• Women and Economic Self-Sufficiency: An Analysis of a Program in a Community-Based Organization

      Rachow, Lindsay A.; The College at Brockport (2009-01-01)
      The objective of this project is to conduct an archival qualitative and quantitative study on a current program, Women On The Move (WOTM), and assess the effectiveness of this program. WOTM engaged approximately ten women deemed low income heads of household, for eighteen months, in efforts necessary to move each woman and her household to sustainable economic self-sufficiency as measured by the Self Sufficiency Standard (SSS) and the women's personal self sufficiency goals. The methods used to conduct this research include an archival analysis of existing data from 2008. These data were compiled when the program was initially evaluated in 2008. The purpose of this study is to answer the question, how effective is a nine-month group teaching women how to build self-efficacy and economic self-sufficiency?
    • Women and the Black Lives Matter Movement: Relevance Past to Present

      Burns, Ronieka; The College at Brockport, State University of New York (2016-08-24)
      Traditional white American society wonders why the Black Lives Matter Movement is even taking place, since many Americans argue that racism doesn’t exist. This paper explores why women in the Black Lives Matter Movement are needed and relevant. This paper sets out to open readers’ eyes to the fact that, although this is the year 2016, the same trials and tribulations that have taken place throughout our nation’s history are still taking place. We still have a long way to go to end racism and sexism.
    • Women in Medicine: Excluding Women

      Manhertz, Natalia; The College at Brockport (2016-08-24)
      Throughout history, society has pushed women out of the public sphere of work and into the private sphere of home. The medical field is one example of this gender segregation of work. Even though the medical field today is not as male-dominated as it once was, different sub-specializations in medicine are gender segregated. My goal for this essay is to focus on gender segregation in the workplace to show how the field of medicine has been masculinized with a particular focus on the subspecialty area of surgery. This paper will discuss these two points from a personal point of view and explain how this affects me, being a woman of color who one day plans to be a part of the medical field. This research will look at the gender segregation of medicine and examine what factors, if any, are shifting to allow more women to enter male-dominated professions such as surgery.
    • Women in Popular Music Media: Empowered or Exploited?

      Glantz, Jaime; Ewan, Elizabeth; The College at Brockport (2013-04-08)
      Are women's lives and freedoms advanced by popular media productions of female sexuality, or do these portrayals restrict women's lives and freedoms by offering false pretenses of empowerment? This presentation examines these questions by investigating the validity of two leading radical feminist theoretical perspectives about the acceptability of popular media's hypersexualized representation of women. Through a combined method of survey response and content analysis, this research aims to bridge the gap between feminist theoretical dialogue and the experiences of women's lives. Research findings emphasize popular media's role as a catalyst for social construction and social change and also indicate the need for further intersections between feminist theory and women's everyday realities.
    • Women in Popular Music Media: Empowered or Exploited?

      LeSavoy, Barbara; Glantz, Jaime; The College at Brockport (2011-12-01)
      Are women's lives and freedoms advanced by popular media productions of female sexuality, or do these portrayals restrict women's lives and freedoms by offering false pretenses of empowerment? This presentation examines these questions by investigating the validity of two leading radical feminist theoretical perspectives about the acceptability of popular media's hypersexualized representation of women. Through a combined method of survey response and content analysis, this research aims to bridge the gap between feminist theoretical dialogue and the experiences of women's lives. Research findings emphasize popular media's role as a catalyst for social construction and social change and also indicate the need for further intersections between feminist theory and women's everyday realities.
    • Women Who Wear the Breeches: The REpresentation of Female Civil War Soldiers in Mid-Nineteenth Century Newspapers

      Wright, Allison; Spiller, James; Leone-Poe, Danni; Brockport (2019-05-01)
      It has been estimated that approximately 400 women disguised themselves as men and fought as soldiers in the Civil War. Using newspaper articles from the midnineteenth century, this essay tells the story of these soldiers and demonstrates how wartime public knowledge of them was widespread and that they were regarded positively considering the strict gender boundaries that they crossed. It also argues that the estimate of the number of female soldiers should be much higher than previous historians have reported.
    • Women's Names in the English Renaissance Elegy

      Litt, Dorothy E. (2014-10-16)
      The funeral elegy of the English Renaissance has great onomastic interest; as a literary genre it is primarily an eponymous poem whose hero is the dead person being celebrated. The name, moreover, figures in the poet's attempt to participate in a triadic process whereby as the body is buried in the ground the soul progresses toward heaven and the name of the dead subject is immortalized.
    • Women, Welfare, and a Public Ethic of Care

      Kittay, Eva Feder (1997-01-01)
      Welfare is not only a poverty issue, it is a woman’s issue. We need to formulate a foundation of the political will to shape and support a welfare policy that can serve women raising families without stigmatizing them in the process. The paper attempts to formulate such a foundation.
    • Word Study Instruction and its Impact on Students' Writing in Third Grade

