Office of Undergraduate Research and Creative Scholarship

Events & Activities

2013 Festival of Scholars

Graduate School of Education Poster Session

Date: Tuesday, April 24
Time: 6:00pm - 8:00pm
Location: Lundring Events Center

Description:

Graduate School of Education students will present their scholarly projects in a poster session format. These works will represent a spectrum of issues with foundations in teacher education, special education, counseling and guidance, and educational leadership.

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Student Abstracts at this Session

Student(s):
Gissela Anaya

Faculty Mentor:
Ms. Maura Martindale
Factors That Contribute to the Success of Language Development in Children with a Hearing Loss
Language development is the process in which language is acquired at an early through listening and speaking. Research shows that newborn babies start to hear language when they are in the uterus, and in their first month they prefer to listen. A typically developed infant begins to acquire language by listening and mimicking sound. If child a child is not able to hear in the uterus or as an infant, how will it affect their language development?
The purpose of this action research is to identify the factors that contribute to the success of language development in children in elementary school with a hearing loss. The action research that I will be conducting will be both qualitative and quantitative. The following methods will be used in the research: a questionnaire for the parents, participant observations, and an assessment for the participants, a parent interviews.
Student(s):
Maria Brazell

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Examining the Impact of Tootling on Disruptive Behaviors in a Second-Grade Classroom
Disruptive behaviors in the classroom diminish valuable time for effective instruction and learning in schools. With increased demands to raise students’ level of academic performance, it is important to maximize the opportunity to learn by implementing strategies and interventions to improve classroom environments. Tootling, a form of positive peer reporting, is one strategy designed to decrease disruptive behaviors. The purpose of this study was to examine how tootling affects disruptive behaviors in a second-grade classroom. This three-week study was conducted using an exploratory design. Data about student off-task and on-task behaviors were collected and recorded through observations. Then, tootling was implemented in the classroom, observations were made again, and students completed a questionnaire pertaining to their feelings about tootling. Data analysis was used to determine the impact of tootling on student behaviors. The results of this study were used to improve practices in classroom management and increase student learning.
Student(s):
Cristopher Carpenter

Faculty Mentor:
Dr. Maureen Reilly Lorimer
The Effect of Student Response Systems on Student Achievement in High School Science
This study was designed to determine if personal response systems, also known as “clickers,” influenced student engagement and achievement during classroom- based lectures. Two chemistry classes and two biology classes, comprised of high school students identified with learning disabilities, were asked to respond to questions during the lecture by using clickers or by raising their hands. At the end of each week, student test scores and behaviors were compared based upon the method of prompting used. Students using clickers performed marginally better than students raising their hands on assessment. Students using clickers also displayed a higher level of engagement when compared to students raising their hands. These findings suggest that clickers can be used with struggling learners as an effective tool to foster engagement and increase performance on assessments in high school science.
Student(s):
Adrienne Cazier

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Interest and Confidence in Mathematics
A review of statewide test results in Algebra indicated that fewer than half of California’s eighth-grade students scored proficient or advanced. The purpose of this study was to examine strategies to increase retention and performance of mathematics skills at the Middle School level, specifically Algebra 1 students. The researcher attempted to answer the question: How do technology and cooperative learning increase interest and confidence in mathematics and influence performance of skills in the middle grades?
For one week, students received instruction in small, cooperative groups. During a second week, students received instruction using technology. After each week of instruction students completed an assessment on the mathematics concepts taught. Additionally, a student interest survey was disseminated at the conclusion of instruction. The survey and assessment results were analyzed to determine if a correlation existed between students’ interest and confidence and their test scores.
Student(s):
Dorothee Chadda

Faculty Mentor:
Dr. Susan Tandberg
The Effectiveness of the Jane Schaffer Writing Program on Students with Weak Executive Functions
Writing is one of the most commonly used skills in the classroom which implies that it is important that students are proficient at it. However, only 25% of children can be classified as competent writers for their developmental stage, which indicates that writing is not an easy task. Together with reading problems, writing problems lead to the greatest number of referrals to and placements in special and remedial education problems. This is especially true for students with weak executive functions who cannot recruit, manage, coordinate and monitor the multiple processes the writing process placed upon them. The purpose of this study was to determine the effectiveness of the teaching of the Jane Schaffer writing program in helping students with weak executive functions to write more organized four-paragraph essays. Seven students with learning disabilities received intensive intervention in this program and showed progress in their ability to write coherent essays.
Student(s):
Brant Childers

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Examining the Impact of Three Homework Treatments on Fourth-Grade Math Student Achievement
The guiding question throughout this research project was: How do paper-based homework assignments, interactive homework assignments, and Internet-based homework assignments affect student motivation, rate of completion, and quiz scores among the fourth-grade math students at Chatsworth Hills Academy? To collect the necessary data, students were given a short quiz immediately following each math lesson to check their initial level of concept retention. Every morning they completed another similar quiz. The researcher looked for relationships between the homework assigned and its affect on the students’ quiz scores. Throughout the unit the students completed three paper-based, three interactive, three Internet-based, and one free choice homework assignment. Students were surveyed following the research project and asked about which type of assignments were their favorite. Statistical data were analyzed to determine if the homework assignments deemed "favorites" by students were the same as those that led to increased achievement.
Student(s):
Teresa Crowe

Faculty Mentor:
Dr. Maura Martindale
Communication Strategies for Students with Autism Spectrum Disorder
This project focused on Communication challenges and strategies for students with Autism. The challenges for these students are many. These challenges include but are not limited to speech production, trying to filter external noise, and joint attention, and expressive and receptive vocabulary. Research shows that these students rely heavily on visuals to understand language and process their environment. With this knowledge and my experience working with students with moderate to severe autism, I found this study to be significant in increasing functional communication by these students in the classroom environment. With the use of augmentative communication boards with a set of core vocabulary, and voice output devices, these students can interact and participate in their education without having to "speak" a word. That is the goal for these students and this project, to increase functional interactions between these students and their often confusing environment.
Student(s):
Jason Cupp

