• Fabricating Foot Orthotics

      Henry, Timothy J.; Cohen, Lee J.; The College at Brockport (2000-01-01)
    • Facilitating Motivation:Implementing Problem-Based Learning into the Science Classroom

      Veronesi, Peter; Li, Danqing; The College at Brockport (2013-10-01)
      Student motivation is an important precursor to learning, and therefore, is an important component in any successful science classroom. Studies have shown that the more students are engaged in the classroom, the better they will succeed. Several decades of research have shown that students’ engagement predicts their learning, grades, achievement, retention, and graduation (National Research Council, 2004). One of the engagement strategies include components to the Self-Determination Theory. According to the Self-Determination Theory, there are three factors that work together to motivate students: autonomy, competence, and relatedness. Autonomy refers to the degree of choice that students have about tasks and when and how to perform. Competence refers to students being able to grasp onto the material and effectively deal and take control of their learning. Students feel a sense of relatedness in the classroom when they feel a sense of attachment and importance to and amongst their peers (Deci & Ryan, 2008).There are many practices that teachers can embrace to promote autonomy, competence and relatedness in the classroom. One such strategy is Problem-Based Learning or PBL. PBL is an instructional approach in which students work in small collaborative groups where learning is driven by open-ended and authentic tasks that encourage students in engage in higher level thinking. PBL activities are a non-restrictive form of learning that allow students to solve real-world problems by applying their content knowledge in a team-based fashion (Mossuto, M., 2009). Recent studies show that PBL confer a higher level of student engagement. One study found that the implementation of a PBL model had a significant impact on student attitudes towards science and perceptions of their learning environment. According to the study, students agreed that science would interest them more if they could choose science concepts or problems that were relevant to them; if they had more control of their learning; and that they enjoyed learning science when working in a group with peers. In addition, there was a positive impact of PBL on student problem-solving skills (Ferreira, 2012). Another study revealed that students prefer PBL models over traditional models of teaching. Results also revealed that students appreciated the opportunity to improve their facilitation and teamwork skills as well as responsibility of their own learning (Nicholl, 2012). These studies suggest that PBL models provide a multitude of benefits to students which heighten their interests in science and sharpen many essential life skills. PBL in the science classroom is an excellent practice for teachers to promote all three factors of the Self-Determination Theory in an effort to increase student motivation for success. PBL activities provide students with the autonomy to strategize with their peers to come up with solutions to real-world problems. PBL models require students to draw on their content knowledge to effectively arrive at solutions to open-ended questions. Teachers should take the opportunity to implement PBL models in their classroom to facilitate student engagement and higher student achievement.
    • Facing Death: Four Literary Accounts

      Kolenda, Konstantin; Rice University (1984-01-01)
    • Factoring in Algebra through a Flipped Classroom

      Wade, Carol H.; Arbore, Nicole (2020-06-09)
      The curriculum provided is to prepare teachers to use flipped classroom in the mathematics setting. The materials also provide the type of best practices for remote instruction that teachers referred to during the COVID-19 shutdown of schools. The curriculum covers a mini unit on factoring in an Algebra 1 classroom with materials that support the flipped classroom or remote instruction.
    • Factors affecting performance in human powered vehicles: a biomechanical model

      Too, Danny; The College at Brockport (2003-04-01)
      There are a large number of biomechanical factors that affect cycling performance. These factors can often be grouped into one of three categories: (1) environmental factors, (2) internal biomechanical factors, and (3) external mechanical factors. The interaction of different factors within a category can be complex, but need to be examined and understood if more effective human-powered vehicles are to be developed. The purpose of this paper is two-fold: (1) to examine the factors in each category, their interactions, and how they affect performance in human-powered vehicles, and (2) to provide a biomechanical performance model for these factors.
    • Factors Affecting Retention of Students in Grades K-2