      Nevada, Ashley; The College at Brockport (2010-05-01)
      I am interested in studying the interactions of word study and students transferring that knowledge into writing. My research question is: How does word study impact students' strategies in word construction in writing workshop for third graders identifying words in isolation below grade level?
    • Words in Thought

      Vendler, Zeno; University of California, San Diego (1976-01-01)
    • Work, High School Students and Horses

      Dinitto, Brian; The College at Brockport (2005-03-28)
      Calculates horsepower of an electric motor using Interactive Physics
    • Working Memory Deficits in Students with ADHD: Implications for Developing Curriculum on Introductory Trigonometric Functions and the Unit Circle

      Wade, Carol H.; Case, Christian N.; The College at Brockport (2015-05-01)
      Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalently diagnosed disorders in children in the United States today (Zentall, 2007, p. 219; American Psychiatrica Association, 2000; Faraone, Sergant, Gillberg & Bierderman, 2003). “Teachers report that they are unprepared to work with [students with ADHD] and only those educators who have experience with students with ADHD or who have education about them [are] willing to make instructional changes” (Zentall & Javorsky, 2007, p.78; Reid, Vasa, Maag & Wright, 1994). The relatively new implementation of the Common Core State Standards (CCSS) has brought on “rigorous grade-level expectations in the area of mathematics” (Common Core State Standards Initiative, 2014, p.1) According to the guidelines of CCSS, students identified as having a disability under the Individuals with Disabilities Education Act (IDEA) will also be held to the same high standards as all students in the general classroom. The Cognitive Load Theory (CLT) lays a foundation for the following curriculum. The purpose of this curriculum project is to develop a unit in the field of introductory trigonometric functions and the unit circle that addresses specific needs of students with ADHD while still holding the high expectations implemented by the CCSS.
    • Woven Stories

      Peltz, Grayce (2022)
      Grayce Peltz, 9th grade, School of the Arts, was awarded first place in the category of prose.
    • Writer's Workshop and Students' Literate Identities

      Robb, Susan; Howell, Sarah (2017-05-12)
      This research explores the implementation of Writer’s Workshop in a first-grade classroom. The purpose of this research is to better support all students by implementing Writer’s Workshop in the hope that it will improve writing and students’ literate identities in a positive way. Data were gathered using writing samples, transcribed audio recordings of interviews and conversations held during Writer's Workshop conferences, and observation notes of the students participating in Writer's Workshop.
    • Writer's Workshop in Kindergarten: A Study of Writing Mechanics, Attitudes, and Behaviors

      Stover, Emily; The College at Brockport (2011-07-01)
      The purpose of this study was to explore the impact of the writer's workshop approach in a kindergarten classroom, given the confines of Reading First. The goal was to use this information to more effectively assist kindergarten students in developing their writing skills. This study was designed to highlight the importance of writing instruction at this level and to explore one particular writing approach, writer's workshop. Furthermore, it could prove to be informative to other teachers at my school who are struggling to include writing instruction while also meeting all the requirements of Reading First. Thus, my research questions were as follows: • What impact can writer's workshop have on kindergarten students? • How can writer's workshop affect students' writing mechanics? • What impact can writer's workshop have on students' writing attitudes and behaviors? In order to explore the impact of writer's workshop in my classroom, I selected three of my students for case studies. I chose students about whom I wished to learn more and students with a range of abilities. I selected a student who struggled in writing, one who excelled, and a student who was more average in her writing skills. In this way, I was able to consider in what ways the writer's workshop approach was or was not effectively meeting each student's individual needs. I used rubrics weekly to collect data. I used the Kindergarten Writing Rubric to analyze writing samples and assess the writing conventions used. This rubric analyzed language use, spelling, legibility, directionality, spacing, punctuation, and capitalization. I selected the Kindergarten Writing Rubric, because it was the rubric used in my district for grading the fall, winter, and spring writing benchmarks. Thus, it corresponded with my district's writing standards. I also observed student behaviors during writer's workshop time and used the Writing Workshop Rubric to determine my students' writing attitudes and behaviors. I adapted this Writing Workshop Rubric from Lucy Calkins, using her categories and adding my own indicators. This rubric analyzed student attitude, confidence, planning, independence, and productivity. I also conducted interviews with the three participants at the beginning and conclusion of the study using questions I developed.
    • Writing Apprehension and Writing Competency: Comparison between Whole Language Students and Skills Orientated Students

