• Taking a Second Look at First Impressions That Kindergarten Teachers Have of Their Students

      Begy, Gerald; Hubbard, Kiera; The College at Brockport (1999-03-01)
      This study attempted to determine whether there was a statistically significant difference between first impression scores of Kindergarten students and scores after time. To achieve this purpose, a teacher survey was administered to fifteen Kindergarten teachers. During the first week of school, the teachers were asked to rate five or their students on 18 different characteristics on a scale of 1-5. These characteristics included attitude, social interaction, respect for adults, maturity, independence, behavior, curiosity, risk-taking, creativity, enjoyment of literature, concept of print, understanding of math concepts, memory, academic ability, oral language, physical fitness, fine-motor skills, and socio-economic status. After eight weeks of school, the survey was given again and the teachers rated the same students on the same characteristics. A t test for paired two sample means was used to analyze the scores of each teacher individually and of all of the teachers together. The results of the study found a borderline significance between the scores of all of the teachers combined and that three out of the fifteen individual teachers had a statistically significant score.
    • Taking a Smart Approach to Community Problems

      Lumb, Richard C.; The College at Brockport (2016-01-01)
      When negative events persist, sometimes for years, the solution approach utilized is not working. Rather than continue along an unsuccessful path, a new tactic is needed. The model, the sustainable community capacity building, provides the steps for achieving successful and durable change. Public and private partners from within the community (neighborhood, business, volunteers, other geographic configurations and professional services) are critical in the examination of needs and the development of sustainable programs. Progress is required in adopting a course of action that includes problem identification and drill down exploration, community building, prevention strategies and sustainable solutions.
    • Talk within Literature Circles in an 8th Grade ELA Classroom

      Robb, Susan; Brown, Samantha S.; The College at Brockport (2014-05-01)
      This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which type of discussion they preferred (Literature Circles or Whole Group) and why they preferred one type of discussion to the other. Data were collected through the use of semi-structured interviews, audio recordings, and observations. These data were collected and analyzed using a constant comparison method. Results of the study showed that students preferred Literature Circles rather than whole group discussion and that student talk varies in a Literature Circle discussions ranging from content-based talk and off task discussions. The four focal group students demonstrated a need to feel comfortable in their learning environment and the need for time to share their thoughts and ideas about the Literature they were reading.
    • Tap Dance Choreography: An exploration of tradition and innovation

      Carrasco, Tammy; Silveira Karnas, Luiza; The College at Brockport (2018-04-01)
      Tap dance is a genuine American art form that has evolved from consolidated traditions to unexpected innovations in its technique and aesthetic. With awareness to social and cultural contexts, I aim to clarify the cyclical process between tradition and innovation in tap dance choreography. Through critical investigation of tap history, thorough study of the aesthetics developed by avant-garde female choreographers, and detailed description of my own creative process, I address choreographic possibilities in which tap dancing can evolve based on the relationship between tradition and innovation inherent to this dance form. With a research scope focused on women, this thesis also discusses about female role in tap throughout history and how choreographers like Chloe Arnold and Michelle Dorrance have achieved authority and recognition in the tap dance field. Ultimately, my purpose is to promote and cultivate tap dance making as an artistic process by fostering the dialogue between innovation and tradition in my personal choreographic investigation.
    • Targeting and Attempting to Correct Common Misconceptions in the High School Chemistry Classroom

      Dolgos, Lori Jean; The College at Brockport (2006-12-01)
      What is it about the nature of high school chemistry that creates obstacles to student learning? What are the common misconceptions? This thesis project notes that many high school chemistry students often struggle with misconceptions about the material. It postulates that these misconceptions are driven by the overwhelming amount of material they must master, the student’s prior “assumed” knowledge which may or may not be correct, and the reality that chemistry content tends to be more abstract in nature than previous science coursework. The project seeks to identify the common misconceptions in the chemistry classroom and create instructional strategies to correct these misconceptions while also analyzing the effectiveness of several strategies. The literature section identifies and discusses strategies for assessing student misconceptions. Examples include - Chemistry Concepts Inventory and mini-random pretest assessments using multiple choice and short essay responses. The active research was conducted in a suburban high school in four chemistry classrooms with 74 student participants. The grade level ranged from 10th-12th. Pretests were used to assess and identify student misconceptions. Once the misconceptions were identified, instructional approaches, which included demonstrations, laboratory activities, inquiry-based experiments, discussion, and discrepant events, were developed to correct the misconceptions. Post-tests were administered to understand student knowledge and any change/improvement in misconceptions. Conclusions affirm the increase in mastery from the pretest to the post-test while some misconceptions had a more significant improvement than others, in general there was an increase in understanding throughout the duration of the study for each misconception identified.
    • Tarsia Puzzle: An Interactive Activity for the Middle School Mathematics Classroom