      Pace, Amy Katherine; The College at Brockport (2004-06-01)
      This study looked to investigate two things regarding student retention in grade. The first being the factors that influence retention and the second being the effectiveness of the practice. First, the researcher looked to see what factors influence student retention between kindergarten and third grade. This was investigated by using the cumulative folders of students currently in grades three and four. Their cumulative folders were used in order to find out if the student was retained and the reasons that were indicated for the retention. This data was compiled and put into a questionnaire to be completed by the first through third grade teaching staff. The staff was asked to rank order the factors from the cumulative folders in order by the way they look at them when considering retention. The kindergarten staff was also asked to participate in this study. They were to complete interviews containing questions regarding students in their classroom and whether or not they were retention candidates. Also, their beliefs regarding the effectiveness of retention were questioned. The factor most often used to recommend retention is academic performance. However, this is not the only factor that is looked at when retention is in question. In fact, the majority of academic factors such as effort, participation, an Individualized Education Plan (IEP), and homework completion are looked at and used to recommend retention just as often as the non-academic factors. Therefore, retention recommendations are not always made based solely on academic performance. In general retention is not an effective practice if it is not paired with some intervention program. The repetition of a grade and its curriculum is not usually beneficial for a student. The students who are being retained need more than just simply to repeat the grade level. They need more in terms of programs that will help them to achieve and excel in that grade level the second time through.
    • Factors Affecting Risk Management of Indoor Campus Recreation Facilities

      Schneider, Robert C.; Stier, William F.; Kampf, Stephen; Haines, Scott G.; Gaskins, Brady P.; Bowling Green State University - Main Campus; The College at Brockport (2008-01-01)
      Factors affecting risk management of indoor campus recreation facilities were studied. Campus recreation directors of 4-year colleges/universities in North America who held memberships in the National Intramural-Recreational Sports Association (NIRSA) responded to a paper survey consisting of 32 dichotomous yes/no and closeended multiple-choice questions. Questions addressed staff certification requirements, use of waivers, number of automatic external defibrillators (AEDs) in the facility, communication and security devices, health screening of participants, and in-person supervision of the facility. Results showed that facilities are open to participants extensively throughout the 7-day week, thus requiring directors to ensure their risk management procedures are up to date—most notably staff members’ CPR and first aid certification, as well as AED training.
    • Factors Affecting the Academic Performance of Learning Disabled Students in Science

      Parsons, Kathleen Marie; The College at Brockport (2004-06-01)
      This study investigated the factors that influence the academic performance of learning disabled students in an urban science classroom. The research focused on a group of six learning disabled sixth grade students. Student self-perceptions, levels of motivation, and locus of control served as the primary concentrations of the research study. Data was collected using an Academic Performance Questionnaire, weekly performance reflections, Studying Reflections, weekly observations, and student interviews. Findings indicate that LD students maintain a high overall self-concept despite inconsistent perceptions of their performance from week to week. LD students display less motivation than their unclassified peers, as evidenced by a lack of participation and engagement in class instruction. A final difference emerged between LD students and their peers in the area of locus of control, where LD students were more likely to blame failure on external factors that are beyond their control.
    • Factors Affecting the Experiences of LGBT Students in Physical Education and Sport A Synthesis of the Research Literature

      Perreault, Melanie; Jaklitsch, Dylan; The College at Brockport (2017-08-01)
      The purpose of this synthesis was to examine the existing body of knowledge on factors affecting LGBT students’ participation in physical education and athletics. Previous research identified low levels of participation by the LGBT population in physical education and interscholastic athletics. The studies reviewed within the critical mass yielded factors which either encouraged or discouraged LGBT students and athletes to participate in physical education and athletics. The climate and environment, presence of interventions, safe spaces and openly “out” teammates were noted as factors which affected participation. While previous research notes that society has created a discriminatory environment for LGBT students and athletes, further research is needed to determine the necessary implications to address this issue. Future research should examine the effects of suggested interventions on the LGBT population.
    • Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

      Suomi, Joanne; Collier, Douglas; Brown, Lou; Stevens Point School District; The College at Brockport; University of Wisconsin - Madison (2003-01-01)
      There is a lack of research examining the social experiences with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.
    • Factors Impacting Enjoyment in Physical Education for Children with Disabilities

      Perreault, Melanie; Houston-Wilson, Cathy; Bradwell, Jasmine (2020-12-07)
      Students with disabilities have lower levels of physical activity compared to typically developing peers, which can impact the development of motor competence needed to enjoy lifelong physical activity. Enjoyment has been linked participation in physical activity. Thus, the purpose of this synthesis was to discover factors that impact enjoyment in physical education for children with disabilities. After a thorough search of the available literature, 10 research articles met the inclusion criteria and were included in the critical mass. Factors contributing to enjoyment in physical education for children with disabilities were intrinsic and extrinsic. Extrinsic factors contributing to enjoyment included interaction with peers and teachers while intrinsic factors included perceived motor ability and activity preference. Recommendations for teachers to increase enjoyment in physical education for students with disabilities includes using affective inclusive practices, creating a positive environment, and increasing teacher readiness and attitude. Future research should be done on how to provide appropriate training to current teachers and students in physical education teacher education programs to increase levels of enjoyment in physical education for students with disabilities.
    • Factors Influencing Apparent Nest Success in Eastern Bluebirds

