• Examining the potential similarities and influences of Stanley Greenspan's developmental, individual differences, relationship based (DIR)floortime model and music therapy in the treatment of children with Autism Spectrum Disorder.

      Kellogg, Jenna L. (2013-03-27)
      The purpose of this qualitative comparative case study was to explore the relationship between Stanley Greenspan's DIR/Floortime Model and music therapy in the treatment of children diagnosed with Autism Spectrum Disorder (ASD). This topic was explored through the perspectives of four special education teachers who implement the DIR/Floortime model within their present classrooms at the agency where the researcher is employed as a music therapist. All of the selected teachers witnessed and experienced music therapy treatment for present and past students in both group and individual sessions. Each teacher participated in one individual interview with the researcher lasting 30 to 60 minutes. Each interview was transcribed by the researcher and analyzed for commonalities including key words and themes that were central to the research questions. The findings of this study indicated that the influences of music therapy treatment for children diagnosed with ASD are largely positive and have the potential to spur growth and development. According to the interviewed special education teachers, the qualities of music therapy that most aid their students to learn and grow include: "motivating", "calming", and " focusing." In addition, the teachers largely recognized a strong connection between the methodology and philosophies of music therapy treatment and Greenspan's DIR/ Floortime model. The keywords and themes that were addressed in discussing this were "following the child's lead", "motivation", and "exploration." Lastly, the process of conducting the study largely resulted in the researcher finding new awareness regarding the importance of interdisciplinary communication and collaboration.
    • Experiences of older adults participating in an intergenerational Suzuki Violin Program.

      Kelso, Sarah Michele (2014)
      This study involved a combination of older adults and young children learning together and interacting with each other in a musical environment created by the intergenerational Suzuki violin program. As the study progressed, the social aspect of this experience became the most prominent feature of the program. It was an unprecedented program facilitated by a retired professional Suzuki violin instructor and a music therapist. The music therapist was hired to do research within the program while also helping to facilitate each violin lesson. The pioneering aspects of the program and the diverse experience of the program facilitators contributed to making this a unique experience for all involved. Throughout the first year of the program data was collected by the music therapist/researcher. Data included attendance records, input from the occupational therapist at the facility, and one-on-one interviews with the participants and staff members involved in the program. After the first year of the program all data was reviewed by the music therapist. Anecdotal reviews written by the facilitators of the program as well as participant testimonials were presented to the grant committee and the nursing home administrators. The staff and participant interviews were transcribed and coded by the music therapist/ researcher. There were many similar observations brought up by the participants and staff enabling the music therapist/researcher to identify common themes. The themes were categorized and specific quotes were extracted from the interviews. The quotes chosen best represented each theme. Although the participants and staff were interviewed separately the themes they had in comment depicted the overall experience of the group. The quotes chosen from participant interviews best illustrated their perceptions of the program and how they were affected by it. Based on the attendance rates and the fact that only five participants withdrew over the course of the year, it can be concluded that the program was beneficial to the participant’s social and life goals. The weekly attendance percentages indicate that the participants wanted to attend and made an effort to be present at the time of the lessons. The participants experienced many benefits which are measured by the positive statements made by the participants in the interviews done at the end of the study. The coded interviews give the participants’ reactions to the experiences that they had within the lessons, and with the children involved in the study. Their perceptions on how they were affected socially, physically, and emotionally are shown in the interviews.
    • Exploring everyday Math without using technology.

      Mead, Karla C. (2014)
      No author abstract.
    • Exploring how Saudi families studying in the U.S. support their children's Arabic.

      Alqurashi, Ohud (2015)
      This qualitative study examined how Saudi families studying in the US with children aged five to seven support their children’s Arabic language development. The participants were Saudi parents aged 27-37 studying in American universities in New York State with their children aged five to seven. As part of this study, face-to-face interviews with five Saudi parents were conducted, recorded and transcribed. The findings are consistent with much of the literature reviewed. Three themes were revealed from the data indicating the parents' belief about teaching their children the Arabic language, the actions parents take in support of their children’s Arabic language, and parents' expectations about their children's future education after returning to Saudi Arabia.
    • Female teachers' perception of utilizing technology in Social Studies in Saudi public schools.

