• Harmony, Mode and Meaning in Olivier Messiaen's La Nativite du Seigneur.

      Hoedle, Michael Joseph (2013-01-24)
      No Author abstract.
    • Have You Met Ric?

      Gilman, Jennifer (2013-10-21)
      This research explores misconceptions about metric conversion and the difficulties behind metric unit estimation. It was believed that middle school students would be able to convert from a large to a small metric unit more accurately than converting from a small to a large metric unit. Furthermore, it was also hypothesized that middle school students would be able to estimate units smaller than a meter more accurately than units of a meter or larger. During the study, students completed a ten-problem assessment containing conversion and estimation questions. The assessment was generated by studying past New York state exams. After the assessment, students completed a six-question follow-up survey. The results of the study indicated that students struggle with conversion questions regardless of the direction of the conversion. Additional results revealed that students were more accurate when they converted linear distances versus volume and capacity; students could estimate units smaller than a meter more accurately than units of a meter or larger, and there was no significant difference in the accuracy of estimation based on grade level. These results pose multiple implications for teachers. Educators need to be prepared to spend equal amounts of time teaching different types of conversions and educators need to find more time to teach and practice estimation during everyday activities.
    • The hitchhiker's guide to linear programming.

      Spencer, Allison (2013-01-11)
      No author abstract.
    • How Common Core Standards can be met through narrative play in a prekindergarten classroom.

      Adduci, Kathleen (2015)
      This qualitative case study investigated whether or not the Common Core State Standards could be met through narrative play in a prekindergarten classroom. This study aimed to answer the following questions: Can the standards in the New York State Prekindergarten Foundation for the Common Core be met through narrative play in the classroom? What specific skills under each developmental domain are being met through narrative play? What is the classroom teacher’s perception of the relationship between narrative play and the Prekindergarten Common Core State Standards? The participants were 15 prekindergarten children in a classroom in a rural school district in Western New York. The findings proved that when teachers intentionally provide meaningful materials for the children to use during narrative play, most of the standards across the five domains in the Prekindergarten Foundation for the Common Core can be met. Early childhood teachers can use this research to understand how developmentally appropriate play can still meet the requirements that New York State provides; it is not necessary to use only paper-and-pencil activities in order to meet the requirements.
    • How are teachers in Chautauqua county implementing the accommodation of assistive technology to impact the academic achievement of elementary students with disabilities?

      Palka, Emily (State University of New York College at Fredonia, 2017-05)
      With the passage of the Individuals with Disabilities Education Act (IDEA) in 2004, Assistive Technology (AT) has become a device or service teachers can implement into their classroom in order to better serve the needs of their students. Research has shown that technology is on the rise: more schools are implementing AT devices and services and more teacher preparation programs are introducing future teachers to the different types of AT available. This study looks into the different AT used within two rural schools in Chautauqua County: School 1 (S1) having a high population of students with visual impairments and School 2 (S2) with a population of students with a variety of disabilities. The results show both schools use different types and amounts of AT. S1 uses a large variety of AT to assist the students with visual impairments. S2 uses a very small variety of AT, with hopes more AT will become available to the students. Future research could continue the exact study and visit the remaining school districts and speak with their special educators on the types of AT they are presently using in their classroom. Future research could also follow up with S1 and S2 to see if any technology has evolved or been replaced, since technology is always evolving. [from author's abstract]
    • How home literacy skills lead to academic achievement

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

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

      Steger, Justin L. (2013-01-17)
      No author abstract.
    • I Saw the Sign and it Opened up my Eyes I Saw the Sign!

      Kisiel, Valeri M. (2013-01-28)
      No author abstract.
    • Identifying important habitat features for Bat conservation using acoustic sampling and GIS.

      Townsend, Jonathan Peter (2014)
      Bat populations worldwide have been under pressure for decades due to loss of habitat, roost disturbances and environmental toxins. Recently a fungus causing White Nose Syndrome has been infecting bat hibernacula in the United States, and to date has killed almost 6 million bats. In order to improve bat conservation efforts, habitat delineations and bio-acoustical sampling were conducted along two transects in Chautauqua County, NY from mid-May until the end of August, 2013. Surveys were vehicular, and driven between 29 - 32 k mph in order to match bats flying speed. They were conducted 30 min after sunset on nights where the temperature was > 13°C. Twenty surveys were completed, and 1248 bats were identified to species. Log-linear analysis revealed a significant relationship between bat calling activity and forested habitats, specifically for big brown, silver haired, eastern red, and hoary bats. Wetland, stream, and residential habitats as well as elevation were also shown to have a significant relationship with calling activity. This study supports the hypothesis that bats forage in somewhat different habitats at the species level, and indicates the relatively strong importance of forested areas to bats. Additionally, the methodology for this study has the potential to gather rather large data sets in a short period of time, while collecting data on several species of bat at once.
    • Identity of categorization of adolescent refugees and its implication of teaching

