• “Vacancy"

      Osborne, Allyson; The College at Brockport (2015-05-01)
    • Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students

      Begy, Gerald; Knight, Kathryn A.; The College at Brockport (1983-08-01)
      The purpose of this study was to determine the validity and reliability of the cloze procedure as a measure of passage readability and the comprehension of prelingually, profoundly deaf students. Also under investigation was the use of the Fry (1968) and Dale-Chall (1948) readability formulas to determine if the cloze scores reflect relative passage difficulty for deaf students. Subjects for the study consisted of 18 prelingually, profoundly deaf students between the ages of 14-18 years and 27 hearing students between the ages of 9-10 years. The deaf subjects had attained scores of 4.0-7.6 on the Stanford Achievement Test, Intermediate I, Form B, Reading Comprehension subtest and the hearing subjects attained above average reading scores on the Iowa Test of Basic Skills. Cloze tests were constructed for each of the four reading passages consisting approximately of 250 words each. The Fry readability formula was used to compute the reading difficulty of the 3rd-grade passage. The Dale-Chall readability formula was used to compute the reading difficulty of the two 5th-grade and one 7th-grade passages. Both the deaf and hearing populations took all four passages. Statistical procedures used to analyze the data included the Pearson Product-Moment Coefficient of Correlation and the Kuder-Richardson Formula 20 for internal consistency. Within the limitations of this study, the following conclusions can be drawn: 1. The findings of this study suggest that, due to a lack of reliability, the cloze procedure is not a valid measure of readability and comprehension. 2. The findings failed to show that the cloze tests are measuring the same thing as the Stanford Achievement Test or the Iowa Test of Basic Skills. 3. The findings revealed that the deaf students found the two fifth-grade passages easiest, the seventh-grade passage next easiest, with the third-grade passage the most difficult.
    • Validity of the Squat-Thrust Test Component of the New York State Physical Fitness Test as a Measure of Cardiovascular Endurance

      Goodhartz, Natalie; Dorman, Mary Bates; The College at Brockport (1988-01-01)
      Many schools require the New York State Physical Fitness Test to be administered to grades four through twelve, at the beginning and end of the school year. The squat-thrusts are used to measure endurance. The purpose of this study was to determine if the squat-thrust test component of the New York state Physical Fitness Test was a valid test of aerobic endurance. Cooper's Twelve-Minute Run/Walk Test was used as the criterion measure of aerobic capacity. Eight hundred and thirty-six students were tested on the twelve-minute run/walk test and the squat-thrust test. Twenty students stopped while taking the twelve-minute run/walk test, and their results were not used. Students tested were in the fourth grade, eighth grade, eleventh grade and twelfth grade. Data were statistically analyzed by the Pearson r. The correlation coefficient was +0.30. This correlation coefficient did not indicate a significant relationship between the twelve-minute run/walk test and the squat-thrust test. It is recommended, based on these results, that Cooper’s twelve-minute run/walk test be substituted for the squat-thrust test to measure aerobic capacity. The researcher also suggests that the squat-thrust test be assessed for suitability as a measure of anaerobic capability.
    • Values in Science and Science Education

      Michalos, Alex C.; University of Guelph (1973-01-01)
    • Valuing e-textbooks: Business students report on their use of e-texts

      Maxwell, Patricia E.; Stites-Doe, Susan; Kegler, Jennifer Little; The College at Brockport (2012-07-01)
      A series of longitudinal studies explored student attitudes towards e-textbooks and reported experience reading a course textbook in digital format. Students in both online and traditional classes accessed the e-textbooks with their personal laptops, Kindles, iPads, and smartphones. 65% of the students are likely to purchase another e-textbook; cost savings is the most compelling reason. Descriptive results include student preferences, dislikes, and recommendations.
    • Variations in Stream Sediment Microbial Communities Across a Natural Climate Gradient in Eastern Puerto Rico

