• 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.
    • Derivatives as a rate of change.

      Constantinou, Suzanne C. (2014)
      This study examines college students’ misconceptions regarding the concept of a derivative. During this study, students completed an eight-problem assessment on the topic of calculus, more specifically derivatives. Students were instructed to complete each problem to the best of their ability and to show work when necessary. The instrument was created with the APOS (Action, Process, Object, Schema) model in mind. The scores for each problem were recorded and compared to a survey that students answered reporting on which problems they felt were the easiest and the hardest to answer. The results of the study indicated that students had mastered some levels of APOS. Additional results acknowledged that there was no statistically significant difference among course, gender, and GPA.
    • A descriptive study of secondary inclusion classrooms.

      Szuba, Andrew (30/10/2013)
      Research indicates that there has been increased demand for inclusion services for students with special needs since the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. Yet, much remains unknown about what actually goes on in inclusive settings and how highly effective environments differ from those in which pupils make minimal progress. This descriptive study collected data from three, teacher pairs (i.e., general and special educators) who taught in middle and high schools in a small rural school district in Western New York. Using a survey and focused interviews, data were collected regarding (a) the nature and extent of physical, academic, and interpersonal integration in their settings; (b) teacher use of evidence-based teaching practices; and (c) the development of collaborative partnerships to improve services for all students. Results indicated that students were integrated in varying ways academically, behaviorally, and interpersonally into inclusive settings; that general and special education teachers shared most instructional responsibilities and worked collaboratively to maximize student learning; and that technological advances have facilitated teacher communication and collaboration and improved pupil learning. Implications for future research and practice are discussed.
    • Desiring discourse.

      Krenzer, Kimberly A. (2013-07-08)
      Until 1975, the American Psychological Association considered homosexuality a mental illness. Since then, the attitude toward LGBT citizens has been slowly shifting. We cannot deny the fact that there is still a struggle for basic, civil rights. Today, marriage equality is a hotly contested issue. Though American society has made several progressive steps, in a relatively short period of time, lingering inequalities infect our population’s attitude toward LGBT Americans. It can be argued that this issue stems from the social construction of gender and heterosexuality. Society adheres to certain cultural inscriptions that create binaries and implement guidelines for how men and women should act. This creates a heteronormative hegemony that severely affects the way LGBT individuals are treated. Society’s attitude places women and homosexuality into categories as social minorities, despite women’s numerical majority. Several forms of media constantly demonstrate these ideas, further engraining them into our minds. The media is a notorious perpetrator of this regulation. Television is a highly consumed commodity and its treatment of minority groups, especially women and LGBT citizens, has been far from true. As a self-identified lesbian, I assert that our voice is the most effective tool we have in activism. We must work toward creating a new discourse that challenges the current social script; one that affirms female same sex sexuality. My research is focused on how queer affirmative language should be distributed among a wide range of demographics, specifically within the context of American prime time broadcast network television.
    • Developing a nature-based curriculum for preschool aged children.

      Finch, Kristen M. (2014)
      The literature surrounding the important topic of nature education illustrates the need for more children to be involved in nature play due to an escalation of children being disconnected from nature in their everyday lives. The literature also illustrates that nature-focused learning experiences promote children's learning and development in all domains: social-emotional, physical, and cognitive. Therefore, the purpose of this curriculum project is to create 16 nature based learning experiences. These experiences immerse preschool children, ages 3 to 4, in structured and unstructured opportunities for outdoor experiences by implementing nature-based activities into their curriculum. The learning experiences in this curriculum project will require the children to go outside and engage in the most applicable, hands-on activities. All activities will be based upon the children's interests and developmentally appropriate. This will empower young children to continue to learn and have developmental gains while engaging outside in nature as an extension of their learning inside in the classroom.
    • Developing Comprehension in Upper Elementary Students.

      Britt, Amber M. (18/10/2012)
      The purpose of this Master’s Thesis (Project), which resulted in a Professional Development Project, was to explore effective comprehension strategies and their effectiveness on improving students’ understanding. The comprehension strategies that were explored in the project included rereading , generating questions, reciprocal teaching, and paraphrasing. The project also explored the literacy approaches Sustained Silent Reading (SSR) and Scaffold Silent Reading (ScSR). The professional development project contained a one day workshop on effective comprehension strategies. With the goal of having teachers who participated being able to implement the strategies with their students creating critical readers and thinkers.
    • The development of a middle school curriculum with inquiry science for a bilingual setting.