      Norment, Christopher; Gierlinger, Katelynn; State University of New York College at Brockport (2020-09-15)
      Collection of basic breeding biology data and analysis of factors that can impact the apparent nest success of passerines is critical in tracking population dynamics and making decisions concerning conservation. The Eastern Bluebird (Sialis sialis) is one species of concern whose declines in abundances fueled the common practice of establishing artificial nest boxes. I carried out my study in 2019 on the SUNY Brockport campus using 20 Audubon and 20 Peterson nest boxes to investigate what variables may impact fledgling success, including egg and nestling traits as well as site characteristics. Egg mass and volume tended to be larger in Audubon boxes, which also appeared to have higher success rates, but only egg volume was significant. Peterson style boxes were chosen more often, however. Vegetation variables revealed no statistical significance between successful and unsuccessful nests, but literature supports their strong effect on nest success. Larger sample sizes would have helped reinforce my results. However, they do offer interesting opportunities for conservationists in terms of box type and habitat when considering Eastern Bluebird nesting success.
    • Factors Influencing Readers When Matching Texts to Struggling Students

      Romeo, Brian P.; The College at Brockport (2012-07-01)
      Teachers at every scholastic level search for the best pedagogical practices for their particular classroom and students. The method of leveling, a strategy in which teachers assess the instructional level of a text in order to properly match books with an individual reader, is used increasingly in literacy programs at the elementary level. Books are “leveled” by using a formula that measures sentence and word difficulty. This research project examines how students interact with various texts and explores student fluency, expression, comprehension, and re-telling. The research examines student accuracy rates, self-corrections, and miscue analysis. It considers what text features teachers should include before placing students at specific reading levels. The project identifies other factors that may influence student placement with regard to reading level such as individual socioeconomic and family background as well as features within the text like font size, syllabic number, and oral language. Two specific questions center the research: In what ways does each specific text influence how a teacher sees the reader? Does a reader’s fluency, expression, comprehension, and re-telling vary among different texts? This study was conducted in a western New York suburban district with three, fifth grade students struggling with reading deficits which included both reading comprehension and decoding skills. Research data was gathered using Fountas and Pinnell 2008 Leveling System Kit. Conclusions noted student background knowledge and personal interest as assets in understanding the individual profile of readers and in assessing appropriate material. Recommendations acknowledge the need for more reading practice both at home and in classroom as well as knowing students on a personal as well as academic level.
    • Factors Related to Low Student Turnout for Career Development Services in a Community College: A Qualitative Study

      Cota-Buckhout, David; The College at Brockport (2013-10-01)
      This thesis examines the factors related to low student turnout rates for career development services at a community college. Existing literature discussing factors related to this issue are examined. A phenomenological qualitative study, using a semi-structured interview with ten questions created by the researcher, was conducted to gain the personal perspective of students as to reasons why they do not utilize career services. Seven undergraduate students were chosen using a convenience sample and individual interviews were conducted and recorded via audiotape. The experiences reported were analyzed using coded themes from individual transcripts and compared among participants and existing research. Conclusions and recommendations were elaborated, including the need for change in communication strategies and delivery of career services to students and the expansion to other ethnic groups in the participant-selection process.
    • Factors Related to the Resettlement of Migrant Adults in New York State

      Neale, Laura B.; The College at Brockport (1979-05-01)
      The purpose of this study was to explore factors related to the resettlement of migrant adults in New York State. Differences among groups of resettled, intrastate, and interstate migrant adults were analyzed in the areas of formal education received, reading achievement, attitudes toward reading, and socioeconomic and cultural factors chosen as important reasons for resettlement. Two questionnaires were developed by the researcher to aid in this study. Possible relationships between attitudes toward reading and reading achievement, between reading achievement and formal education, and between attitudes toward reading and sex were also explored. Significant differences were found among the three groups in years of formal education completed. Significant differences were also found for eighteen of the twenty socioeconomic and cultural reasons for resettlement tested. From this study one can conclude that the majority of migrant adults sampled aspire to careers other than in agricultural labor for themselves and for their children but must overcome low levels of educational attainment and even lower levels of reading achievement in order to realize these goals.
    • Factors that Affect Retention of Sport Officials

