• A volume conundrum : a study of high school geometry students misconceptions of volume of cylinders.

      Beck, Angela (2013-01-14)
      This research explores misconceptions of high school geometry students related to the volume of cylinders. Previous research has shown that students often have difficulties remembering the formula and visualizing the figures. This experiment asked high school students to answer problems regarding the volume of cylinders and to take a short survey on how they thought they did on the problems. These problems were then analyzed which showed that the majority of students did not remember the correct formula and that students who did not remember the formula used the circumference formula for a circle instead of the area formula or they created their own formula. From these results, it can be concluded that teachers need to emphasize remembering the basic volume formula and to read problems carefully.
    • What are English Language Learners' Attitudes to NNES Teachers and What are the Advantages and Disadvantages of NNES Teachers?

      Guo, Qiang (State University of New York at Fredonia, 2019-05)
      With the Chinese economy developing, the relationship between China and the world has become stronger and stronger. English as a Second Language (ESL) education plays an important role in China now. There are millions Chinese English Language Learners (ELLs), and their attitudes toward non-Native English Speaking (NNES) teachers influences the prospects of NNES teachers. In this study, I interviewed 10 Chinese ELLs to explore their attitudes toward NNES teachers and the advantages and disadvantages they think regarding studying with NNES teachers. Some of my participants were university students and the rest of them were studying in a private institute. However, all participants had studied with Native English Speaking (NES) for teachers over 3 months. This point is the most distinctive factor of this study. During the interviews, most participants expressed positive attitudes to NNES teachers; nonetheless, when comparing NNES teachers with NES teachers, they chose to study with NES teachers? I used a number of graphic displays to show students’ attitudes toward NNES teachers and the advantages and disadvantages they found through their experiences that studying with NNES teachers. I hope that, through this study, NNES teachers can get an idea of their real status in students’ minds. Moreover, NNES teachers also can get a sense of the kinds of improvements they should try to make during the teaching practice.
    • What are the Main Factors that Contribute to ELLs' Pronunciation?

      Xiao, Haiying (State University of New York at Fredonia, 2019-05)
      Pronunciation is viewed as a difficult part in the English learning process of ELLs. This study aimed at exploring the factors that influence the pronunciation of ELLs. In this qualitative research, oral interview was a method for data collection. The sample of the study contained of 7 international students with age ranges between 18-25 from a State University in Western New York. The students were asked questions regarding their pronunciation difficulties. The results produced three general themes: personal reflection, difficulties and bias. Also, this study uncovered the implication of students’ pronunciation problems towards the teaching and learning of English. The findings of this study have implications for administrators, ESL educators and students.
    • What are the Parent Perceptions of Daily Homework Assignments Within a Kindergarten Classroom?

      Vara, Jessica (State University of New York at Fredonia, 2019-05)
      With the increasing educational demands and homework assignments within primary grade levels, it is important to understand the different structures and supports, or lack of structures and supports, that parents/guardians implement during homework completion. This study examined the views, beliefs, opinions and practices of the parents/guardians in regards to daily homework assignments within a kindergarten classroom and the overall home to school connection/relationship. Data for this study was collected from a parent/guardian survey that asked the participants to reflect on their parental involvement during their children’s homework completion. Findings indicated that parents/guardians established homework routines, offered support and assistance as necessary during homework completion and valued the homework assignments as a useful tool for children to understand how and when to complete homework as they become older. Findings also showed that that parents/guardians were made aware of all important happenings within the classroom, curriculum and school and felt comfortable engaging in open means of communication with their children’s teacher as necessary.
    • What are the Perceptions of International Students Regarding Their ESL Program?

      Hur, Hwibum (State University of New York at Fredonia, 2019-05)
      As the world gets more globalized and many people choose to receive their education abroad, there are an increasing number of international students coming to the United States. In this qualitative study, 8 international students that were currently attending or had graduated from an English as a Second Language (ESL) institution in a state university in Western New York were interviewed. The students were asked multiple questions regarding different aspects of the program and expressed their candid opinions regarding their current or past program. The three main themes investigated were facility, content, and personnel. Within each theme there were three subthemes: positives, negatives, and suggestions. The results from this study are intended to help educators, staff members, and students better understand this increasing subgroup.
    • What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners

