This curriculum project contains four Algebra 1 exemplar lessons covering relational understanding in topics organized by utilizing the 5E method of instruction. The non-sequential lessons on solving equations, evaluating functions, discovering the slope formula, and discovering the rules of exponents are designed to be implemented with the 5E instructional model and relational understanding (knowing what to do and why). The 5E model structures instruction around engage, explore, explain, elaborate, and evaluate. The goal is for students to become more familiar with important mathematical concepts and develop essential problem-solving and critical thinking skills. The keys for all student materials can be found in the Appendix.

With the recent pedagogical wave, there has been a transition towards student-centered learning methodologies within mathematics classrooms. Recognizing the evolving landscape of education and the need for personalized learning experiences, a departure from traditional teacher-centered instruction is imperative to prioritize active student engagement through inquiry-based learning and collaborative problem-solving. Empowering students through these approaches fosters deeper conceptual understanding, enhances critical thinking skills, and promotes mathematical fluency. This curriculum project presents four sequential Algebra I lessons exploring quadratic expressions using the 5E Instructional Model. This model, rooted in constructivist principles, provides a structured framework intended to address the new pedagogical wave. The 5E Model can promote a stronger foundation for student knowledge in quadratic expressions and lead to stronger conceptual understanding in Algebra II. Answer keys for all student materials are provided in the appendix.

Bullying is characterized as a type of aggression towards another that is deliberate and repeated by one or more individuals who hold an inherent power imbalance. (Greco, 2021; Montero-Carretero et al., 2019). In physical education (PE), poor motor skills and performance can make students especially vulnerable to bullying, as their abilities are highly visible and subject to judgment from their peers (Ríos et al., 2023). In PE, physical contact and peer interactions may contribute to bullying behaviors. However, with the correct teaching approach, PE classes could become a pivotal space to combat bullying (Montero-Carretero et al., 2019). Pre-service physical education teachers expressed the belief that physical education could both facilitate bullying and serve as a tool to prevent it (Ríos et al., 2023). They noted a lack of training in addressing bullying and felt unequipped to tackle the issue confidently. When combating bullying, the typical approach is to focus on eliminating bullying instead of promoting prosocial behaviors through the development of well-being (Greco, 2021). Studies showed that students' self-determination motivation in PE was positively affected by a supportive teaching style versus a controlling style used by teachers (Montero-Carretero et al., 2019). One of the teaching strategies that has been shown to reduce bullying is Autonomy Support (AS), which entails acknowledging the child's feelings, embracing their perspective, justifying decisions, offering choices, and minimizing pressure (Montero-Carretero et al., 2019). According to Montero-Carretero et al. (2019), an Autonomy Supportive PE environment positively predicted the satisfaction of basic psychological needs, which, as a result, positively predicted self-determined motivation for physical education.

Engaging students in mathematics instruction and learning is important yet challenging. Incorporating the flipped is one way teachers have found to increase engagement in the classroom. Using the New York State (NYS) Next Generation Mathematics Standards, this curriculum project showcases how teachers can incorporate the flipped classroom through four exemplar lessons. The content focus is polynomials in an Algebra I classroom. Each lesson includes instructional videos for homework and activities during instructional time. The keys for all materials are included in the appendix.

This curriculum project was designed to explore the growth of social interaction through cooperative learning in the seventh-grade curriculum. Exemplar lessons for the seventh-grade curriculum are designed using NYS Next Generation Mathematics standards. The curriculum employs core elements of cooperative learning as a vessel for increased social interaction amongst middle school students. The core elements of individual and group accountability, promotive interaction, and positive interdependence can be found in lessons one and two, lesson three, and lesson four, respectively. Keys for all lesson materials are included in the appendix. Individual and group accountability ensures the group only succeeds if all members succeed. Promotive interaction ensures student support for each other. Positive interdependence encourages all members to work together to reach an overarching goal. Humans acquire knowledge through interaction with one another and the cooperative learning detailed in this curriculum project embodies this ideal.

This curriculum project applies the 5E instructional model and presents four lessons on solving systems of linear equations designed to promote student-centered lessons and problem-solving within the mathematics classroom. The 5E model consists of five phases: Engage, Explore, Explain, Elaborate, and Evaluate, and provides a structure to the four included lessons designed to improve student engagement and understanding of systems of linear equations. The materials were designed to elevate the importance of the exploration and explanation phases. The 5E instructional model provides a framework that can utilize complex tasks to encourage student engagement and discovery-based learning to further students’ understanding of systems of linear equations. The keys for all student materials can be found in the appendix.