      Gunner, Caitlin M. (12/11/2013)
      Science can be complicated for students who are English language learners (ELLs). Due to the content specific vocabulary and the skills required to investigate science-related topics, ELLs may struggle in the classroom unless they are provided with the proper supports. These supports can include the incorporation of meaningful activities centered around inquiry-based science and the use of students' native language (L1) in the classroom. Bilingual lessons incorporating inquiry science was chosen as the focus for this project to reflect the resources supported by the research showing their effectiveness. This project outlines the design of three science units intended for ELLs in a bilingual setting. It was designed for a rural school in Western New York that does not currently offer bilingual education for its’ ELLs, whose L1 is Spanish. In this project, teacher-created lessons based on three eighth-grade science units were created with inquiry-based activities. Fifty lessons were designed to be implemented in a 50:50 dual-language classroom. These lessons can serve as a basis for teachers and school districts who may desire to incorporate inquiry-based science lessons in a bilingual setting.
    • The development of a module to prepare preservice mainstream teachers to work with English language learners (ELLs)

      Orf, Sarabeth (State University of New York College at Fredonia, 2016-12)
      A lack of preservice teacher preparation is beginning to affect mainstream teachers when they begin to work with English Language Learners (ELLs) in their classrooms. This curriculum project addressed the lack of preparation preservice teachers (PST) receive to work with ELLs in mainstream classrooms and information teachers will need to service ELLs. There are many ways to help fix this problem; all of which will leave preservice teachers prepared to work with diverse classrooms, giving all students an equitable education. Research has shown that if PST are better prepared, and are part of better education programs they will feel more confident and better prepared to teach ELLs. This module teaches PST teachers about who ELLs are, New York state laws, programs NYS schools offer, instructional models teachers can use in their classes, how to foster relationships with parents of ELLs, how to assess ELLs, help with the NYS certification exam, educating all students, and how to be a culturally relevant teacher. This module provides PST with general information they need about ELLs and best practices to use with ELLs in different realms of education. [from abstract]
    • Development of a theory of elder music therapy as integral aging.

      O'Reilly, Caitlin Marie (2013-03-27)
      As our elderly population increases, more music therapists will be providing services to the elderly in a variety of settings: community-based programs, skilled nursing facilities, and assisted living facilities. Our society takes a dim view of aging, attempting to perpetuate youthful activities and physical appearance. There is little in the literature connecting music therapy with the field of gerontology, and even less on the connection between music and spirituality. This thesis is an attempt to fill these gaps, and to provide a starting point for music therapists so they can begin to examine their own philosophies and theories of music therapy and the elderly. The purpose of this thesis is to describe the journey of one music therapist's process in developing a theory of elder music therapy. The researcher provides a survey of music therapy literature describing music therapy research with the well- and unwell-elderly; an examination of Erikson's theory of human development and the aging theories of activity, disengagement, continuity, successful aging, and gerotranscendence; and a discussion of aging and spirituality. The researcher discusses a model of integral aging and the role of music and spirituality in the context of developing a theory of elder music therapy. Implications for music therapists are discussed.
    • The development of an adult English as a second language instructional course for use in Jamestown, New York

      Caldwell, Mackenzie (2016-12)
      There are an increasing number of Spanish-speakers in Jamestown, New York. The Spanish-speaking adults have limited access to high quality English as a Second Language instruction which is the problem this curriculum addresses. Research has shown that in order for adult education to be successful, it is necessary to take the appropriate factors into consideration. This involves acknowledging scheduling conflicts and understanding familial priorities and obligations that may prevent enrolling in such a program. Part of creating a successful adult education program involves appealing to the individual interests of learners, as well as maintaining motivation to keep the adults attending. Of all the unique topics that intrigue adult learners, this curriculum focuses on three of the most important: work, community, and home. This purpose of this curriculum is to provide instructors with a course that targets the specific needs of adults in detail. It stimulates language acquisition by teaching English through authentic experiences. One of the intended results of this curriculum is to increase the number of Spanish-speakers in the local workforce as well as promote cultural interaction and acceptance within the Jamestown community.
    • The development of companion guides to enhance reading comprehension of Spanish-speaking English learners (ELs) in grade 6 who use English language arts (ELA) modules in New York State.

      Naetzker, Emily Ann (2015)
      The purpose of this project was to create two companion guides to enhance the reading comprehension of Spanish-speaking ELs in Grade 6 who attend schools that utilize the English Language Arts Modules developed by New York State, in alignment with the CCSS (New York State Department of Education, 2013). The curriculum was developed to provide materials to increase reading comprehension among ELs using the modules aligned with the Common Core Standards. In particular companion guides were developed focusing on cognates and idioms aligned with two texts: Bud, Not Buddy and the Lightning Thief. The companion guides were designed for Spanish-speaking 6th grade English Learners in New York State in schools using the curriculum Modules, aligned with the Common Core State Standards.