      Noll, Mark; Pelletier, Michel; Chislock, Michael; Kaptein, Victoria (2020-01-15)
      Six months following the passage of Hurricane Maria across Puerto Rico, water and sediment samples were taken at eight locations along a precipitation gradient to assess the impact of sediment upwelling, organic matter input, and other heavy precipitation-associated influences on water chemistry and microbial populations. Eight sites were broken up into wet (291-440 cm precipitation/yr), dry (140-290 cm precipitation/yr) and reference streams (controls). The hypotheses were as follows: wet environments will be different from dry environments in terms of the number of colony forming units. Furthermore, it is hypothesized that wetter environments should support a greater number of CFUs and that microbial species will show preference for either wet or dry environments. Lastly, it is hypothesized that ion concentrations will be greater in wetter environments and will affect microbial growth. There was no significant relationship between the number of colony-forming units and sampling location (wet vs. dry, wet vs. reference, dry vs. reference), as determined by a Kruskal-Wallis test. No species showed a specific preference for one environment over the other. No pathogenic organisms were recovered through biochemical analyses, though opportunistic pathogens were present. 9 of the 14 organisms identified are a normal part of warm-blooded flora. Contrary to my hypothesis, and in support of Lindsey (2018), I found higher concentrations of dissolved ions at sites receiving less annual rainfall (Figures 5, 6, 7 and 8). Heavier precipitation results in dilution, while evaporation results in accumulation of ions (Lindsey 2018). This could affect microbial metabolism, as well as alter community structure as climate continues to change (Prayitno et al. 2018). This study provides a snapshot of microbial composition after precipitation events, which may broaden understanding of the affect heavy rain events have on microbes and, subsequently, human and ecosystem health.
    • Varying Perspectives on Vietnam: Using Primary Sources to Show Individual Experiences of the Vietnam War

      Hamiter, Sheena L.; The College at Brockport (2008-08-01)
      This project examines the realities of teaching history lessons on the Vietnam War from a uniquely “personal” perspective. It challenges educators to craft lessons with “eye witness” testimony which includes the use of multiple sources – Vietnam Era news reports, films, music, first person narratives in collected correspondence, and primary historical texts. Allowing students to “experience” war from the documented personal perspectives of those who lived through this era assists students in relating to and appreciating different viewpoints that surround historical moments of conflict. Multiple data and sources are examined in understanding key questions – Why was the United States involved in the Vietnam War? What made the United States ultimately decide to risk American lives in the conflict? And finally, what convinced the United States to exit the war in 1975? The study cautions future educators against oversimplification of history lessons based solely on key events, historical figures, and timelines. This project includes a brief discussion of different learning approaches; Gardner’s learning intelligences, and the use of cooperative learning. The author’s conclusion states the profound effect of combining typical history lessons with a multitextual approach to educate and engage students in the complex and far reaching nature of war.
    • Vegetation Patterns in and among Pannes (Calcareous Intradunal Ponds) at the Indiana Dunes National Lakeshore, Indiana

      Hiebert, Ronald D.; Wilcox, Douglas A.; Pavlovic, Noel B.; The College at Brockport; U.S. Geological Survey (1986-10-01)
      The relationships between plant species composition and dispersion, water chemistry and water depth/depth to water table were studied in five calcareous intradunal ponds (pannes) bordering the southern tip of Lake Michigan. The panne systems contained eight plant species threatened and endangered in Indiana. The aquatic zone was dominated by Chara, the pond edge by Rhynchospora capillacea, Juncus balticus and Utricularia cornuta, and the area surrounding the pond by Hypericum kalmianum. The water chemistry was typical of hardwater ponds in the area, probably affecting species composition but not species dispersion within the pannes. A significant correlation between the first axis scores from a reciprocal-averaging ordination and water depth/depth to water was demonstrated. Panne species are fitted to a model based on hydrology proposed by van der Laan for dune-slack vegetation in the Netherlands.
    • Venn Diagramming using Project Interactivate

      Heigl, Sarah; The College at Brockport (2006-08-10)
      Students use number sense and numeration to develop and understanding of multiple uses of number in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
    • Verbal Versus Active Play Learning: Their Effectiveness on Symbol Recall in Three and Four-Year-Old Children