      Wade, Carol H.; O'Connor, Mary; The College at Brockport (2020-06-01)
      Tarsia Formulator is a software package that enables teachers to create and customize engaging mathematical jigsaw puzzles to fit into their instruction. From arithmetic to calculus content, students have engaged in learning mathematics using this instructional practice. The goal of the activity is to assemble the puzzle so that a particular shape will be formed. Teachers design the puzzle to support specific learning objectives and student’s problem solve to match questions and answers which appear on different cards. This Curriculum Project presents Tarsia Puzzles designed to support the instruction and learning of middle school mathematics.
    • Tattoo-Associated Nontuberculous Mycobacterial Skin Infections - Multiple States, 2011–2012

      Bedard, Brenden A.; The College at Brockport (2012-08-24)
      Permanent tattoos have become increasingly common, with 21% of adults in the United States reporting having at least one tattoo (1). On rare occasions, outbreaks of nontuberculous mycobacterial (NTM) skin infections have been reported after tattooing (2,3). In January 2012, public health officials in New York received reports of Mycobacterium chelonae skin infections in 14 New York residents who received tattoos during September–December 2011. All infections were associated with use of the same nationally distributed, prediluted gray ink manufactured by company A. CDC disseminated an Epi-X public health alert to identify additional tattoo-associated NTM skin infections; previously identified cases were reported from three states (Washington, Iowa, and Colorado). Public health investigations by CDC, state and local health departments, and the Food and Drug Administration (FDA) found NTM contamination in tattoo inks used in two of five identified clusters. All infected persons were exposed to one of four different brands of ink. NTM contamination of inks can occur during the manufacturing process as a result of using contaminated ingredients or poor manufacturing practices, or when inks are diluted with nonsterile water by tattoo artists. No specific FDA regulatory requirement explicitly provides that tattoo inks must be sterile. However, CDC recommends that ink manufacturers ensure ink is sterile and that tattoo artists avoid contamination of ink through dilution with nonsterile water. Consumers also should be aware of the health risks associated with getting an intradermal tattoo.
    • Tax Incentives for Entrepreneurship

      Brown, Mikal; The College at Brockport (2018-07-01)
      The need for funds is a crucial aspect of entrepreneurial work, and one that the United State government has decided to provide aid to entrepreneurs. This aid has resulted in subsidies, tax breaks, and tax reductions. This study will involve quantitative as well as qualitative research looking at Census Reports, Literary Works, as well as, the overall economic changes that have occurred since these credits have been introduced to try and deduce if any correlation between the two. This will allow for an in-depth understanding of the impact of tax credits on entrepreneurs and the surrounding community.
    • Taxa Determination by the Polymerase Chain Reaction: a Survey

      Kline, Larry K.; Kiggins, Jeffrey S.; The College at Brockport (1999-08-01)
      The objective of this research was to survey a number of DNA samples from various organisms, using different primers, to determine what differences exist between organisms relative to each primer. This survey would help to contribute information for the following: 1. Educational purposes. A student receiving an unknown DNA should be able to identify the organism to particular taxa. 2. Determine the presence of PCR products from DNA and primers that would not typically be used together. That is, a survey of unconventional combinations. 3. Determine what differences exist between the snails, L. saxatalis and L. compressa using this particular battery of primers. The results of this work indicate that: 1) A student would be able to narrow the choices if given one of these 12 DNAs as an unknown and this particular battery of primers. See Appendix D for an example. 2) The Universal bacterial primers amplified some eukaryotic DNA. 3) The human Alu primers amplified firefly and snail DNA as well as H. sapiens. 4) The Universal animal primers amplified V fischeri DNA and were not truly universal with the 8 DNA samples used here. H. sapiens DNA was not amplified by these primers. The DNA that was amplified gave fragments that were of variable size and not equivalent to the positive control. 5) The primers for the Histone 3 gene, one of the most highly conserved proteins, gave variable results and amplified DNA from V fischeri which does not contain histone proteins. 6) The Lux primers, specific for Vibrio fischeri amplified DNA from another bioluminescent organism, which was eukaryotic. 7) The Mitocox primers, specific for mitochondrial cytochrome C oxidase of insects, worked for both prokaryotes as well as all of the eukaryotes in the survey. The major 710 base pair fragment was present in all 12 organisms used and variable minor bands were seen in three organisms. 8) The Nrd primer, specific for the E. coli nucleotide reductase gene, proved to be specific for E. coli in this survey. This primer was used as a marker for coliform contamination such as suspected with C. elegans. 9) Additionally, L saxatalis and L. compressa do have a different fingerprint with these primers. These two snails have identical results with all the primers except Alu and Analu. L. compressa is amplified with the Alu primer while L. saxatalis is not. The Analu primer gives two bands for both DNAs, one of identical size and the other of a different length.
    • Teacher and Staff Perspectives on the Needs of High School Students who are At Risk of Academic Failure and Truancy