Faculty Mentor:
Dr. Dennis Sheridan
Global Tuition Pricing: An in-Depth Analysis
This study was conducted to determine if there is a relationship between select pricing schemes used throughout the world and positive social outcomes. The rising costs of college tuition and escalating student debt has raised the concern about how students should pay for financing their education and whether the current system is the most effective model. Findings of this study show that countries that offer a heavily subsidized assistance package to need-based students, regardless of the tuition cost, tend to produce better social outcomes than those nations that do not allocate significant resources toward educational expenditures.
The study concluded that existing pricing models were effective at producing positive social outcomes but pointed to the recent global recession as evidence that existing methods will require an overhaul in order to adjust to depletion of resources and an ever-changing landscape of fiscal restraint.
Student(s):
Lauren Dakin

Faculty Mentor:
Mr. Carlos Dominguez
Cooperative Learning Strategies
Grouping students is a strategy many teachers utilize in their classroom. In an effort to find the most effective grouping strategy in improving student achievement, a quantitative study was performed with two ninth grade Geometry classes over a 3 week unit.
A research study was completed to evaluate various strategies determining potential benefits and disadvantages among varying approaches of cooperative learning. The study investigated a specific format developed by Spencer Kagan (1994) establishing groups of four students based on ability levels. This theory was tested with a hypothesis that utilizing this strategy would result in improved performance, One class was formatted to follow Kagan’s theory; the second class grouped in a random fashion both with heterogeneous groups. The results were analyzed to determine if Kagan’s strategy was beneficial for future lesson planning. The outcome reflected no significant differences between the two groupings.
Student(s):
Bret Daley

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Response to Intervention: The Importance of Data Collection for Identification
The requirements of No Child Left Behind Act mandates that schools be accountable for the outcomes of all students. Response to Intervention (RTI) provides a framework to assist in the actualization of this goal. Data collection for student identification is the critical component for year one implementation of RTI. Therefore, the research question explored is how do educators at the secondary level collect student data to identify at risk-students for participation in RTI? The methodology used to quantify this research was an electronic survey. The survey contains questions that assess educator perceptions concerning the skills necessary to effectively implement the RTI model. The survey was composed of 3 demographic and 22 Likert scaled multiple-choice questions. By quantifying beliefs and perceived skills regarding RTI student data collection, survey outcomes may impact future teacher efficacy in the classroom and staff development for year one implementation of RTI.
Student(s):
Kimberly Davis

Faculty Mentor:
Dr. Maura Martindale
Using Fraction Tiles to Improve Number Sense Skills of Students with Learning Disabilities
Students with learning disabilities are at a greater disadvantage, as their performance in mathematics has traditionally lagged at least two grade levels below their peers. It is not surprising that students with learning disabilities experience challenges due to developmental delays and poor conceptual understanding. The purpose of this study was to examine whether significant gains would be achieved by special day class students with the addition of consistent multi-sensory instruction in the area of fractions. Correlations were analyzed between survey data regarding an individual’s experience using math manipulatives, and test scores (pre-test and post-test) measuring the individual’s proficiency in fraction knowledge. The conclusion obtained from the analysis of this study was that approaches to teaching fractions to students with learning disabilities and mathematical learning disabilities need further scientific-based research to find the best teaching practices in this critical mathematical domain.
Student(s):
Tiffany Dyer

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Assessing Motivation to Read Among Alternative Education High School Students
Although teachers understand the importance of reading, many struggle to motivate students to voluntarily participate in reading activities. This problem is particularly prominent among the student population at continuation schools, where the majority of students have a history of academic challenges. By focusing on a dynamic student population, this study offers an important contribution to the large body of research about reading motivation. The research study uses a mixed-methods approach to assess the attitudes and motivational factors of alternative education high school students towards reading, and reveals how social conditions and feelings of self-efficacy affect these attitudes. The research design includes the implementation of a student survey adapted from the Adolescent Motivation to Read Profile, and one-on-one conversational interviews conducted with students chosen based on their survey responses. The themes discovered can be used by teachers at other continuation schools to develop more meaningful and effective reading programs.
Student(s):
Elizabeth Evans

Faculty Mentor:
Dr. Maura Martindale
Power of Perseverance
This qualitative study sought to answer two questions; why do elementary school counselors persevere in the profession and why do they persevere with their students in their school setting? Elementary school counselors were selected because they are not mandated by the state of California. They could lose their job when budgets are tight because of this. Six Californian elementary school counselors were interviewed and given questionnaires. These interviews were transcribed and given back to them to them to check for accuracy. Analysis took part in two phases, with-in-case analysis and cross-case analysis. Each transcript was coded using different color index cards for each theme emerging. Then the cards were sorted into matching piles for the broader themes. Five of the participants said faith was a large reason for their perseverance. Four said ‘to make a difference’ for why they persevered.
Student(s):
Deborah Gravelle

Faculty Mentor:
Dr. Dennis Sheridan and Dr. Edlyn Vallejo Peña
The Motivations of Underage Female Students Who Choose to Abstain From Drinking in College
For decades, research has been conducted regarding alcohol consumption and behaviors, binge drinking, alcohol prevention, and education programs; however, there is limited research investigating a student’s decision not to drink. In particular, there is minimal research on the experiences of underage female college students who have chosen to abstain from drinking.
The purpose of this qualitative study is to examine what roles cognitive, moral, and social decision making play in underage college females’ decisions to abstain from drinking in college, where underage drinking is prevalent. Through the stories of young female students, this study sought to explore from the participants’ perspective, the historical and social conditions that contributed to their choice to abstain from drinking. Findings from this study will help identify components to include in future educational models, and assist college administrators in finding ways to encourage female students to make educated and healthy choices in college.
Student(s):
Amy Hannula

