Now showing items 21-32 of 32

    • Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective

      Gebhard, Meg; Shin, Dong-Shin; Seger, Wendy; The College at Brockport; University of Massachusetts - Amherst (2011-01-01)
      This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners' (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus student's emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Halliday's theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal student's emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.
    • Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

      Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra; Florida International University; Harvard University; The College at Brockport (2017-04-01)
      Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for college calculus success by high school instructional experiences that emphasized mathematical definitions, vocabulary, reasoning, functions, and hands-on activities. These findings serve to inform high school mathematics teachers about promising instructional practices. They can also inform teacher education programs about how to better prepare secondary mathematics educators to discuss conceptual understanding on the widely used Educative Teacher Performance Assessment (edTPA).
    • Intrusiveness of behavioral treatments for children with autism and developmental disabilities: An initial investigation.

      Mayton, Michael R.; Carter, Stacy L.; Zhang, Jie; Wheeler, John J.; East Tennessee State University; Texas Tech University; The College at Brockport; West Virginia University (2014-03-01)
      The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.
    • Imagination and Literacy Instruction: A Content Analysis of Literature within Literacy-Related Publications

      Pelttari, Carole; The College at Brockport (2016-01-01)
      Through content analysis of research conducted during the last 25 years, this paper identifies five vital uses of imagination within literacy instruction. First, readers use imagination to comprehend text. Second, readers use imagination to engage in the world depicted through the text. Third, readers use imagination to make sense of both narrative and expository texts. Fourth, readers use imagination to learn about self and others. Finally, readers benefit from instruction regarding the use of imagination to enhance reading. A compilation of instructional methods is presented. This analysis establishes the need for classroom instruction connecting imagination and literacy.
    • Expanding the Box: Characters Lead the Way

      Pelttari, Carole; Marchetti, Jan; The College at Brockport (2017-01-01)
      In our recent study, upper elementary students engaged in reading and writing outside the box when presented with novels that included character-writers. Students of varying backgrounds and ability levels revealed close connections and wide-ranging responses to authors and characters. These students accomplished three outcomes as they read, wrote, and discussed novels including characters portrayed as writers (character-writers). First, the students imitated the writing styles and genres of the authors and characters. Second, the students continued writing for themselves and others. Third, the students produced work of greater quality than they previously presented in their school journals. In this article, we illustrate one method that teachers of adolescents may initiate to engage adolescents in relevant curriculum. It is based on a study to answer the following research questions: 1. How do character-writers influence students' interest in writing, the amount of writing, and the quality of writing? 2. What other characteristics of these books do students report as influential or motivating in regard to writing?
    • The Secondary-Tertiary Transition in Mathematics: What High School Teachers Do to PrepareStudents for Future Success in College-Level Calculus

      Wade, Carol H.; Simbricz, Sandra K.; Sonnert, Gerhard; Gruver, Meaghan; Sadler, Philip M.; Brockport High School; Erie 2-Chautauqua-Ca!araugus Board of Cooperative Educational Services, NY; Harvard University; The College at Brockport (2018-01-01)
      Quantitative analysis of the Factors Influencing College Success in Mathematics (FICSMath) Survey data indicates that high school mathematics teachers’ abilities to teach for conceptual understanding is a significant and positive predictor of student performance in singlevariable college calculus. To explore these findings further, we gathered and analyzed interview data gained from a representative sample of high school precalculus teachers from across the U.S., identified by their students as requiring high levels of conceptual understanding (n=13). Seventeen themes were identified and then combined into five overarching phenomenological themes. These overarching themes suggest that teachers who teach for high conceptual understanding (a) support relational understanding during problem solving, (b) require students to learn how to study to build on prior knowledge and learn from mistakes, (c) use mathematical language and ask critical questions to support learning, (d) focus on content knowledge necessary to make connections, and (e) use technology to support learning concepts but limit calculator use. Comparison of these results to quantitative findings further illuminate that intentional development of disciplinary knowledge, cognition, and language are noteworthy points of intersection for teachers and researchers alike.
    • High School Prpearation for College Calculus: Is the Story the Same for Males and Females?

      Wade, Carol H.; Sonnert, Gerhard; Wilkens, Christian P.; Sadler, Philip M.; Harvard University; The College at Brockport (2017-01-01)
      Usingdatafromthefirst national study on high schoolpreparationfor college calculus, the Factors Including College Success in Mathematics (FICSMath) project, this paper connects males’ (n53,648) and females’ (n52,033) instructional experiences from their high school precalculus or calculus course to their college calculus performance. A hierarchical linear model identifies several significant instructional experiences that predict college calculus performance. Our findings show that high school instructional practices affect college calculus performance similarly for males and females.
    • Acomparison of Mathematics Teachers' and Professors' Views on Secondary Preparation for Tertiary Calculus

      Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra; Watson, Cherrie; Florida International University; Harvard University; The College at Brockport (2016-01-01)
      This article compares the views of teachers and professors about the transition from secondary mathematics to tertiary calculus. Quantitative analysis revealed five categories where teachers and professors differed significantly in the relative frequency of addressing them. Using the rite of passage theory, the separation and incorporation phases were investigated by carrying out thematic analyses on these five categories. For the professors, the analysis revealed specific content within algebra and precalculus that they viewed as vital preparation for students’ tertiary calculus success. For the teachers, the analysis highlighted the classroom environment realities of teaching in the separation phase. The rite of passage and professional turf theories are used to discuss and interpret the findings.
    • An Experimental Comparison of the Effect of Teacher Versus Self?Evaluation/Self?Reflection Feedback on College Students’ Behavioral Observation Skills

      Desrochers, Marcie N.; Zhang, Jie; Caron, Stacey L.; Steinmiller, Jenna; La Salle University; The College at Brockport (2018-12-19)
      An experimental investigation of the effectiveness of two types of feedback on college students’ acquisition of behavioral observation skills was conducted. Special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. Depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. Participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self- evaluation/self-reflection condition. Additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations.
    • Evaluating the Readiness of Special Education Doctoral Students to Apply the Standards of Evidence-Based Practice to Single-Case Research

      Mayton, Michael R.; Zhang, Jie; Carter, Stacy L.; Suppo, Jennifer L.; Seton Hill University; Texas Tech University; The College at Brockport; West Virginia University (2017-01-01)
      How well doctoral students in special education are prepared to evaluate research as evidence-based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research-based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument-guided performance in rating published research was compared to the ratings of two experts in single-case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.
    • Are Homeschoolers Prepared for College Calculus?

      Wade, Carol H.; Wilkens, Christian P.; Sonnert, Gerhard; Sadler, Philip M.; Harvard University; The College at Brockport (2015-01-01)
      Homeschooling in the United States has grown considerably over the past several decades. This article presents ?ndings from the Factors In?uencing College Success in Mathematics (FICSMath) survey, a national study of 10,492 students enrolled in tertiary calculus, including 190 students who reported homeschooling for a majority of their high school years. The authors found that, compared with students who received other types of secondary schooling, students who homeschooled: (a) were demographically similar to their peers, (b) earned similar SAT Math scores, and (c) earned higher tertiary calculus grades.
    • Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts

      Miller, Henry (Cody) C. (2020-04-01)
      What happens when teachers have opportunities to engage in LGBTQ-affirming practices but choose not to? In the following essay, the authors present a vignette from a middle school context and consider ways to challenge silences to support LGBTQ students in middle school English classrooms. The authors provide discussion and resources to help teachers engage in LGBTQ affirming practices with middle school students.