      Busaeed, Ghada (2015)
      This study aims to obtain an understanding of Saudi teachers' perceptions on technology use in the classroom. In particular, it aims to answer the questions on what the teachers' perceptions are about the effects of technology on their teaching and what difficulties they encounter when using technology. A Likert-scale survey was used to collect data, with the questions divided into three sections, namely questions on the teachers' perceptions on the use of technology in their classes, its impact on the students and teachers, and the challenges that the teachers face with technology. The research involved 32 female teachers from public schools in Saudi Arabia. An analysis of the data through descriptive statistics showed the following mean score for the teachers' perception on technology use: 4.42 (Lessons are more interesting when teachers use technology)…etc. On the other hand, the following is the mean score for the impact of technology use: 4.13 (Able to reinforce and expand on content being taught)…etc. Finally, the following are the mean scores for the challenges that the teachers encountered when using technology: 4.09 (Inefficient time to prepare materials based on technology)…etc. These results imply that the participants have positive perceptions of technology use; that they believe technology use to have a positive impact on their teaching and on the students' learning; and that lack of support from their school administrators are their greatest challenges with using technology in the classroom.
    • FOIL: Fencing Tool or Math Skill?

      Maloney, Daniel S. (2013-01-15)
      No author abstract.
    • Gathering the perspectives of individuals with American sign language (ASL) as a First language (L1) on their English language acquisition

      Slegaitis, Erin (State University of New York College at Fredonia, 2018-05)
      To continue to improve best practice for education, we must continue to research and improve our understanding of educational methodologies and the students who we work with. One way that we continue to improve is by seeking to identify perspectives which are either underrepresented or where there is a gap in the known research. Students who have American Sign Language (ASL) as a first language (L1) fall into that category regarding the lack of prevalent research into their unique language learning needs. Therefore, this study aims to give a voice to the perspectives of those who have ASL as an L1 on their English language acquisition experiences. The perspectives were gathered through an online survey which identified several key factors in the language acquisition experience. There were 7 participants in this study 3 who were deaf and 4 who were Children of Deaf Adult(s) (CODA)s. They share the characteristic of having ASL as a first language and their experiences provided insight into what made learning English a positive experience and where improvements may need to be made. Results showed that there might be positive correlations between an individual's self-efficacy, teacher efficacy, use of the L1 in the classroom, and direct English language instruction on the positive experience of acquiring English for individuals with ASL as an L1. Research must continue in these areas to determine the underlining features which contributed to these results and to add more information to the base of knowledge on English language acquisition for individuals with ASL as an L1. [from author's abstract]
    • Gender Games/Trauma Games: Gender and Victimology in the Hunger Games Trilogy

      Scherer, Ellen (State University of New York at Fredonia, 2015-08)
      In this thesis, I claim that victimhood and vulnerability can be used as a form of agency. I argue that many of the problems associated with the concept of vulnerability come from an outdated and binary way of thinking about gender. A brief review of media and literature reveals that this way of thinking has a history of plaguing the YA novel, thus limiting the ways in which YA readers think about women and vulnerability. Using elements of queer, feminist and trauma critical theory, I prove Suzanne Collins' Hunger Games trilogy creates the opportunity for the trauma of victimhood and vulnerability to be used for individual agency.
    • Get your facts straight! : the relationship among self-efficacy, automaticity, and mathematics achievement of adult-learners.

      Jagoda, Joseph R. (2013-01-17)
      In this experiment, adult learners at an alternative education program were asked to complete a timed multiplication drill and a survey identifying their self-efficacy prior to taking the TABE Mathematics. Upon completion of the three instruments, an analysis was performed to identify the nature of any existing correlations between TABE scores and both the multiplication drill scores and self-efficacy survey scores, respectively. The analysis revealed that a significant positive correlation existed between the TABE and the multiplication drill, and that a significant positive correlation existed between the TABE and the self-efficacy survey.
    • The Great Divide: A Study That Examines the Understanding of Long Division Across Multiple Generations

      Sturm, Steven (State University of New York at Fredonia, 2016-06)
      This research explores the understanding of the long division algorithm across multiple generations. It was hypothesized that over time, people either forget how to complete long division problems, or become more inaccurate when asked to solve a long division problem. Specifically, it was hypothesized that students between the ages of 12 and 17 would be more accurate than those between 18 and 23, and adults 24 or older. The results of this study indicate that students between the ages of 12 and 17 and adults 24 and older outperformed students between the ages of 18 and 23. However, there was no significant difference between 12 to 17 year olds and adults 24 or older as well as no significant difference in gender as a whole. Student work samples were collected and analyzed to observe the common mistakes made when dealing with the long division algorithm and inferences were made about how educators can combat these mistakes and misconceptions.
    • Grit relationship to student grade point average

      Erickson, Jordin (State University of New York College at Fredonia, 2017-05)
      The importance of choosing students for a specific program has been something many specialized schools struggle with. There is little research completed on the relationship between Grit and GPA on middle school aged students. The author collected data on student grade point averages GPA and Grit score from 10th grade students who were enrolled in a dual college high school program. The top 5 performing students and bottom 5 performing students according to GPA were selected for the study. The researcher was investigating if there was a relationship between student GPA and Grit score. The findings showed there was a relationship between Grit and GPA. [from abstract]
    • 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.