Faculty Mentor:
Dr. Maura Martindale
The Relationship Between Parental Involvement and the Overall Success of Adults who are Deaf or Hard
The purpose of this study is to determine if there is a correlation between parental involvement and the success of adults who are deaf or hard of hearing. While the deaf population has a much higher unemployment rate than the hearing population, there is a percentage of adults who are deaf or hard of hearing that are able to hold jobs. The researcher wanted to discover if a correlation existed between this percentage of successful adults, and the amount of parental involvement early in life. The researcher used surveys including quantitative and qualitative responses to rate parental involvement and the success of adults who are deaf or hard of hearing, and compared the scores of pairs of parents/adults to see if a correlation was present. Qualitative responses indicated that parents felt early intervention and parental involvement were vital in their child's later success in school and careers.
Student(s):
Denise Hoppal

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Middle School Student Perceptions of Physical Education
The number of overweight and obese adolescents in the 21st Century has climbed to an all-time high. This trend should be a wake-up call for all Physical Education teachers to evaluate their programs to ensure that the curriculum and instruction is designed to foster positive attitudes about the importance of lifetime physical activity. The purpose of this research study is to investigate how social aspects and curriculum influence perceptions of middle school students in physical education. The embedded mixed- methods design included a scaled survey (adapted from Barney & Deutch, 2009) and open-ended question data. Uncovering curricular and social aspects that influence an adolescent’s desire to participate in physical education can provide the physical educator with necessary information to improve their student’s experiences.
Student(s):
Katie Jacobs

Faculty Mentor:
Ms. Susan Tandberg
Improving Social Skills Through Social Stories
Deficits in social communication and interaction are a defining characteristic of autism; because social relationships have a profound effect on all areas of life, interventions aimed at improving social relationships are important to improving the quality of life for children with autism. The effectiveness of using social stories as a social skills intervention was investigated through a case study of a third grade student with autism. The targeted social skills were independent initiations and responses in peer conversations. The intervention consisted of the child reading an individualized social story, answering comprehension questions, and participating in a sixty-minute playdate with a peer. It was predicted that following the intervention, the child would demonstrate an increase in both initiating conversations and appropriately responding to peer conversation. The findings of this study will be useful in determining if social stories are an effective strategy for improving the social skills of children with autism.
Student(s):
Jillian Jensen

Faculty Mentor:
Mr. Carlos Dominguez
Evaluating the Effectiveness of the Computer Assisted Learning Program, SuccessMaker
Monolingual English speaking students enter school with a different academic language experience than their peers who come from a home where their first language is not English. There are approximately 1.4 million English language learners (ELLs) in California entering the school system with various levels of knowledge of English vocabulary and sentence structure (English Language Development Standards for California, 1999). The purpose of this study was to evaluate the validity of the supplementary computer assisted learning program SuccessMaker and the effects it has on student reading performance. All twenty participants were ELLs in the second or third grade and received one-on-one reading intervention with SuccessMaker for two-hundred-forty minutes. Quantitative data was measured from the use of a pre and post assessment from the reporting system within SuccessMaker. After close examination of the data, the researcher determined that there was a positive impact on the reading achievement of the participants.
Student(s):
Louisa Jeworski

Faculty Mentor:
Mr. Carlos Dominguez
Glimpses through Windows: How Latino Parents Create an Academic Home Climate
More than twenty percent of public school students are Latino (U.S. Census Bureau, 2011). Research shows that many of these students struggle academically. Thus, it is critical to determine how Latino parents create an academic home climate when aiming to shed light on and expand academic success within the Latino culture. The home environment greatly influences a child’s academic success (Fan & Chen, 2001). Likewise, the Latino culture is engrained with parenting practices that promote academic achievement (Fuller & Garcia Coll, 2010). In this selective qualitative study, the researcher interviewed three Latino parents who were selected by the school administration. These interviews revealed three common ingredients that resulted in academic success: monitoring children, structuring time for homework and family, and placing value on a good education.
Student(s):
Kristina Klug

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Advanced Placement Curriculum Development in Private Schools: A Mixed-Methods Study
Using Advanced Placement (AP) classes, high school students strive to distinguish themselves during the college admissions process. Not only can these courses prepare students for the rigors of collegial academics, passing a comprehensive AP test can often result in attainment of college credits. As more students turn to this method of delineation, the population enrolled in AP classes is becoming increasingly diverse, with respect to the instructional strategies that will support their success. Student ethnic diversity has been proficiently studied, but little attention has been directed towards examining the learning strategies employed in these advanced classes. AP teachers from local private high schools participated in a mixed methods survey designed to gather information regarding teacher demographics, course information and instructional strategies. The purpose of this action research study was to help teachers to improve their instructional methodologies to best suit their target populations.
Student(s):
Jacqueline Leal

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Examining the Effectiveness of After-School Reading Intervention for Middle School English Language
The primary purpose of this study was to examine the impact of an after-school reading intervention program developed to assist English Language Learners (ELLs) in middle school. Using action research to implement and evaluate a voluntary after-school reading intervention to support ELLs, a secondary research goal was to analyze student participants' academic performance in English Language Development (ELD) class. This study used quantitative and qualitative approaches to examine a pre/posttest given to the students at the beginning and end of the after school program, and reflect on the effects of student participation and instructional strategies used during the intervention. Findings indicate that the after-school reading intervention program fostered positive outcomes in literacy and language development for middle school ELLs.
Student(s):
Eva Lievanos

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Exploring the Academic Barriers and Personal Strengths of Middle School Migrant Students
Due to adverse circumstances, the children of migrant workers are often seen as educationally disadvantaged students. Their challenges include discontinuity in education, poverty, social and cultural isolation, limited parent involvement, lack of knowledge of resources, laborious work outside of school, poor health, and limited proficiency in English. The purpose of this qualitative study was to explore the challenges middle school migrant students face and to uncover factors that foster their resilience. Interviews were conducted to collect data for this study. The interviews were tape recorded and transcribed. The data were coded and analyzed to explore common themes reflected in the migrant student’s experiences. The study found that resilience in students should be fostered and promoted by establishing protective factors in their environments. These protective factors included supportive relationships, student participation opportunities in schools and communities, and high parent and teacher expectations of the students.
Student(s):
Brian Lindgren

