Now showing items 1-20 of 4914

    • The Spectrum: a Scholars Day Journal Volume 7 (Spring 2021)

      Executive Editor, Mitchell Christensen; Managing Editor, Mary Jo Orzech (SUNY Brockport, 2021)
      Scholars Day at SUNY Brockport was held online for two years during the Covid pandemic (2020 and 2021). The online format was challenging for students as well as conference organizers. Courses were forced to pivot to online learning almost overnight. Masks, weekly Covid testing and 6’ social distancing were the norm for those on campus. The online version of Scholars Day included a mix of posters, videos and more. This 2021 special issue of The Spectrum includes a small sample of student posters published to recognize the quality and commitment to student scholarly and creative activity that continued throughout this period.
    • Evaluating the Performance of Caching Strategies in Diverse Information-centric Network Settings

      Forbes, Rhonda-Lee T.; Kulkami, Dr. Adita (SUNY Brockport, 2021-04)
    • Growth and Seed Formation of Brachypodium sylvaticum in Genesee County, NY

      Morin, Zachary; Graham, Andie (SUNY Brockport, 2021-04)
    • When We Speak Up: Factors That Predict Willingness to Confront Expressions of Racial Prejudice

      Testone, Julianna M.; Minster, Korrine I.; Andrus, Tyra; Stroman-Surita, Aaliyah; Ratcliff, Jennifer (SUNY Brockport, 2021-04)
    • Insight of the Deepwater Sculpin Reproduction in Lake Ontario

      Ludwig, Jarrod; Weidel, Brian; O'Malley, Brian; Connerton, Mike; Rinchard, Jacques (SUNY Brockport, 2021-04)
    • The Impact of Culture Shock on ELLs

      Altalouli, Mahmoud; Altalouli, Mahmoud; Ciccotto, Dana (SUNY Brockport, Department of Education and Human Development, 2021-07)
      This capstone project aims to support teachers, administrators, school counselors and school psychologists who work with English Language Learners (ELLs). Although the ELL population continues to grow, staff members are not always informed on how to support ELLs. ELLs experience culture shock when entering a new country and new school setting. ELLs have emotional, social, and academic reactions to culture shock and thus, staff members must be knowledgeable on culture shock and the effects it has on ELLs. Solutions to mitigate the effects of culture shock include implementing Social Emotional Learning (SEL), supporting goal setting, building social-just education, building inclusion by respecting diverse cultures, and modifying tasks for ELLs, and implementing culturally responsive teaching. Recommendations include creating a safe space for ELLs, valuing ELLs’ native cultures and languages, using multicultural materials in the classroom, and encouraging ELLs to appreciate their differences. The professional development plan, Culture Shock Career Development, provides assistance and creates opportunities for teachers, administrators, school counselors and school psychologists to provide assistance and create opportunities for them to add additional suggestions to reduce the effects of culture shock.
    • Using Dynamic Graphing Software to Develop Conceptual Understanding of Transformations of Trigonometric Functions

      Mazurret-Boyle, Rosa; Loce, Matthew (SUNY Brockport, Department of Education and Human Development, 2021-08)
      Interactive mathematics software can be useful to develop student understanding of complex mathematical problem solving through manipulation and visualization of concepts. One challenging topic for high school mathematics students to understand is the relationship between right triangle trigonometry and trigonometric functions. Using Desmos, a dynamic and interactive mathematical graphing software, this project explores how to build student understanding of trigonometric functions through an exploration of right triangle trigonometry, the unit circle, and their relationship to parent trigonometric functions. This project also applies Desmos to explore unique mathematical representations that can support student understanding of relationships between right triangle trigonometry and transformations of trigonometric functions with a dynamic circle.
    • Effective Strategie for Teaching ELL Students at the Elementary Level

      Wade, Carol; Siegel, Alanna (SUNY Brockport, Department of Education and Human Development, 2021-08)
      The purpose of this capstone is to provide all teachers effective strategies that can be used with all students but specifically ELL students. The goal is to meet the needs of ELLs in mainstream classrooms through strategic strategies, modifications and accomodations. The literature review states that ELLs can improve academically, socially and emotionally when teachers are trained to develop lessons with ELLs in mindThe problem emerges when students are placed in classrooms with teachers who do not have a background or formal training on how to successfully teach and alter content. Additionally, without building in effective strategies, content will not be able to be delivered effectively and ELL students may fall behind.This capstone includes a Professional Development in order to offer practitioners a series of strategies and techniques to modify instruction and accommodate linguistic nees if ELLs in mainstream classrooms. The learning goals is (sic) for teachers to enter the classroom and deliver instruction with new skills sets of strategies, and resources they an use to advance the academic and social emotional needs of ELLs.
    • Does Reducing Supervision for Low-Risk Probationers Jeopardize Community Safety?