      Begy, Gerald; Friesen, Lisa M.; The College at Brockport (1990-04-01)
      Previous research on writing competency and writing apprehension suggests that the lack of one (competency) increases the level of the other (apprehension). The same also seems to be true for the reverse—the greater the competency, the lower the apprehension. Yet, many questions still remain as to the causes of writing apprehension and how to elicit its reduction. Researchers also contend that the whole language approach is more effective in instructing students how to write in terms of content, originality and creativity, as opposed to the basal/skills language program which concentrates on the mechanics of writing. This study combines the questions on writing competency and writing apprehension and the debate between whole language vs. basal/skills language programs. This study was conducted to determine: 1) if students participating in a whole language program exhibit a significant difference in writing apprehension to students participating in a basal/skills program and 2) if the same whole language students exhibit a significant different level of writing competency than their basal/skills language counterparts. The study utilized four sixth grade classrooms, two participating in a whole language program and two in a basal/skills language program. Second grade reading scores were obtained to determine if the groups were the same in terms of reading achievement, which in this case they were similar. The Writing Apprehension Test (Daly & Miller, 1975a) was administered to all students and scored as directed by the author. A writing sample was collected and scored according to the Basic Writing Scale (Wangberg & Reutten, 1986). The results of this study indicated that the students showed no significant difference in writing apprehension regardless of the program in which they participated. A significant difference was found, however, between the groups in terms of writing competency. The whole language group scored significantly higher than the basal/skills language groups.
    • Writing as a Problem for Literary Criticism and Philosophical Hermeneutics

      Ricoeur, Paul; University of Nanterre, France (1977-01-01)
      To the extent that hermeneutics is a text-oriented interpretation, and that texts are among other things instances of written language, no interpretation theory is possible that does not come to grips with the problem of writing. Therefore the purpose of this essay is twofold. I want first to show that the transition from speaking to writing has its conditions of possibility in the structures of discourse itself, then to connect the kind of intentional exteriorization which writing exhibits to a central problem of hermeneutics, that of distanciation. This same concept of exteriority, which in the first part of this paper will be more used than criticized, will become problematic in the second part. Plato's critique of writing as a kind of alienation will provide the turning point from the descriptive to the critical treatment of the exteriorization of discourse proper to writing.
    • Writing Behaviors of a 5th Grade Bilingual Student

      Pelttari, Carole; Koch, Zachary T.; The College at Brockport (2014-10-01)
      Significant shifts in demographics across the United States continue to impact educational demands and decisions. This article is an initial investigation of the behaviors and understandings of a bilingual student participating in an academic literacy community. In order to begin exploring my topic, I posed the question: “What traits are evident in a bilingual student’s writing at home and at school?” The participants included a 5th grade male and his mother; both speak English as a second language and are of South Korean heritage. I approached my research qualitatively; using discourse analysis of written text and oral conversation and ethnographic research to generate possible answers to my question. My findings include (a) writing traits are positively influenced by text-based responses, voice, and choice; (b) writing is negatively impacted by vocabulary and conventions; (c) understanding of reading and writing is cultivated through heritage language and second language. I concluded that (a) ESL students may exhibit progress towards proficiency in writing when presented with opportunities to write in genres related to their primary discourse; (b) text-based responses may require less orchestration, benefiting English Language Learners; (c) a teacher’s professional knowledge and instructional expertise concerning English Language Learners might benefit from conducting ethnographic research while working with such students.
    • Writing in Mathematics

      Kyle, Sara J.; The College at Brockport (2010-05-01)
      Throughout the course of this study students will participate in a variety of different literacy activities. These activities are events where students will participate in a writing assignment that is meant to connect the mathematics that they are learning to previous mathematical experiences, their personal lives, and/or the rest of the world, hense allowing the students to grow. For this study, I am using literacy activities, which I will define as writing activities meant to assist the students in organizing their learning and create active involvement in class related activities. Some activities to be used are math journals, tickets out the door, vocabulary developing charts and organizers, the word wall, writing assignments, and guided reading worksheets to clarify the textbook reading. The significance of this problem is that many math classrooms remain "traditional." Many teachers revert back to what is easiest of most familiar, lecture and practice without considering the student and their need to grow. Students also suffer from the condition of not liking mathematics. Through this research and study, I hope to find that when a teacher adds literacy activities to a classroom, that the students develop a greater appreciation for mathematics. In a study by Elizabeth Moje, she found increased student interest, increased confidence and a realization that one subject differs from another and different learning styles and methods are needed.
    • Writing Rubrics as Formative Assessments in an Elementary Classroom

      Robb, Susan; Taylor, Debra M.; The College at Brockport (2013-07-01)
      This qualitative study with second and third grade students investigated what happens during the co-construction of a writing rubric between students and teacher for persuasive writing, based on mentor texts. It also sought to explore what happens when elementary students use a student-generated writing rubric during the writing process and how a student-generated writing rubric might influence students’ writing. Video-recordings, observations of the lessons and interviews with students about co-constructing the rubric captured the process used to co-construct the rubric. Observations of the students using the rubric, interviews after using the rubric, and a survey about using the rubric were administered. Pre-assessment and post assessment writing samples were compared. Co-constructing a rubric gave the students multiple exposures to the elements of the persuasive genre, which increased their understanding and produced improved persuasive reviews. The third grade focus group demonstrated the ability to self-assess their writing with the rubric, some students needing more scaffolding than others. The implications from this study are that a co-constructed writing rubric can be a tool for student engagement and understanding of a genre and self-assessment.