• 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.
    • 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.
    • 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.
    • 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.
    • The perception of special teachers in Saudi Middle and High school about co-teaching

      Alotaibi, Munirah (State University of New York College at Fredonia, 2017-05)
      The purpose of this quantitative study was to examine the perception of special education teachers about co-teaching in two areas that are teachers practice and effectiveness of co-teaching for students with learning disabilities at Saudi Arabian middle and high schools. The participants were 43 special education teachers who have experience in co-teaching class. The data was collected by online survey. The one result of this study concluded co-teachers at middle and high schools in the Riyadh region of Saudi Arabia did not implement the co-teaching approach as best practices of co-teaching are documented in the literature. One strong finding was that co-teachers did not share the planning and instruction responsibilities. Another finding showed that teachers perceived there were positive effects on academic performance and behavior for students with learning disabilities in a co-taught classroom. [from abstract]
    • Perceptions of Social Studies Teacher Roles in Literacy Instruction

      Hubbard, Justin (State University of New York at Fredonia, 2019-05)
      Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social Studies teachers perceptions of their role in literacy instruction? The principal investigator of this study interviewed two experienced Secondary Social Studies teachers on their perceptions and implementation of literacy in the Social Studies content area. It was found by these interviews that these participants had been using higher level literacy instruction techniques as part of their daily instruction in the content area and that they perceive literacy instruction as the responsibility of the Social Studies teacher not only for the benefit of literacy ability, but for Social Studies content knowledge as well.
    • The perfect review session.

      Spry, Nicholas J. (2013-01-24)
      This study examined the effectiveness of four types of review sessions given the day before a unit exam. Over a three week period, four Algebra 1 classes were taught the same unit by the principal investigator. At the end of the unit, each class was given a pre-test to gather base scores. Next, each class was given a different type of review lesson the day before their unit exams. The four review lessons include; a teacher-led review with short practice quiz, a review worksheet completed in groups, a review game, and an individual practice exam with answer key given afterward. Unit exams were administered the day following the review day and were analyzed based on students growth from the pre-test scores to the unit exam scores. Results favored practice exams as the most effective review method, followed by a group-based worksheet and a review game, with teacher-led instruction with a practice quiz being the least effective.
    • Periods of United States Migration.

      Newell, Patrick Thomas (2013-01-25)
      No author abstract.
    • The perspective of students and faculty members regarding the use of technology in a constructivist learning environment

      Alharbi, Abeer (2015)
      The purpose of this study was to explore the different perspectives of students and faculty members of an all female, Saudi Arabian university art department regarding the use of technology in a constructivist-learning environment. This mixed method research study collected quantitative data from a survey of 70 faculty members and 70 students, and qualitative data from in-depth structured qualitative interviews of three faculty and three students. Results showed that both faculty and students had mostly positive attitudes towards using technology in the art curriculum, and were generally open towards receiving training and instructing into how to incorporate it into a constructivist learning environment, but did not feel that the technology used in Art classrooms was being utilized to its full potential. Respondents also stated that they wished that future training, guidelines and other supports be put in place to increase faculty and students knowledge of how to best use technology to enhance learning outcomes. The result of this study suggest that university faculty, administration, and researchers should consider technology-facilitated constructivist learning environments as a topic of future study and a great potential investment into the academic success and satisfaction of students.
    • Perspectives on heritage language and the U.S. and student language choices

      Papadimatos, Alexa (State University of New York College at Fredonia, 2018-05)
      The purpose of this study was to examine what specific factors influence student linguistic choices and how those choices affect the rate of heritage/home language attrition and its subsequent maintenance. A qualitative research design consisting of interviews was used to examine how heritage language speaking college students felt about their heritage language proficiency, family connections and experiences in American public schools. The languages reflected in this research include Spanish, Haitian Creole, Romanian and Italian. The participants in this study are all students of a four-year comprehensive public university, but have grown up in areas all across New York state. The key objective for this research was to explore how the perceived attitudes of teachers, parents and members from the same minority language groups as the participants, affected the participants' own view of their home language and if the participants felt that maintaining their home languages was important. All of the participants noted that maintaining their heritage/ home language was an integral part in their success in social, economic and political contexts. This research concludes with recommendations on how school administrations and individual school teachers can come to better serve their heritage language speaking students, by checking their own assumptions about minority language communities. [from author's abstract]
    • Photomorphogenic effects of UV-B radiation and a-Tocopherol on Brassica rapa.