      Perreault, Melanie; Houston-Wilson, Cathy; Ilardi, Ryan (2018-08-12)
      The purpose of this synthesis is to examine previous research on factors that affect sport officials’ intention to continue officiating. There is currently a shortage of sport officials across several sports worldwide, especially at the amateur level. The studies examined within the critical mass discovered common factors that positively and negatively affect sport official retention. Having a passion for the game, the social aspect of officiating and the perceived lack of organizational support were recurring themes that were cited as affecting sport officials’ intention to continue. Previous research recommended how officiating associations could improve their recruitment and retention of sport officials. However, future research should examine if these recommendations positively affect the retention of sport officials.
    • Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School

      Pelttari, Carole; Moomaw, Jed; The College at Brockport (2013-05-30)
      Readingtakes a large amount of effort, but if students are without the motivation to read, they will put little effort into the task of reading (Guthrie, Perencevich, Tonks, and Wigfield, 2004). According to the report of the International Student Assessment (PISA) results of the sixty-four participating countries, 37% of the students polled engaged in reading for pleasure (Organization for Economic Co-operation and Development, 2010). People who engage in reading for pleasure are motivated to read, but someone who is not reading for enjoyment is not motivated to read. (Guthrie et al., 2004) Reading motivation is a very important aspect of a student’s reading process. Many classroom teachers are focused on what they are held accountable for, which is test scores and being in line with the Common Core Standards. The purpose of this study was to explore what teachers did to foster reading motivation according to theory, and to observe what teachers actually did in their classrooms. The research questions that I explored in this study are: How do teachers, in a suburban primary school, set up their classroom libraries and environment related to reading motivation? In what ways do the teachers’ actions and schedules appear to foster or detract from reading motivation?
    • Factors That Greatly Influence Student Learning in Science Laboratories Remelioration and Inclusive Strategies to Create a Positive, Lasting Impact

      Veronesi, Peter; Evershed, Jessica; The College at Brockport (2013-12-18)
      This capstone project will consist of modifying Living Environment labs used by teachers in the Greece Central School District. Modification of these labs will reflect current research in science education including Web-based learning, the use of modeling, the impact of various lab styles, and various sociocultural factors. Students will be provided a higher quality laboratory experience which will yield higher academic achievement and understanding of science concepts. Increased academic achievement will further result in credit accrual for students in the Living Environment course and students meeting the minimum laboratory requirement for the Regents exam.
    • Factors that Impact Performance on the Scholastic Aptitude Test (SAT) between Urban High School Seniors and their Parents.

      Graham, LaConda T.; The College at Brockport (2008-01-01)
      The purpose of this researched is to highlight important factors that adversely affect scores of high school seniors taking the Scholastic Aptitude Test (SAT). In this research there has been a lot of speculation regarding the possible correlation between the scores received by urban high seniors on the SAT exam, occupied with the level of their parent’s education. This research has investigated the question of; does a parent’s education influence their child’s academic achievement? The purpose of this research is to help high school counselor’s gain an understanding of why urban students perform so much lower academically, in comparison to their suburban counterparts which also lead to equally lowers scores on SAT’s. A survey was administered to high school seniors regarding their parent’s education as well as acquiring knowledge regarding preparation and test taking of the SAT exam.
    • Factors that Impact Readmission for Medicare and Medicaid HMO Inpatients

      Jegier, Briana; Stiller, Arinne; The College at Brockport (2014-05-01)
      Background: Hospital readmission is an outcome associated with failure of treatment because readmitted patients are still sick despite recent inpatient treatment. The specific 30-day period is critical because the U.S. Government's Centers for Medicare and Medicaid Services uses a 30-day period for measuring treatment quality and reimbursement for many conditions. Objective: The purpose of this study was to identify demographic factors associated with 30-day readmission for patients initially admitted with any of the following conditions; Congestive Heart Disease (CHF), Pneumonia (PN), and Chronic Obstructive Pulmonary Disease (COPD). Methods: This retrospective study analyzed factors that were associated with readmission. Descriptive statistics and bivariate analysis were used to assess the impact on readmission for the following variables: age, sex, length of stay (LOS), payer, admitting location, initial and secondary diagnosis, and initial discharge location. Results: The results demonstrated that the following variables were statistically associated with readmission were: LOS (p=.008), gender (p=.019), admitting location (p=.002), initial diagnosis (p < .001), secondary diagnosis (p < .001), and discharge location (p < .001). CHF patients were specifically more likely to be readmitted compared to patients without CHF (p < .001). Conclusion: This study suggests that patient demographics, LOS, diagnosis and location may increase readmission risk. CHF patients specifically have higher readmission than other patients. Further research should examine additional factors that may contribute to higher readmission for CHF patients.