could fill out an optional questionnaire following the exam on how they felt about crib sheets. The crib sheets were scored by a set rubric and compared with the test scores. On average, a crib sheet score did not have a high correlation to test score. However, for students who suffer from high anxiety, having a well thought-out crib sheet significantly contributed to a good test score.
    • Cultivating language: and English as a second language gardening curriculum.

      Stock, Molly K. (07/01/2013)
      Experiential learning and the use of gardening in schools has been effectively used to teach content. Yet, there is a lack of gardening curriculum available specifically for English language learners (ELLs). The purpose of this master’s project is to fill this deficit by creating a curriculum specific for ELLs using gardening as a medium of teaching English. This Master’s Project examines literature relevant to establishing an experiential based curriculum that integrates gardening as a viable medium to support the acquisition of English. The Cultivating Language curriculum provides English as a second language lessons that use gardening activities to teach English. The Cultivating Language curriculum is created for use with 9 through 11 year-old English language learners with intermediate English proficiency. The curriculum consists of 11 lessons that occur on a once weekly basis. All lessons have been created following the Sheltered Instruction Observation Protocol (SIOP) framework designed for ELL's. The gardening content contains elements from the Junior Master Gardener Grow Team in Monmouth County, NJ and the Salvation Army’s Boys and Girl’s Club in Dunkirk, NY. The language content covers using descriptive language and relating events as communicative strategies for ELLs.
    • Culturally relevant 4th grade general music curriculum for Puerto Rican English language learners

      Mayer, Kara (State University of New York College at Fredonia, 2018-05)
      The number of English Language Learners (ELLs) in the United States continues to grow at a rapid rate. In New York State, the home language of ELLs is mainly Spanish. In Buffalo, New York, at an urban public school serving grades kindergarten through 8, the native Spanish-speaking ELL students are largely from Puerto Rico or Puerto Rican culture. As the population of ELLs continues to rise across the country, public school teachers in New York can expect to see an increase of ELL students in their classrooms. Research has shown that many pre-service teachers are ill prepared to accept and accommodate ELLs in their classrooms. This includes, but is not limited to, music teachers. Music is a required subject for students in grades kindergarten through 8 in New York State. In order for ELL students to receive an equal, quality music education, research has proven that a culturally relevant approach to teaching is necessary. A required part of providing a quality, culturally relevant education to ELLs is to incorporate their funds of knowledge into the curriculum. My culturally relevant music curriculum project was designed to provide music teachers with knowledge about best teaching practices for teaching ELLs. Another intended outcome of my music curriculum is for music teachers to learn how to incorporate culture into their curriculum so that all students, not only ELLs, receive a meaningful education. [from author's abstract]
    • Culturally relevant curriculum.

      When Chinese ELLs (English Language Learners) are included in the mainstream classroom, students face the challenge of having to learn English and academic content simultaneously. Many teachers have limited ideas on how to support these students, especially for teachers who lack of knowledge of Chinese culture. Culturally Relevant Pedagogy (CRP) is one of the most effective approaches to help teachers teach students with diverse cultural backgrounds. Ladson-Billings (1995) defined CRP by looking at linkages between culture and school. CRP focuses on three critical elements: academic success, cultural competence and critical consciousness. This curriculum project is five units and fifty lessons emphasizing elements of CRP for teachers to support Chinese ELLs in the United States. With the use of the Sheltered Instruction Observation Protocol (SIOP), the SIOP lesson plan format, and concepts from effective classroom management, the curriculum project was created. This curriculum can be used in ESL or Bilingual classrooms having Chinese ELLs and is aligned with the NYS Common Core Learning Standards (CCLS).
    • A Curriculum Plan for Implementation of the New York State Social and Emotional Learning Benchmarks for Early Childhood Grade Levels Within a First Grade Classroom