      Wong, Tiffany (2014)
      UV-B radiation may cause morphological, physiological, and genetic damage to living organisms. Prolonged exposure to UV-B radiation causes photooxidative damage to DNA and proteins. Sessile organisms, such as plants, are unable to escape relentless UV-B exposure. However, plants can protect themselves from UV-B by the production of antioxidants. Plants also respond to UV-B irradiance by inhibiting hypocotyl elongation, reducing number of leaves and developing fewer flowers. In this study, Brassica rapa was subjected to varying degrees of UV-B radiation and treated with a lipid-soluble antioxidant, α-tocopherol. Harmful reactive oxygen species, formed by UV-B radiation, may be stabilized by α-tocopherol. The hypothesis are that B. rapa will develop differently under UV-B treatment and B. rapa treated with UV-B and α-tocopherol will develop differently compared to B. rapa exposed to UV-B without α-tocopherol. In the experiment, two strains (RBr – standard rapid-cycling and ygr – yellow-green mutation) of B. rapa received no UV-B, ambient UV-B, or high UV-B exposure. Plants received a treatment of either α-tocopherol or water. UV-B fluorescent light (280-320 nm) and photosynthetically active radiation (PAR, 400-700 nm) sources were suspended above the plants. Measurements were taken to determine chlorophyll content, stem height, leaf surface area, and total biomass. Brassica rapa was found to be susceptible to UV-B radiation which resulted in shortened height, and fewer leaves and flowers. Ygr that received α-tocopherol produced more flowers under ambient UV-B exposure when compared to RBr. The external application of α-tocopherol on plants may have promoted repair mechanisms in the presence of UV-B radiation.
    • The positives about negatives : a study of errors and misconceptions with integer operations in adult education.

      Sadler, Joshua T. (2013-01-17)
      In this experiment two classes received instruction on integer operations. The first received instruction with the use of technology and the second class was instructed through a traditional approach. The study progressed over a one week span where students began with a five question survey to assess previous knowledge of positive and negative numbers. Following the survey, four days of instruction were provided discussing each operation as its own lesson. After the instruction, students were given a twenty question multiple choice exam that was graded for correctness. Data from the post assessment was also collected to determine if there were any persistent errors. The hypothesis pertaining to the technology enhanced teaching style out performing the traditional teaching style demonstrates there was not enough evidence, as it is clear that there is no definitive difference when comparing mean scores and p-values.
    • Practicing continuity of education in early childcare.

      Bridge, Jessica M. (2015)
      This narrative explored a director’s and six caregivers’ perspectives on looping or continuity of education with young children. This study sought to answer the following questions: What perspectives do caregivers have on looping and its’ benefits? What perspective does the center’s director have on looping and its’ benefits? What are the relationships like between the caregivers and children in a looping classroom? The purpose of this research study was to 1.) explore how teachers and a supervisor describe their perspectives on looping with children through an early childcare center in a rural town of Western New York; 2.) explore how looping impacts children academically, socially, emotionally, physically, and linguistically. Qualitative data were collected through non-participant observations and interviews. Results revealed positive perspectives on the practice of looping for early childcare education. Participants expressed their joy of working closely with the children at the center for three consecutive years. The study concludes with considerations for the future to compare this childcare center with a non-looping early childhood childcare center in hopes to discover which type of early childcare education would be possibly considered as best practice.