Faculty Mentor:
Mr. Carlos Dominquez
Factors Which Contribute to Working Women’s Academic Success
The purpose of this research was to discover the factors, which contribute to working women’s ability to successfully complete post-secondary coursework. The research was conducted using Credit Union staff in Southern California to support the Credit Union’s education compensation program, and answer the question, “What factors contribute to a working women’s success in completing a post-secondary degree?”
Using qualitative research methods, four women were selected to be interviewed who were current full-time employees at the Credit Union, 21 years old or older, and attending or have recently attended a post-secondary institution.
Three themes emerged: Adaptability, Support, and Personal Drive, all which contributed to the participants’ success balancing full-time employment, education, and family. This study found that the pursuit of a post-secondary degree is achievable when the student has proper levels of support, ability to adapt both family and self, and the inner drive to accomplish her goal.
Student(s):
Emily Loomis

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Examining the Relationship Between Kinship Care Arrangements and School 2
The presence of kinship care arrangements, children living with familial caregivers other than a biological parent, is on the rise. Research shows that frequently, students in these living arrangements struggle in school, and have increased likelihood of behavioral problems. The purpose of this research is to examine the relationship between school and home for families in kinship care arrangements, and to identify useful strategies for educators and caregivers in linking home life with school lives comfortably for students.
The researcher interviewed teachers, active caregivers and adults who were raised in kinship care arrangements. She asked questions about their experiences with kinship care arrangements, and any suggestions they may have for caregivers and teachers working with students in such arrangements. Coding the information to find recurring themes allowed the researcher to identify common feelings and needs for these families, and to provide useful recommendations for teachers and caregivers.
Student(s):
Nereida Lopez

Faculty Mentor:
Dr. Maura Martindale
Using a Video Modeling Treatment to Teach Play Skills
Autism diagnosis is on the rise and it is highly likely that educators will be presented with the challenges of educating a student with Autism. It is therefore imperative that educators learn effective ways to support the learning and growth of students with autism. The purpose of this quantitative study is to understand the effects of a Video Modeling treatment, an autism research-based strategy, on the acquisition of scripted verbal statements and motor actions in play sequences for three elementary-age students with autism. A single subject design will be employed across participants and stimulus materials to evaluate the effects of the researcher-made Video Model treatment on play skills. It is hypothesized that after participating in a researcher-designed Video Modeling program, the verbal statements and motor actions related to specific toys will increase in all three students with Autism, as measured by a researcher created data collection system.
Student(s):
Katie Luizzi

Faculty Mentor:
Mr. Carlos Dominguez
Grades and Student Motivation
In today’s rising academic climate, grades play an essential role as an extrinsic motivator for students as they transition through grade levels. Research has found that students who are intrinsically motivated are more likely to experience more successful, long-term learning outcomes. The purpose of this study is to examine how grades affect student motivation in sixth grade students. Literature concludes that the problem with grades is that they focus on extrinsic motivation, which reduces the quality of learning. The study was a qualitative study in which four, sixth grade students were selected randomly and were interviewed with researcher-developed questions. The findings revealed three themes: family, success and fear of failure. The conclusions of the research study implied that sixth grade students are concerned with getting good grades. It is also implied that the absence of grades would reduce student motivation to do well in school.
Student(s):
Amanda Magallanes

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Parents' Perceptions of Bullying
Children all across America are affected by bullying. The parents of bullied children are in turn, affected as well. Most of the research that exists related to the issue of bullying pays particular attention to the victims of bullying. Very little research conveys parents’ feelings and thoughts about bullying. The participants in this study will be the parents of first-grade students at ABC School. The participants will be asked to complete a cross-sectional survey designed to uncover parent perceptions and awareness about bullying. This study is designed to gather data about parent responses to bullying. Findings from this research will serve as a guide to strengthen parent/teacher communication related to the topic of bullying.
Student(s):
Genaro Magana

Faculty Mentor:
Mr. Carlos Dominguez
Two-Way Immersion: Discovering Experienced Teachers' Perspectives Toward the 90:10 and 50:50 Models
The purpose of this qualitative study is to discover how experienced teachers feel toward the two-way dual immersion model they teach, the 90:10 or 50:50 model. With TWDI programs growing every year and limited research available regarding this topic, this study presents important information for educators, school districts, and legislators to consider when selecting which model to adopt. Today, research has found that TWDI programs promote academic achievement, bilingualism, biliteracy, and positive cultural attitudes (Genesee, Lindholm-Leary, Saunders, & Christian, 2006). Using a selective method approach, the researcher interviewed six teachers in Ventura County. The researcher found the following themes resurfacing throughout the interviews: student confidence as perceived by the teacher, teacher perspectives and passion, parental concerns, and suggested changes toward the models. Although every teacher had a positive attitude toward their TWDI model, future research can explore the reasons why teachers vary in their suggestions for improving their TWDI model.
Student(s):
Mallory Mathias

Faculty Mentor:
Ms. Maura Martindale
Helping Deaf and Hard of Hearing Students Have a Successful Inclusion Experience
This research study explores the transitional period for students with hearing loss who have been in a special day class and are at the initial stages of being included in a general education classroom at their neighborhood school site. The purpose of this study is to help students with hearing loss be able to have a successful experience in their general education classroom. A researcher-made questionnaires were created for educators, paraprofessionals, parents and students asking questions related to the purpose of this study. The researcher will also be observing the students in their general education classroom to obtain data and will compare what was observed to the responses on the questionnaires.
Student(s):
Sal Montelongo

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Teaching Strategies for Low Performing Alternative Education Students at Frontier High School
Students who transfer to alternative schools due to lower academic achievement at their previous placements often treat Frontier High School as a second opportunity to receive a high school diploma. Fortunately, many students in alternative education setting find themselves redirected in the right path. However, those who struggle may not take advantage of what Frontier High offers. The purpose of this study is to identify effective teaching strategies that provide lower performing students who attend alternative education with the best possible opportunity to achieve academic success. Qualitative data will be gathered via questionnaire through the participation of 15 current teachers at Frontier High School. The developed questionnaires are designed to obtain data related to a teacher’s preferred approach in addressing the needs of lower performing students. Findings will be analyzed to inform colleagues about strategies that support students who need more academic support.
Student(s):
Jonathan Moore