      Schanbacher, Kara (State University of New York at Fredonia, 2019-05)
      The New York State (NYS) Social and Emotional Learning (SEL) benchmarks were first published by the New York State Department of Education in the August of 2018. Research suggests that student learning benchmarks may increase the likelihood that students will receive better instruction in SEL experience improved school connectedness, and become better learners. These SEL standards were published as a resource for voluntary implementation within New York State Schools. This Curriculum Project consists of a succinct, 40 lesson curriculum designed for first grade students, aligned with the New York State Social and Emotional Learning Benchmarks for Early Childhood Grade levels, first grade Common Core State Standards for reading and writing, and New York State Next Generation standards for reading and writing. Future research may further differentiate these lessons for students with disabilities, as well as English Language Learners (ELLs).
    • Curriculum project

      Winsiewski, Stephanie (State University of New York College at Fredonia, 2018-05)
      With the decrease of mathematical achievement amongst high school freshmen, and the lack of passion for mathematics; it has become crucial to determine the skills teachers can implement into their classroom in order to better serve the needs of their students and their academic achievement. Research has shown a positive trend for teaching students foundational skills, such as strategic note-taking, implementation of their notes, collaborative work and practiced study habits. This curriculum project was intended to develop a growth mindset in the high school mathematics classroom, while preparing students for their most successful education through the evolution of foundational skills, specifically note-taking. Future investigations can be processed to determine the effectiveness of these foundational interventions. [from author's abstract]
    • Curriculum project.

      DiGiulio, Lauri A. (28/03/2013)
      The goal of this curriculum project is to present effective strategies to differentiate instruction to develop reading comprehension in emergent readers with autism. I designed a supplementary curriculum in reading comprehension for first grade students with autism, based on the Scott Foresman Reading Street program. In the literature review I address research that connects to reading comprehension and young readers with autism. I discuss the definition of autism, and how the disability has grown recently. I also discuss reading comprehension for typical emergent readers, along with emergent readers with autism. Finally, I discuss differentiated instruction, and how to differentiate for students with autism. I created 15 supplemental lesson plans that contain strategies to help students with autism for 15 stories that are included in this basal reading program. The lesson plans align with both the Common Core Standards and the New York State English Language Arts standards.
    • Curriculum project: Introducing an inquiry-based project on farms

      Gormley, Melissa A. (State University of New York at Fredonia, 2018-12-20)
      This Master’s curriculum project focused on creating a developmentally appropriate curriculum for a toddler classroom. The findings from the literature review suggested that a curriculum should include meaningful experiences for children to explore with all senses. Findings further find the curriculum should be child-centered, interactive and age appropriate. This resulted in a professional development inquiry project for toddlers to experience farm life through picture books and interactive learning segments throughout play.
    • A Curriculum unit ensuring social justice oriented classes for high school students grade 9-12

      Claudio, José (State University of New York College at Fredonia, 2017-05)
      The purpose of this curriculum project was to create an instructional unit emphasizing awareness, consciousness, and intentional social justice teaching; for teachers, administrators and educators to implement in their educational setting. The goal of this project was to present a a high school curriculum unit full of social justice language, literature, and suggested activities that motivate leadership development, which in turn may create welcoming educational environments for the liberation of the oppressed ones. The project encourages users to implement educational advocacy practices, diversity/pluralism, needs and educational assessments, and create space for teacher, students, and parents' relationship. It is a curriculum project reflecting community organizing leadership examples as road map for teacher/student leadership development. Effective teaching. [from author's abstract]
    • Decreasing linguistic complexity within a sixth grade mathematics middle school curriculum: a project.

      Simko, Kali N. (19/11/2012)
      The author investigated how a school's in-use mathematics curriculum could be adapted to become less linguistically complex for English language learners. In past studies, only mathematics test items were manipulated to reduce linguistic complexity. Drawing from past studies and implementing past ideas into the mathematics curriculum, the adaptions produced a less linguistically complex curriculum. The findings suggest future research and reduction of linguistic complexity within a curriculum. The findings also suggest implementation of curriculum.