This capstone project aims to explore how assessment can be inequitable for English Language Learners (ELLs) across schools in the United States, including Long Beach High School. Research has provided examples of bias that exists within assessment that limits ELLs from demonstrating their understanding of content. Examples of bias include linguistic barriers, references to the dominant culture, differences in testing conditions, and mainstream test-makers. The literature review further provides suggestions to be taken to eliminate such bias, involving using knowledge of ELLs to modify test items to be appropriate for them. This project culminates in the description of a professional development session at Long Beach High School that will raise awareness of these biases for teachers who may not have an understanding, followed by strategies that teachers can use for assessing their ELLs. To further improve this issue, it is recommended that additional professional development sessions occur throughout the school year to check in with teachers and provide support.

This thesis capstone project was designed with a primary focus on the most effective instructional methods and settings for meeting the diverse needs of English language learners (ELLs). In full-immersion instruction settings, there are many challenges that impact the development and well-being of ELLs. Medford Elementary School services a large population of ELLs and other students with diverse needs, thus emphasizing the impacting factors that coincide with classroom challenges such as socioeconomic status, lack of motivation, high anxiety, varying degrees of familial support and involvement, and lack of cultural diversity in full- immersive instructional settings. Solutions that actively combat these challenges include an open-house PDP for educators and families of newcomer ELLs that cover the strive for a more supportive learning environment for diverse learners. This includes the implementation of specific supportive methods, differentiated activities and instruction, regular scaffolding, and access to translated key content terms. It also includes a directory of supportive staff specific to language learners, such as socioemotional (SEL) coaches, ESL-service teachers, and many bi/multilingual staff members ready to address both the needs of educators, families, and students at all times. Recommendations for future research include the idea that Medford Elementary’s open-house should become an annual event open to new and returning families of ELLs to ensure that further comprehension and home/schools gaps are being met.

The development of fundamental motor skills is essential for youth’s ability to participate efficiently in physical activity. Their levels of daily physical activity and motor skills, however, both in and out of the K-12 Physical Education setting have been slowly decreasing over the past decades (Friel et al., 2020). In Physical Education, teachers are tasked with the assessment of students’ motor skills (as reflected by SHAPE’s 2020 National Learning Standard as well as students’ progress toward meeting program goals. The field of physical education, though, lacks practical assessment tools that teachers can use to easily and efficiently measure students’ progress in these areas. Therefore, this exploratory, mixed methods study assessed select students’ abilities to perform the fundamental skills of overhand throwing, jumping rope, striking with a paddle, and kicking while using the respective “Ladders to Success” (Graham et al., 2023). Quantitative data was collected from 22 fifth-grade students, and their two physical education teachers were then interviewed to gain their qualitative perceptions about their students’ motor abilities. Results show that students who participated in this study do not appear, overall, to have the necessary fundamental motor skills needed to be successful in a variety of physical activities commonly found in childhood. Boys were overall more successful than girls in completing a majority of the given tasks. Teachers believe that the increased use of technology, COVID-19, and a lack of family involvement, and play contribute to children lacking these necessary fundamental motor skills. They also believe that the “Ladders to Success” provides both benefits and challenges for use in a physical education setting. Recommendations for future research include the replication of this study in a variety of contexts across the United States as well as to determine if similar similarities and differences of results continue to be found.

This thesis capstone project was designed with a primary focus on the most effective instructional methods and settings for meeting the diverse needs of English language learners (ELLs). In full-immersion instruction settings, there are many challenges that impact the development and well-being of ELLs. Medford Elementary School services a large population of ELLs and other students with diverse needs, thus emphasizing the impacting factors that coincide with classroom challenges such as socioeconomic status, lack of motivation, high anxiety, varying degrees of familial support and involvement, and lack of cultural diversity in full- immersive instructional settings. Solutions that actively combat these challenges include an open-house PDP for educators and families of newcomer ELLs that cover the strive for a more supportive learning environment for diverse learners. This includes the implementation of specific supportive methods, differentiated activities and instruction, regular scaffolding, and access to translated key content terms. It also includes a directory of supportive staff specific to language learners, such as socioemotional (SEL) coaches, ESL service teachers, and many bi/multilingual staff members ready to address both the needs of educators, families, and students at all times. Recommendations for future research include the idea that Medford Elementary’s open house should become an annual event open to new and returning families of ELLs to ensure that further comprehension and home/school gaps are being met.