Faculty Mentor:
Dr. Maura Martindale
Self-Efficacy as a Predictor of Successful Middle School Transition for Students with a Hearing Loss
Transitioning from elementary to middle school is accompanied by increased demands in the academic, social, and self-awareness domains. As with other students with disabilities, students with a hearing loss can face extra difficulties with this transition.
The purpose of this quantitative study was to examine whether fostering self-efficacy within elementary school students with a hearing loss, could help prepare them for matriculating to middle school.
This correlational study was conducted by analyzing the relationship between self-efficacy, and successful transition to middle school, for students with a hearing loss. Students’ self-efficacy was measured using Schwarzer & Jerusalem’s General Self-Efficacy scale. Success of transition was measured using the researcher-created Middle School Transition scale that assessed students in terms of academic, social, and emotional adjustment to middle school.
The researcher compared these scores to test the hypothesis that: Among students with a hearing loss, self-efficacy correlates with successful transition to middle school.
Student(s):
Cecilia Navarro

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Effectiveness of Children’s Literature to Enhance Student Engagement and Motivation in Mathematic
With the passage of the No Child Left Behind Act and California’s policies on standardized testing, the practice of teaching to the test has increased. Although deemed effective by research, educators are often hesitant to vary their instruction due to the pressures associated with test score outcomes. Studies surrounding the issue of effective teaching practices show that the most successful teaching attends to student engagement and motivation. Children’s literature can be used as an effective strategy to generate motivation and engagement while teaching mathematical concepts. As such, this study will use interview data from four fifth-grade teachers to determine how they use children’s literature to enhance motivation and engagement when teaching math to students in a low performing, Title 1 school.
Student(s):
Bruce Nebens

Faculty Mentor:
Mr. Carlos Dominguez
Research-Tested Methodologies to Help Increase Student Achievement in High School Science
In today’s highly technical, globalized and competitive world, the need for every high school student to receive a science education has never been more important. Research indicates,“American students’ interest in science education and scientific careers has declined over the past several decades (Xie and Kilewald,2009, p.1). Research has identified many different methodologies to improve high school science education. This survey-based research study investigated the pedagogy employed by high school science teachers in Ventura County and inquired whether research-tested methodologies were utilized. In addition, if teachers did not utilize the research-tested methodologies discussed in this study, further research asked the teachers about their interest in one or more specific methodology. The majority of the teachers surveyed indicated prior usage of at least one methodology and further interest in utilizing more than one in their classroom.
Student(s):
Tressie Nickelberry

Faculty Mentor:
Dr. Diane Rodriguez-Kiino
The Experiences of Blacks with Doctorates From Predominately White Institutions
Doctoral students face many challenges while pursuing their degrees. For example, some may work full-time and or have a family. While doctoral students face many hurdles, Black doctoral students face additional barriers. The purpose of this study was to reveal the perspectives and experiences of Blacks who obtained doctorates from Predominately White Institutions. Collective case study methodology was utilized for this study allowing me to analyze and describe the Black student experience. In a case study, the researcher is focused on each individual, instead of the group as a whole. Each case is analyzed closely to obtain a better understanding of the overarching issue. The three themes that were discovered about the Black journey to a doctorate were motivations that helped the participants persevere through their programs, programmatic experiences, and the role that race and ethnic identity played in the quests.
Student(s):
Ricki Nilles

Faculty Mentor:
Dr. Mariana Robles-Dalany
Teaching Through Learning: A case Study of a Kindergartner
I conducted a study on a male kindergartner with mild/moderate Autism. This particular student is struggling with the development of his fine-motor skills. The purpose of this study was to develop my teaching skills and to assist the student in developing his fine-motor skills. Within the many hours I worked with him, we worked on his writing skills, particularly writing his first and last name, as well as perfecting how he holds writing utensils. I did a pre-assessment of the student to decipher what level he was at before I began any work with him. At the end of the our time together I did a final assessment of his ability to grade his progress. With the combination of repetitive practice and the use of different mediums to provoke interest, we were able to improve his writing skills and his ability to hold a pencil properly.
Student(s):
Michelle Ochoa

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Examining Teacher’s Perspectives of Factors that Contribute to an Effective Assessment Environment
Assessments are a permanent staple in all pubic school classrooms in California. The effectiveness of these assessments continues to be a topic of discussion among educators and researchers. Therefore, a need for further research exists to determine whether or not a teacher’s belief and attitude toward assessment plays a role in the assessment results of his or her students. Research will be conducted in the form of a qualitative study where three Kindergarten teachers and two First Grade teachers will be observed in their own classroom. Following the observations, individual interviews will be conducted where the teachers will have the opportunity to share their thoughts and perceptions about the assessments they administer to their students. The purpose of this study is to examine teachers’ perceptions and understandings of the factors that contribute to an effective testing environment.
Student(s):
Kasandra Phillis

Faculty Mentor:
Mr. Carlos Dominguez
The Exploration of Algebra One Readiness as Described By Students
In the state of California, Algebra 1 is a required class for eighth grade students. Many eighth grade students have a difficult time succeeding in the class. The purpose of this research was to explore Algebra 1 readiness as described by struggling Geometry students that have completed Algebra 1.
This was a qualitative research study that utilized interviews to obtain data. Three struggling Geometry students were interviewed at lunch or after school and asked about their experiences while taking Algebra 1. The interviews were transcribed and analyzed using Microsoft Word. The themes that emerged were: Teachers Affect a Student’s Experience with Algebra 1; Struggling Students Have Negative Feelings Towards Mathematics; The Concepts Introduced in Algebra 1 are Different and Difficult; and Students Feel More Confident While Taking Algebra 1 in High School.
Student(s):
Emily Piper