      Duru, Haci; Lovens, Lori Brusman; Lovins, Brian (2020-06)
      The number of individuals on community supervision in the U.S. far surpasses those incarcerated. Of the 6.6 million addults in 2016 under correctional control, more than 4'5 million (68%) were serving a term of ommunity supervision. Eighty-one percent of the individuals placed on community supervision were on probation. With large numbers of individuals on supervised probation, agencies must explore how to best allocate resources while meeting mandates for increased public safety.
    • Trigging Deeper into the Identities; A Comprehensive Approach

      Wade, Carol; Williams, Sa'adia (SUNY Brockport, Department of Education and Human Development, 2022-05)
      These lessons on trigonometric identities were designed to maximize student understanding and minimize teacher lift in terms of planning. They were created to foster an environment of collaboration in a mathematics classroom. This thesis delves into teaching students the three Pythagorean trigonometric identities and later the trigonometric sum and difference formulas as a way of deepening students’ knowledge before they are tasked with tackling their advanced mathematics courses.
    • Racism and the Discourse of Phobias: Negrophobia, Xenophobia and More---Dialogue with Kim and Sundstrom

      Garcia, J. L .A. (2020)
      The article discusses recism as a topic for conceptual analysis, touching on other phobias as well.
    • Creating Custom Desmos Activities Using Desmos Activity Builder to Create Effective Lessons For Online Learning During Covid-19

      Wade, Carol; DeGilio, Matthew (SUNY Brockport, Department of Education and Human Development, 2022-03)
      This curriculum project was designed to support mathematics teachers in remote and hybrid instruction by guiding them in how to develop Desmos lessons using Desmos Activity Builder. Teachers will find development directives for three exemplar lessons (available here) with lesson activities that can be customized for an individual classroom. This flexibility makes Desmos a great platform choice for any teacher struggling to engage students. Desmos lessons allows students to interact with their peers and teachers in way that simulates actual classroom experiences.
    • Applying Mathematics Language Routines to the New York State Grade 8 Mathematics Test Questions

      Wade, Carol; Ludek, Audrey C. (SUNY Brockport, Department of Education and Human Development, 2022-05)
      This curriculum project was designed to incorporate student communication and mathematical discourse into Grade 8 Mathematics curriculum. The five non-sequential lessons and learning activities were designed to encourage mathematical discourse between students and their peers. The lessons support the development of conceptual understanding, particularly regarding questions from the New York State Grade 8 Mathematics Test. Topics covered include solving mathematical problems involving volume of cones, using functions to model relationships between quantities, analyzing and solving pairs of simultaneous linear equations, and understanding congruence and similarity. All of these lessons are aligned with the New York State Next Generation Learning Standards for Grade 8 Mathematics
    • Managing Tuckahoe: Transitioning to a Village Administrator

      Hattery, Michael; Watt, Celia (SUNY Brockport, 2021)
      This review of change in governance and administration in the Village of Tuckahoe, New York is one in a series of communities in New York that took initiative to change the administration of their local government. These local initiatives were reviewed and summarized in 2020 by the Public Management Program (PMP), Department of Public Administration, SUNY Brockport.
    • She Plays with Golden Fire

      Champion, Aries (2022)
      Aries Champion, a 12th grade student at School of the Arts, won 3rd place in the 2020 Sokol Awards for her peom, "She Plays with Golden Fire."
    • 11 Reasons Why This Is Our Home

      Spencer, Elani (2022)
      Seond place on th2022 Sokol Library Literary Awards went to Elani Spencer, an 11th grade student at School of the Arts.
    • From Tissue Paper Magnolias

      Shi, Joyce (2022)
      First place winner in the poetry division of Sokol High School Literary Awards for 2022 was written by 12th Grader Joyce Shi, from Pittsford Mendon High school.
    • Eduardo's Mercedes

      Cleveland, Cleveland (2022)
      Eduardo's Mercedes took 3rd place in Prose for the Sokol High School Literary Awards 2022. The author is Audrey Cleveland, a 10th grader who is homeschooled.