      Glaser, Hannah; Glaser, Hannah (State University of New York College at Fredonia, 2017-05)
      This study addresses the problem: When refugee children go through puberty they have additional factors, such as trauma, societal views, and cultural conflicts that contribute to their forming identities. Based off of the literature, the questions that drove this research were: What identity groups do adolescent refugees in the participating school identity with; how can teachers better include adolescent refugees and their experiences in classroom instruction? The purpose of this study was to determine which identities adolescent refugees associate with; these being assimilation, marginalization, integration, and segregation. Each of the four groups focus in on how individuals associate themselves with their home culture and new culture. The literature from this topic developed into a mixed-methods research study. The participating school was selected because of its large refugee student population and was located in Western New York. Six teachers and thirteen students were given questionnaires in their preferred language, which were used for data collection. The questions were designed to narrow down the students' responses into one of the four major identity groups. The research findings indicate that within this school, the majority of the students identify with the integration group. However, within the findings, there were some students that identified with the assimilation and segregation groups as well. This being said, implications for teachers are to teach adolescent refugees by using translanguaging strategies, growth mindset, and scaffolding. This study may provide as baseline data for future research in this field. [from author's abstract]
    • The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory.

      Bittinger, David J. (2015)
      The purpose of this study was to examine the effectiveness of an inquiry style laboratory on attitude, achievement and motivation in a high school physics class in Western New York. A quasi-experimental action research design was used to investigate student attitude, motivation, and achievement when exposed to inquiry style labs. The researcher investigated inquiry based laboratories as an intervention across a five-week period. Achievement, attitude and motivation were documented in Pre and post assessments. Data collection strategies included selected response check-ups, surveys, and classroom observations. Twenty-eight (28) High School Physics students enrolled in the researcher’s Physics class participated in this study. Collected data were displayed in bar graphs to detect patterns. It was found that inquiry learning in a laboratory setting has a similar effect on student achievement and motivation as the traditional approach, but can increase student attitude by promoting discussions and increasing student learning through errors. It is suggested that future research focus on the effects of errors on the learning process in a physics laboratory.
    • The Impact of Background Music on Student Reading Comprehension

      Seewagen, Amanda (State University of New York at Fredonia, 2019-05)
      Reading is the foundation for lifelong learning. It has been shown that music has an impact on students learning depending on what music you use in the classroom (Rashidi & Faham, 2011; Chew, Yu, Chua, & Gan, 2016; Chou, 2010). This brought up the problem of music impacting students reading comprehension. This problem led to the research question of does background music have an impact on students reading comprehension. An online survey was used to find if middle school general education and special education teachers used music in their classroom and if the music has an impact on the students reading comprehension. The results showed three major themes. The first theme was that music helps the student’s comprehension. The second theme was that the music teachers used in their classrooms are a range from upbeat to slow soothing music. The third theme was that music that the participants who used music in their classroom found their students to be more engaged and focus more on the lesson. The teachers also stated that they would also recommend using music in the classroom to other learners. These findings were important to the research because they showed that more research needs to be done on this topic. The teachers found differing results from the research stated in this study. There are limitations and recommendations offered for a future study.
    • The impact of Classwide Peer Tutoring for students with emotional or behavior disorders.

      Jo, Alex (2015)
      This study investigated how ClassWide Peer Tutoring can be effective for students with Emotional or Behavioral Disorders. This research was a quantitative study and followed an A-B-A design, where the first A was the initial baseline observations, B was the ClassWide Peer Tutoring intervention, and the second A was the baseline reintroduced after the intervention was withdrawn. The study was six weeks and each phase of the research design was for two weeks with two observations each week. The study examined data from a single subject participant with Emotional or Behavioral Disorders in an 8th grade mathematics class. Results from this study found on-task behaviors increased while off-task behaviors decreased when ClassWide Peer Tutoring was implemented during intervention. In addition to improved behavior, academic accuracy was better with ClassWide Peer Tutoring. Implications for further research include lengthening the research study to an A-B-A design and examining the differences between student thought incentives and teacher incentives.
    • The Impact of Dunkirk High School Technology Education on Overall Student Report Card Grades.