      Schwartzmeyer, Tina (State University of New York College at Fredonia, 2016-05)
      When looking into best practice pedagogy for English language learners (ELLs), it is important to take a holistic view and explore the many different factors that can affect such complex learners, especially from a detrimental standpoint, such as holding a deficit perspective of these learners. Furthermore, it is important to look at teaching practices from the perspective of the students themselves, as this has not previously been researched. In this research study, the author chose to use the term Emergent Bilinguals (EBs) in order to focus on the students from a positive, additive perspective of language learners. This study had 3 main research questions focused on the constructs of teacher perceptions and academic self-concept. The first question focused on how EBs perceived their teachers' attitudes toward them as students followed by looking into what extent the EBs rated their own academic self-concepts. Lastly, the research explored the two constructs together to see if a relationship existed between teacher perceptions and academic self-concept. Using a survey comprised of twelve items rated on a four-point Likert scale and two short answer items, data was collected from eighteen EBs in an urban school district in Western New York. The results showed that the majority of students rated their teacher perceptions favorably and additionally, rated their own academic self-concepts in a favorable manner. The final research question determined that there was not a strong correlational relationship between the two constructs. [from author's abstract]
    • What effect will a mathematics intervention have on 7th grade students' achievement solving equations?

      Gates, Leigh (State University of New York College at Fredonia, 2017-05)
      The adoption of the Common Core State Standards (CCSS) came many high expectations including the CCSS offering a "foundation for the development of more rigorous, focused, and coherent mathematics curricula" (NCTM, 2016, para 1). The following study focuses on an intervention to investigate a specific differentiated instruction strategy to use in a mathematics inclusive classroom to increase student achievement. More specifically the intervention includes two strategies to solve equations (1) algebraic method and (2) hands-on method. The data showed that the intervention provided improvements to student achievement when solving equations in a 7th grade mathematics classroom. Another finding indicated that more students felt comfortable solving equations using the algebraic method. Future research can focus in a different setting to further investigate the differentiated instructional strategies from the study. [from author's abstract]
    • What is the academic impact mathematics journaling would have in a cooperative learning environment?

      Thompson, Michael (State University of New York College at Fredonia, 2018-05)
      Educators have become increasingly concerned with the declining statistics of mathematics students in the United States; Americans continue to turn in flat results in tests that measure students' proficiency in reading, math, and science worldwide. As I have searched for various solutions to address the low achievement of students in mathematics, my review of the current literature has led me to believe that, if students use an interactive writing journal they could be more successful. Research has shown that when used with fidelity cooperative learning can increase student learning outcomes. Furthermore, when students use writing in mathematics as a strategy to communicate problem-solving, learning outcomes are also improved. This study focuses on mathematics journaling in a cooperative group with a fifth grade class in an urban school district in western New York. The results show there is a positive correlation between their Interactive Mathematics Journal and their cooperative group. Future research in a similar school district could speak to the validity of this project. Future research could increase the gap in the data to support mathematics journaling in a cooperative learning environment. [from author's abstract]
    • What research shows about literacy instructional strategies specifically for students with specific learning disabilities.

      Braunscheidel, Jennifer R. (2015)
      Within general education and special education classrooms are students with specific learning disabilities, and within these classrooms are general education and special education teachers who may or may not have specific training in how to teach reading to those students. This situation leads to the question of what literacy instructional strategies general education and special education teachers can use for literacy instruction with students who have specific disabilities related to literacy. The most appropriate way to answer this research question was with a research synthesis. The exhaustive literature review and subsequent research synthesis for this study produced three findings. The first is that research has determined five literacy instructional strategies that produce positive impact on students with specific learning disabilities: direct instruction with individuals, direct instruction in groups, repeated oral reading, technology integration, and simultaneous use of multiple strategies. The second is that the most useful and versatile instructional strategies are the three that produce positive results for all three age ranges of elementary, middle school, and adolescents: repeated oral reading which impacts oral fluency, direct instruction with an individual, and simultaneous use of multiple strategies, both of which impact reading comprehension. The third finding is that the main literacy skills to be targeted by literacy instruction for students with specific learning disabilities at the middle school and adolescent age range appears to be reading comprehension. These findings then form the basis of professional development for teachers that takes the form of an online interactive module.
    • Why and how to increase Metacognition in the college composition classroom.

      Blood, Benjamin Justin (2013-07-02)
      No Author abstract.
    • "Would Thou Go to America?" : The Frontiers of Thomas Pynchon.

      Sherwood, Jesse E. (2013-01-17)
      No author abstract.