      Reiner, Summer; Parry-Gurak, Allison; The College at Brockport (2017-12-01)
      Students, who are at risk of academic failure and truancy, are at an increased risk of school dropout. Understanding why academic failure and truancy occurs, may lead to the development of comprehensive prevention and intervention programs in order to best support these students. Teachers and staff have unique insights as to the needs of students and their barriers to success. Results of this research found, family support is vital in student success and often is an area lacking for students who are at risk of academic failure and/or truancy. Furthermore, providing comprehensive support, school resources, family engagement, and student engagement were identified by participants as possible areas of potential implications for school counselors.
    • Teacher Attitudes Towards Integrating Technology in Literacy Instruction

      Olmstead, Kathleen; Peterson, Derek (2017-05-10)
      This research study explores the use of one-to-one technological devices in the classroom during literacy instruction. The purpose of this study was to learn more about teacher attitudes towards using technology during this instructional time. Data were collected over a 5-week period including student artifacts or work that was created on Chromebooks during literacy instruction and semi-structured interviews with teachers. Data were analyzed to determine how the devices were used in the classroom, teacher attitudes towards using the Chromebooks, and how professional development impacted teachers’ use of the technology.
    • Teacher Collaboration: The Key to Student Success?

      Roe, Jennifer L.; The College at Brockport (2007-08-01)
      Co-teaching is one of the main characteristics of educational collaboration and while co-teaching may be one of the most popular forms of collaboration within a school, it is just one of many ways to collaborate as teachers to improve student success in the classroom. This thesis project discusses the various types of collaboration - professional development, reflection, communication, common vision, mentoring, co-teaching, common planning time, and resources. It also explores the impact of staff collaboration within a school to show how it can impact student success. Student success was measured through comparison of students who have been exposed (knowingly or unknowingly) to a collaborative structure versus students who have not been exposed to a collaborative teaching structure. The aspects measured are those of communication in the classroom, passing rates, and overall impact on grades (marking period, assessments and projects). School staff was also surveyed on their response to participation in the collaborative environment. The research project was conducted in an urban school district in western New York. Project conclusions on student assessments show significant increase in student achievement in subject areas incorporating a collaborative teaching environment.
    • Teacher Involvement with the Dignity for All Students Act

      McMillan, Kerry R.; The College at Brockport (2014-04-01)
      Bullying and harassment concerns are increasing in schools and causing significant problems for students, school staff, and families. The Dignity for All Students Act (DASA) is New York State legislation that targets bullying in schools. This mixed methods study examined how well teachers implement DASA. A survey was administered to teachers of grades 6 – 8 in a small school district. While most teachers have implemented the various parts of DASA, there is still room for improvement. Most teachers found out about a bullying or harassment incident, but few completed the DASA report form. While all teachers included DASA information in their curriculum, some included it minimally. Teachers with more experience in the district were less likely to witness a bullying incident than teachers with less experience in the district. The researcher recommends a comprehensive program to support DASA initiatives in this district.
    • Teacher Knowledge of School Counselor Responsibilities

      Hale, Laura G.; The College at Brockport (2012-04-01)
      The effectiveness of an educational intervention regarding school counselor responsibilities is being evaluated. High school teachers in a suburban, Western New York school were participants in the study. Teachers were presented with information about the role and responsibilities of school counselors over the span of 6 weeks. A pretest and posttest was administered to assess the effectiveness of the educational intervention. The pretest and posttest asked teachers to select from a list of 28 responsibilities they believed a school counselor performs. The findings of the pretest indicated that teachers believe counselors perform 11 out of 14 appropriate activities, and 6 out of 14 inappropriate activities. After the educational intervention was performed, the posttest revealed that teachers believe school counselors perform 11 out of 14 appropriate activities, and 4 out of 14 inappropriate activities.
    • Teacher Perceptions of Guided Reading