      Chepyator-Thomson, Jepkorir Rose; Dorman, Mark R.; The College at Brockport (1992-12-01)
      This study investigated the contribution of the motor activity learning medium (MALM) to the development of symbol recall in three and four-year-old children. Eighteen pre-schoolers from Gananda Day Care, in Macedon, New York, were used in this study. They were assigned to either a verbal learning group or an active learning group using a stratified random sampling technique. The children were pre-tested for prior knowledge of the symbols; pi, sigma, theta, and omega of the Greek alphabet. These symbols were taught to children in the verbal learning and active learning groups for thirty minutes for two consecutive days with verbal and active learning teaching methods respectively. A post-test was performed after the second day of instruction and the results were recorded. A retention follow-up test was performed ten days later and the results were recorded. The data were statistically analyzed with the Wilcoxon Signed Rank Test of Differences. While a post-test and a ten-day follow-up test indicated a nonsignificant difference between the verbal learning and the active learning groups in performance, both groups showed gains on test scores. Although the results failed to show statistically significant differences in symbol recall between the two teaching methods, the mean scores for the active play group were higher for both the posttest and follow-up measures. The results showed a positive trend in favor of the active play method.
    • Verification of day 4 through day 7 forecast for Buffalo and Rochester, NY

      Pfendler, Amanda; Niziol, Thomas A.; Rochette, Scott M.; National Weather Service, Buffalo, NY; NOAA/NWS Forecast Office; The College at Brockport (2002-01-01)
    • Veteran Teachers’ Perception of Changes over Time in the Kindergarten

      Begy, Gerald; Mercer, Patrick James; The College at Brockport (1992-05-01)
      The purpose of this study was to investigate and document the changes that kindergarten teachers have seen take place in kindergarten and to record kindergarten teachers' opinions of these changes. A pilot study was conducted to narrow down the changes that have taken place in kindergarten. Three kindergarten teachers with various years of teaching kindergarten were used. Ten common threads of commentary were chosen and used as the basis for the actual study. Seventeen kindergarten teachers with nine or more years of teaching experience in kindergarten were the subjects. All seventeen kindergarten teachers were personally interviewed by the same researcher in the Rochester, New York area. The kindergarten teachers were from urban, suburban and rural public school systems.
    • Veterans Among Us 2013

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (2013-01-01)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2013.
    • Veterans Among Us 2014

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (2014-01-01)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2014.
    • Veterans Among Us 2016

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (2016-01-01)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2016.
    • Victor Hugo's "Cromwell"

      Coulet du Gard, Rene (2014-10-24)
    • Video Games and the Classroom: A Learning Connection

      Cimbricz, Sandra; St. James, Erin; The College at Brockport (2014-05-10)
      Today, many adolescents invest significant amounts of time and energy playing video games, even when games are difficult, tedious, and complex. This phenomenon has led educators to wonder: What import if any do video games hold for learning and instructional design in classrooms, grade 9-12? Two scholarly works in particular explore this topic, including What Video Games Have to Teach us About Learning and Literacy (Gee, 2007) and “Cracking the Code of Electronic Games: Some Lessons for Educators” (Alexander et al., 2010). This paper explores the learning principles behind games as noted by these two scholarly works and how these principles can be used in the secondary English classroom to foster motivation, engagement, and successful learning among adolescents.
    • Video Games In Education

      Heins, Matthew C.; SUNY College at Brockport (2017-12-01)
      The purpose of this paper is to review relevant literature that explored the impact of video games within the field of education. Through a review of studies on video games in education, between 2000 and 2015, I aim to discuss that video games do have educational value in multiple content areas k-12, and educators have effectively implemented video games consistently through the same approaches. In addition, I discuss that there are existing limitations within schools due to educators and a lack of adequate technology available to support the implementation of video games into education. My analysis of the current literature confirms Alexander et. al. (2010) claim that video games can be utilized in every content area, while refuting Alexander et. al. (2010) claim for the best approach for video game implementation into the classroom currently, as well as that I believe educators and a lack of technology are responsible for the very minimal implementation of video games into education. With this in mind, it is my hope that, with this knowledge, the education system can implement video games better to meet student needs and improve educational practice. Finally, I make recommendations for the future of student learning and instruction, as well as ideas for future research.