Faculty Mentor:
Mr. Carlos Dominguez
Examining the Relationship Between Personality Characteristics and Educational Experiences
The purpose of public education is to provide all individuals with equal access to a meaningful education. However, because of variances in individual personalities, that access may not, in fact, be equal. If education is inherently suited more for one personality, or disposition, than another, it disallows educational equality. The purpose of this research was to examine the effect of a traditional education on students with varying dispositions by determining whether or not correlations exist between dispositions and academic achievement or educational satisfaction. Participants completed a disposition assessment and an educational satisfaction survey. Results were grouped based upon disposition, and frequency distribution charts were created for each group to identify trends in terms of GPA, English course grades, and satisfaction survey scores. Standard deviation was determined to ascertain whether or not these trends were statistically significant. The results of this research may lead to better teaching practices.
Student(s):
Summer Plante-Newman

Faculty Mentor:
Dr. Maura Martindale
Analyzing Skills in Executive Function of High School Students with a Specific Learning Disability
Prior research shows that self-management, self-monitoring, and self-evaluation procedures may be used as practical strategies to improve the study skills and homework completion rates of students with disabilities. In the present study, a one-group pre and post-test design was utilized to evaluate the effectiveness of an assignment completion strategy and an academic planner to enhance credit completion rates of students identified with a Specific Learning Disability. Five high school students, enrolled in an Independent Study Program, were selected for this study based on teacher reports, which suggested that each student had slow rates of credit completion and lacked specific study skills related to executive function. Three phases of intervention were provided to focus on the improvement of specific study skills and credit completion rates. Data was collected using both qualitative and quantitative methods for all participants and the implications for future practice and research were reported.
Student(s):
Leslie Price

Faculty Mentor:
Dr. Susan Tandberg
Program Effectiveness of the Transition Partnership Program
Schools in the United States spend a great deal of energy preparing students with disabilities to transition into the adult world of independent living, however the reality is that less than 5% of these students remain employed just two years after high school. Schools assist students with disabilities for adult life by preparing them for further education, employment, and independent living. An effective transition program provides students with a coordinated set of activities that promote successful transition to adult living. The purpose of this study is to determine the effectiveness of the Transition Partnership Program at a local high school. Students, staff, and employers were surveyed in regards to best practices in transition. Surveys were analyzed to determine areas of need in the program. By quantifying best practices, the program can implement positive change to enhance self-determination and self-advocacy skills in students with disabilities.
Student(s):
Mindy Revell

Faculty Mentor:
Dr. Maureen Reilly Lorimer
The Effects of Classroom Design on Student Academic Achievement
Modern day educators face numerous challenges. Rather than dwell on these pressures and challenges, educators may implement changes to the classroom environment that are budget-friendly and purposeful in the design. The purpose of this study was to examine elements of classroom design influencing 1st and 2nd grade students’ academic achievement. The study was conducted by manipulating design variables in a classroom during weekly routine spelling tests for three consecutive weeks. These manipulations included decreasing the class population size by testing half the class at a time, changing the overall lighting of the classroom by using full-spectrum lighting, and utilizing the power of color psychology by printing tests on calming, pastel-colored paper. This mixed-methods study also included an observation protocol in which the researcher documented the overall learning environment and student behavior in her findings. By implementing these design changes, teacher efficacy and student learning should increase.
Student(s):
Jaclyn Richards
and Carmine Castaldo, Miriam Velasco, Brittany Walker, Alyssa Young

Faculty Mentor:
Dr. Mariana Robles-Dalany
Teacher and Student Perceptions of Service Learning in a School-Wide Enrichment Program
Five CLU Liberal Studies seniors participated in a service learning project by volunteering as teacher assistants in a middle school school-wide enrichment program. At the conclusion of the six week program, classroom teachers participated in a survey of their perceptions of the effectiveness of service learning in helping middle school students achieve course goals. CLU Students also participated in a survey regarding their perceptions of service learning in developing their teaching skills.
Student(s):
Paula Robertson

Faculty Mentor:
Dr. Maureen Reilly Lorimer
The Journey From At-Risk to On-Time High School Graduation
High drop-out rates of high school students are a continual concern. The alternative high school programs in California now focus on students considered at-risk of not graduating to aid in addressing the concern. Research reveals the needs of the at-risk student but overlooks the exemplary students who achieve the expectations and goals of the alternative education program. This qualitative study targeted students that were identified at-risk of not graduating and attended a continuation high school for three semesters. They then transitioned back to their traditional high school during their senior year and graduated on-time. The students participated in two sets of one-on-one interviews and submitted journals pertaining to their expectations and experiences of their journey. The purpose of this study was to better understand their choices, behaviors and the influences that led to their success of an on-time traditional high school graduation.
Student(s):
Fernando Robles

Faculty Mentor:
Dr. Maura Martindale
Survey of Elementary School General Education Teachers and Integration of Deaf Students
This action research project addressed factors correlated with successfully integrating Deaf and Hard of Hearing students within an inclusive classroom. Twelve general education teachers in the Los Angeles area working with students in Grades K-3rd participated in the study. Participants answered a questionnaire that was both qualitative and quantitative in its design. Contingent on their responses the researcher assessed and identified the many concerns denoted by the participants, as well as suggestions for improving inclusion of students with a hearing loss in their classrooms. Areas of marked importance based on participant responses were: a) Collaboration with other Professionals, (b) Time and Improved Classroom Management, (c) Continual Education/Knowledge of Students with a Hearing Impairment, and (d) Availability and/or Lack of Resources.
Student(s):
Amanda Romero

Faculty Mentor:
Dr. Dennis Sheridan
Examining Latina College Experiences
Throughout the 1990s, Hispanic women have shown a dramatic increase in higher education. Currently, Hispanics account for 24% of undergraduates enrolled in California 4-year institutions (Solórzano, Villalpando & Oseguera, 2005). Alarmingly, while enrollment rates are high, Hispanic female graduation and persistence rates are exceedingly low. A qualitative narrative methodology was selected for this study in order to explore the ways in which the Latino family influences their female students’ educational goals and examine the potential areas of conflict Latina college students experience between their educational goals and traditional cultural gender roles and expectations. Participants were selected utilizing purposeful sampling methods. Ten students were interviewed, completed journals, and participated in two focus groups. Conflicts and tension between balancing cultural expectations and educational goals was recognized as a possible source of motivation as well as stress.
Student(s):
Martha Romero