      Reeves, Casie A.; The College at Brockport (2011-08-01)
      The purpose of this study was to explore teacher understandings and practices of the guided reading process. Guided reading is a process coined/originated in the United States by Irene C. Fountas and Gay Su Pinnell, literacy teachers and researchers who have made numerous contributions to the education field with their books and programs. Fountas and Pinnell (2001) state that the purpose of guided reading is to "meet the varying instructional needs of all the students in [a] class, enabling them to greatly expand their reading powers" (p. 191). Data was collected to answer the following question: What are teacher perceptions about guided reading? I based my research of guided reading on the definition produced by Fountas and Pinnell (1996, 2001, 2010): small group instruction for students who read at about the same book level, demonstrate similar reading behaviors, and share similar instructional needs. I surveyed teachers of kindergarten through sixth-grade students. Through this study, I examined how teachers conduct guided reading lessons and whether they align with prescribed method and definition. I hope to share my study results with colleagues, administrators, and college literacy professors. This study demonstrates whether teachers are knowledgeable about guided process order to help students advance through the reading process.
    • Teacher perceptions of Special Education/Regular Education Blended Classrooms

      Beers, Morris J.; Sawicki, Lisa Marie; The College at Brockport (1995-07-01)
      As many school districts implement classrooms that blend regular education with special education, according to the "least restrictive environment" standard, questions arise regarding the efficacy of these programs. Teacher performance and attitudes make up a significant element in the success of Regular Education Initiatives, also known as blended education. This study examines the attitudes of teachers towards R.E.I./blended education using a survey tool developed by Melvin I. Semmel. 72 teachers of grades 3-5 in Greece, New York are surveyed. The responses show general support for R.E.I./blended education models, although both regular and special education teachers are mixed in their views on how blended models might affect educational outcomes for regular students. Teachers express concern that regular education teachers do not have the proper training or resources to effectively teach special education students in their classrooms. Teachers also express high levels of support for collaborative teaching models.
    • Teacher Perceptions of Special Education/Regular Education Blended Classrooms

      Beers, Morris J.; Schlosser, Linda; Baker, Patricia E.; Sawicki, Lisa Marie (1995-07-01)
      There is a movement in today’s public schools which calls for all students, including those students who have been identified by the Committee on Special Education as having learning disabilities and behavior disorders, to be included in regular education classrooms. This study looks at the perceptions which regular education and special education teachers have about integrated or blended classrooms. It considers what factors in a teacher’s experience, beliefs, and understanding of the program determines whether or not they may be willing to participate in an integrated setting. It also determines whether there is a statistically significant difference in the responses of the regular education and special education teaching groups. Seventy-two elementary school teachers of the Greece Central School District in Rochester, New York were anonymously surveyed by the author and the results were analyzed. The author found that both groups of teachers had some concerns about blended programs. A majority of teachers felt that students with mild disabilities would gain status and perform better academically if placed in a regular classroom environment. However, both groups also expressed concern for the achievement of the non-special education students involved. The study also found that general education teachers felt under-prepared for working with students with mild disabilities.
    • Teacher Perceptions of the American School Counselor Association’s National Model in an Urban Setting

      Rivera, Bryan O.; The College at Brockport (2011-10-01)
      The development of the ASCA’s National Standards and Model has helped define the profession and provided a framework for school counselors to implement in designing a program. Despite recent clarity in the school counseling profession, barriers still exist, especially in urban settings. As collaborators, teachers perceptions were measured in regards to urban school counselors implementing ASCA’s Model and its components (Elements/ Themes). Overall, results showed that teachers were in favor of the ASCA National Model and its components. Teacher’s gender and number of years teaching did not significantly influence responses to survey questions. Despite high perceptions of the model, more research needs to be conducted in urban schools to determine if this model is practical and feasible.
    • Teacher Perceptions of the School Counselors Role

      Marchetta, Jenna M.; The College at Brockport (2011-10-01)
      This manuscript examines faculty perceptions of the school counselor’s role. The study takes place in a rural intermediate school district where the participants are the faculty. Participants were asked to strongly agree, agree, strongly disagree or disagree with statements based on what School Counselor’s role should be which current research identifies as being the most important responsibilities of a School Counselor. Results of this study reflect that the teachers and staff of this school do value the important responsibilities. However, participants who had more than 10 years of experience, were less likely to value certain roles such as classroom guidance, teacher consultation, and informing faculty of what the School Counselor’s role is. What can be taken away from this study is that there are significant gaps in older generation teacher perceptions pertaining to the different knowledge about School Counselors role responsibilities versus a guidance counselor in the past.
    • Teacher Perspectives Concerning the Implementation of a Balanced Literacy Program in a Suburban K-2 School

      Daly, Mitchell William; The College at Brockport (2010-01-01)
      This research drew upon teacher responses to make recommendations for future support and professional development within school D. The qualitative data collected allowed me to tailor my recommendations to the specific needs of school D's teachers, as they work to implement a balanced literacy program. This study highlights what the teachers feel is needed to help them become successful with balanced literacy.