      Wright Jr., Steven R. (2014)
      This study’s focus was to identify whether or not Dunkirk high school technology courses had an impact on overall student report card grades. This research was conducted using the report card grades of roughly 600 students at Dunkirk High School in Dunkirk, NY. The data was collected through access of the schools computer software E-School. The report card scores were grouped into two groups: students who took technology education classes and students who did not take technology education classes. The mean averages of both groups’ report card grades were calculated, and used to determine whether technology courses had an impact on overall student report card scores. The results indicate that students who were enrolled in technology education courses scored higher on their final report card compared to students who were not enrolled in technology classes.
    • The impact of home computer use on ELL's reading performance

      Alsharif, Rasha (State University of New York College at Fredonia, 2018-05)
      This research study investigated the impact of home computer use on English Language Learners' reading performance. The primary research question was: What is the relationship between home computer use and the reading performance of ELLs? The participants were 13 Hispanic students who are 6th, 7th and 8th graders in School #1 and School #2. Both settings are located in Chautauqua County, New York, in the United States. This study used a 10-item survey distributed to these students, asking them about the effectiveness of home computer use on their reading performance with special attention to their English Language Arts (ELA) test scores. Results, in general, showed that computer use had positive effects on those students who had access to a home computer and used it for reading purposes. However, using a computer for a variety of purposes had a weak correlation with students' test scores. In conclusion, the study showed some similarities and differences between the current study and other previous studies on the same field. The findings of this study add to the understanding of using computers to increase ELA test scores in the field. [from author's abstract]
    • The impact of homework incentives on student homework completion in a secondary mathematics classroom

      Garland, Brianna (State University of New York College at Fredonia, 2017-05)
      Assigning homework to secondary school students has been a highly discussed topic among educational researchers, as well as the general public, for several years. Several aspects of homework have been researched in depth; however, there are still significant gaps in research regarding the impact of homework incentives. The purpose of this study was to determine the impact of homework incentives on student homework completion in a secondary mathematics classroom. Mixed methods research was conducted in a suburban middle school in Western New York in order to address this research topic. Quantitative data was collected in the form of student homework completion grades, and qualitative data was collected in the form of student surveys. The results of this study indicated that implementing a homework incentive in a 7th grade mathematics classroom improves the majority of students' homework completion grades. These findings have significant implications that will give secondary teachers new insight on whether to implement a homework incentive in their classroom. [from author's abstract]
    • The impact of integrated curriculum on students' comprehension of expository texts.

      Rockwood, Amanda (2015)
      The increasing curricular demand on K-12 students to comprehend expository texts has teachers looking for ways to improve comprehension. An integrated curriculum offers the promise of providing students with a curriculum connected across disciplines and enabling students to increase their comprehension of expository texts. To explore that promise, the research question asked was, what is the impact of an integrated curriculum on K-12 students’ comprehension of expository texts in the content areas? The most appropriate way to answer that question was with a research synthesis. The exhaustive literature review and subsequent research synthesis for this study produced four findings. The first is that a key to comprehension of expository texts at the early elementary grade levels appears to be students’ ability to make personal connections with the material being read across an integrated curriculum; the second finding is that students’ comprehension in the upper elementary to high school grade levels can be significantly impacted by activating prior knowledge for an integrated curriculum. The third finding is that when the integrated curriculum includes hands on, interactive practices for students in grades one through six, the impact on student learning behavior and academic performance, including some literacy performance, is positive. The fourth finding appears to be that integrating literacy with nearly any other subject area may produce a positive impact on student academic performance from grades three to eight. These findings then form the basis of professional development for teachers that takes the form of an information-bearing Google Site.
    • The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction

      Ruber, Jessica (State University of New York at Fredonia, 2019-05)
      All educators, regardless of subject or grade level taught, are expected to incorporate literacy best practices into their classroom (Huang, 2017). They are also expected to inspire their students to be lifelong readers which can be problematic when teachers do not have positive personal reading habits (Nathanson, et al., 2008). Based on this understanding, this empirical study sought to answer the question: what is the impact of core middle school teachers’ personal reading habits on their classroom literacy practices? Participants consisted of nine middle school teachers. The study used an online survey tool and resulted in three main findings. First, there was no clear connection between the participant’s personal reading habits and their use of literacy best practices in the classroom. Second, the participants mainly valued reading but were not frequent readers themselves. Third, within the qualitative data, there was no connection between the participant’s reading habits and their use of best practices as they value a variety of best practices with an emphasis on more “non-social” strategies. In conclusion, the lack of reading habits of the middle school teachers surveyed did not impact their use of literacy best practices in the classroom.
    • Impact of music on student achievement.

      Szentgyorgyi, Emily A. (2015)
      This study compares the impacts of playing classical and pop music as background music on student achievement in reading. The study took place over a period of four weeks in one elementary classroom, and was conducted in an A-B-A-B Single Subject Design. The target population was 17 students in a general education, 5th grade classroom in a public elementary school within a rural school district. The findings suggested that playing pop music improved student scores more than playing classical music did.