Faculty Mentor:
Dr. Maureen Lorimer
Effective Reading Comprehension Strategies for First-grade English Language Learners
According to the California Department of Education website, 20% of the students in California public schools are English Language Learners (ELLs). ELLs in California have been performing less than proficient or advanced in many state mandated tests. It is the teacher’s duty to promote ELLs success in the classroom. The purpose of this qualitative study is to explore teacher perceptions of reading comprehension strategies on language acquisition with level two and level three (L2 and L3) ELLs in first grade bilingual and mainstream classrooms. The data for this study will be collected through interviews and observations. The researcher will interview four first grade teachers (the participants) and observe two language arts lessons in each of their classrooms. All data collected will be analyzed, coded and placed into themes. This study may produce a richer educational foundation for teachers who teach reading comprehension.
Student(s):
Crystal Rorex

Faculty Mentor:
Dr. Maureen Lorimer
Charter School Experiences
The charter school movement continues to grow rapidly and studies indicate that one way to judge the success of this reform is to examine the impact of charter schools on students and parents. Using focus group interviews, this qualitative study explored the perceptions and expectations of three parents and three students at Bridges Charter School. An analysis of the data revealed that parents chose to send their children to a charter school due to Bridges’ use of the whole child approach, implementation of project based learning, and required parent involvement. Moreover, student participants viewed their charter school as a caring, friendly, and social environment. These findings suggest that, for Bridges Charter School, parent and student satisfaction is a critical element to its success and ability to grow as an alternative education model.
Student(s):
Jean Sandlin

Faculty Mentor:
Dr. Edlyn Pena
Exploring Perceptions of Authenticity in Student-Written Admission Blogs
In an effort to recruit digitally native high school students, admission professionals at colleges and universities are incorporating blogs on their websites to render authenticity in marketing materials. Sixty-six percent of 4-year accredited colleges and universities have a blog, 85% percent with blogs reported that their blogs were successful, and 48% of institutions without blogs plan to add them. This study explored how college-bound high school students’ perceptions of authenticity in college admission-sponsored, student-written blogs shaped their conceptions about and interactions with institutions of higher education. Using a phenomenological approach, the study collected data over a 3-month period in 2011 through 16 in-depth interviews, 165 journal entries and an 8-member focus group. It identified nine enhancers and three detractors to the perception of authenticity, and illustrated how internalization among participants led to the perception of authenticity. Participants were more likely to consider institutions when they had deemed their blogs authentic.
Student(s):
Barbara Sorter

Faculty Mentor:
Dr. Edlyn Pena
Exploring the Academic and Social Experiences of Students with Autism Spectrum Disorder
As a greater number of students with autism spectrum disorders (ASD) are entering postsecondary institutions, little research exists about the factors that contribute to their transition into and persistence in higher education. This qualitative case study explored the academic and social experiences of seven students with ASD at one university. Schlossberg’s Transition Theory was the conceptual framework applied to this study to analyze the participant’s social and academic supports that led to their persistence from one semester to the next. Four themes emerged from the cross case analysis: 1) Academic Experiences, 2) Social Experiences, 3) Sources of Support, and 4) Aspirations For and After a Degree. The findings indicate that students with ASD face many challenges in their college persistence including a lack of self-advocacy skills, difficulties with faculty & peer relationships, and a lack of stress and time management skills.
Student(s):
Michael Strickler

Faculty Mentor:
Mr. Carlos Dominquez
Rhythm and Rhyme to Improve Student Preformance in Algebra 1
Retention is the key to succeeding in mathematics. Today’s students have a difficult time remembering mathematical formulas; however, when asked about lyrics to popular songs, students can instantly recall them with a simple beat. The purpose of this study is to assess how retention and comprehension of mathematics at the secondary level can be improved by applying songs in lessons.
Students will be given a pre-test on graphing in their Algebra 1 classes. They will then be divided into two groups. One group will listen to an original rap song about graphing during the lesson and the other taught group will not. At the conclusion of the two-week lesson, each section will be post-tested. The control group will take the post test in silence while the experimental group will take the test while listening to an instrumental version of the song. Results show a significant improvement in subject retention.
Student(s):
Heather Stuve

Faculty Mentor:
Dr. Susan Tandberg
Students With Disabilities And The Independent Study Program Model
A study of high school students with special education needs participating in an independent study educational model was undertaken to establish the effectiveness of this program type in effectively meeting the academic needs of students with disabilities. Data was compiled from three sources: questionnaires regarding factors influencing student credit completion, student interviews regarding the experience in an independent study environment versus a traditional high school setting, and records review of student incoming and current grade point average. All students reported they were happier and performing stronger academically in an independent study environment than their previous traditional school setting. The author’s findings indicated that ninety percent of students improved their grade point average from their comprehensive school setting. These discoveries suggest that student with disabilities can be effectively educated in an independent study program model.
Student(s):
Joshua Thies

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Freshman Fitness: Uncovering Motivational Factors that Contribute to Regular Exercise
The purpose of this research study is to explore the motivational factors that drive college freshmen to habitually participate in physical activity. The health benefits of habitual physical activity are well established. However, the majority of individuals do not exercise enough to reap such benefits. College freshmen were selected as the target population for this study because of the tendency to gain weight during their first year away from home. Eight college freshmen were selected to participate in semi-structured interviews in an attempt to uncover the various motivational factors that drive these freshmen to participate in regular physical activity.
Student(s):
Jennifer Tran

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Do You Get What You Expect? The Influence of Teacher Expectations on Student Performance
For the past 40 years, research on the influence of teacher expectations on student performance has been a prevalent area of study in Educational Psychology. It has shown that students who are most at-risk were more strongly influenced by teacher expectations. The purpose of this research was to study how varied expectations, based upon the teacher’s perceived level of difficulty of the content, influenced math performance of second-grade students. This three session quasi-experimental study tested the hypothesis that “high” and “low” expectations will result in different outcomes for students performing above grade level, at grade level, and below grade level. During each session, varied expectations were communicated prior to administering the survey and assessment. Descriptive statistics were analyzed to compare outcomes and determine the impact of teacher expectations on students’ math performance.
Student(s):
Samantha Watson

Faculty Mentor:
Mr. Carlos Dominguez
Academic Experiences of the First Year of College From the Perceptions of Homeschool Graduates
Homeschooled alumni constitute a rapidly growing population of incoming college students who have a unique need for support (Bryant, 2001; Cogan, 2010; Ray, 2009). Obtaining an understanding of this population of students is consequential to the ability of colleges to attract these students and provide support for their transition to higher education.
Bragg (1994) states that the most prominent adjustment difficulties for first year college students are related to academic adjustments. While literature considers academic success and preparedness of these students, no studies reflect on their perception of their academic experiences in their first year of college. Through semi-structured interviews, this qualitative study explores the experiences of the first year academic life as provided by homeschooled alumni. The study found this population of students’ first year academic experiences was positive and they felt prepared for the academic challenges of college.
Student(s):
Kaitlyn Watts

Faculty Mentor:
Mr. Carlos Dominguez
Influence of Homework on Third-Grade Students Academic Achievement in Mathematics
Homework in itself is not enough. It needs to serve a purpose and hold prospect to bring students further educational knowledge and foundational academic skills. The purpose of this study was to discover the correlation between homework and third-grade student’s academic achievement in mathematics. This action research was quantitative in measure and used a pre and post-test to determine the influences daily math homework has on achievements in mathematics. The study had a sample of 21 third-grade students. Research was conducted over the course of one math unit, half of which had nightly homework, half of which did not. Quizzes complied of concepts learned during each half of the unit were given to the students. Results from the quizzes were compiled and compared using statistical analysis. Findings suggest that homework does not play a significant role in third-grade student’s academic achievement in math.
Student(s):
Marissa Wells - Ellis

Faculty Mentor:
Dr. Mariana Robles-Dalany
A Portrait of Lifespan Development
The middle of the 20th century was a significant time in educational history. This study is a portrait of an African American student experiencing the US public education school system in Mississippi. While the focus of the study is on the subject's school experiences, a life story approach is used in order to search for themes that may have played a role in the participant's major life experiences. The themes generated from narrative data collected through interviews address the following questions:
What obstacles were faced by the participant in school?
What were the participants reactions to these obstacles?
Did these obstacles shape the participant's major life decisions?
Student(s):
James Willcox

Faculty Mentor:
Dr. Maureen Reilly Lorimer
Influences of Standardized Testing on Social Studies Teachers
This research study focuses on the influences that Standardized testing has on high school history teachers in California. Since 2001, increasing emphasis in standardized testing has spread throughout the country. The passage of No Child Left Behind attached high consequences to the results of these tests in language arts and mathematics. Consequences for these tests are not as high for social studies. Because of their unique position this study focuses on social studies teachers. A mixed-methods questionnaire was sent to social studies teachers from thirty, randomly selected high schools throughout California. Participants answered questions aimed at exploring standardized testing influences on their attitudes, use of class time, and pedagogical strategies. Survey responses are analyzed to uncover trends in testing practices.
Student(s):
Lindsay Young

Faculty Mentor:
Dr. Maureen Lorimer
Factors that Contribute to Positive Perceptions of School for Students of Alternative Education
Frequently, a student's perception of school dictates whether or not he or she will succeed in an academic setting. If a student comes to school each day with a negative perception of his or her surroundings, issues with behavior or grades might be more prevalent. This research study will be conducted in an attempt to identify specific conditions or procedures that contribute to forming a student’s positive perception of school. Data will be collected through the use of student interviews and classroom observations. Interviews will be conducted one-on-one with 10 seniors attending an alternative school. All interviews will be recorded, transcribed and coded, and classroom observations will be analyzed for common themes that will help to advance the research. Findings from the collected data may uncover procedures or conditions that schools can implement to foster a student’s positive perception of school.
Student(s):
Lucinda Zazueta

Faculty Mentor:
Dr. Susan Tandberg
Improving Standardized Test Scores in Students with Specific Learning Disabilities
Students with specific learning disabilities perform significantly lower than their general education peers on standardized tests according to data released by the California Department of Education. The students may have mastery of the California State Standards, but struggle with the ability to demonstrate this.
The purpose of this research is to see if it is possible to improve the standardized test scores on the World History STAR test for students with specific learning disabilities. The students participated in a month long intervention which included frequent exposure to released test questions. They took practice tests twice a week on the computer. Three days a week they dissected a released test question with the teacher as a group. Early findings are that there are many factors which have an effect on their ability to be successful.
Student(s):
Armando Zuniga

Faculty Mentor:
Mr. Carlos Dominguez
Supporting English Language Learner Academic Discourse in a Middle School Social Studies Classroom
Research indicates that English Language Learner (ELL) students are not engaging in academic discourse during classroom instruction. In fact, ELL students are engaged in academic discourse only 2% of their instructional day at the elementary level (Arreaga-Mayer and Perdomo-Rivera, 1996). The purpose of this study is to examine how to improve ELL student engagement in academic discourse in a secondary classroom.
Specifically, how does the implementation of the Think, Write, Pair, Share strategy affect participation in academic discourse for 7th-grade ELL students in a suburban, middle-class, middle school History/Social Studies classroom?
Three ELL students were randomly selected and observed twice. The first observations were completed before embedding the treatment strategy into instruction and the second afterward. The results yielded an increase in participation for two of the three ELL students observed. These results support existing research calling for teachers to create more opportunities for ELL students to engage in classroom discourse.
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