Schedule of Events
Graduate School of Education Poster Symposium
Lundring Events Center
Poster session presentations for the GSOE Master's candidates and Ed Leadership Doctoral candidates.
Student Abstracts
The Correlation Between Primary and Secondary School Levels and Teachers' Mindsets
Research on adopting a growth mindset in the classroom has been found to provide many benefits to both students and teachers across grade levels. In a growth mindset focused classroom, students tend to show improvements both academically and emotionally. Additionally, teachers with a growth mindset generally report an increased effectiveness in instruction and positivity in their classroom (Cartwright & Hallar, 2018). Due to the benefits of growth mindset, it is important to understand how to increase the adoption of growth mindset beliefs in our school system. In attempting to understand the factors of fostering growth mindset beliefs in teachers, researchers have found a pattern of discrepancy between teacher’ mindsets and school levels. Research conducted by Hanson, Bangert, and Ruff (2016) has shown that primary teachers are more likely to adopt a growth mindset whereas secondary teachers are more likely to develop a fixed mindset. The purpose of this study was to further explore this claim and discover if a strong correlation between school levels and a teacher’s fixed or growth mindset perception exists. This quantitative study follows a correlational research design and collected data in the form of an online Likert-style growth mindset survey. The online survey was administered to a California school district by means of mass e-mail. Using the data from the survey, the study was able to assess the correlation of different mindset beliefs of primary and secondary teachers.
Student(s):
Karissa Aguilar
Faculty Mentor:
Dr. Lorynn Selby
The Language of Performance: Community Concepts of Grading
The Language of Performance: Community Concepts of Grading
Grading is an ubiquitous and significant part of the educational experience. As a result, most people have strongly held beliefs about what a grade is, does, and should be. Misunderstandings about grades are common between teachers, students, and parents. While the construct of grades has been thoroughly studied, very little research has examined how the purpose of grades is perceived across these three key populations. The researcher aimed to first understand how each of these three populations perceived the purpose of grades to identify areas in which information about student performance is being miscommunicated. The researcher developed a quantitative case study that surveyed each of the three sample populations from a single Catholic secondary school. Preliminary results indicate that there is a broad understanding of the purpose of grading practices that diverges among sample populations. This difference in understanding likely contributes to miscommunication about student performance, impacting decision making of individuals within the sample population.
Grading is an ubiquitous and significant part of the educational experience. As a result, most people have strongly held beliefs about what a grade is, does, and should be. Misunderstandings about grades are common between teachers, students, and parents. While the construct of grades has been thoroughly studied, very little research has examined how the purpose of grades is perceived across these three key populations. The researcher aimed to first understand how each of these three populations perceived the purpose of grades to identify areas in which information about student performance is being miscommunicated. The researcher developed a quantitative case study that surveyed each of the three sample populations from a single Catholic secondary school. Preliminary results indicate that there is a broad understanding of the purpose of grading practices that diverges among sample populations. This difference in understanding likely contributes to miscommunication about student performance, impacting decision making of individuals within the sample population.
Student(s):
Patrick Allison
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Challenges and Attitudes Towards Instructing English Language Learners
The research topic examined is Teacher Attitudes and Challenges Towards Instructing English Language Learners. What inspired this research was that English Language Learners are tracked separately throughout the day from their native speaking peers. This becomes noticeable when teachers have an entire period of English Language Learners all lumped together, and thus have to make the necessary modifications and accommodations for this target population’s success. The purpose of this research was to examine where teachers struggle supporting English Language Learners, and how they can best serve their students' academic language development. From recent findings, a list of best practices has been developed for teachers to support English Language Learners. During the research process, teachers of English Language Learners voluntarily completed an online survey through Qualtrics for their input as to how often they make satisfactory modifications and accommodations to guarantee the success of their English Language Learners. Participants consisted of 6th-8th grade teachers at a middle school in the Bay Area. The teachers come from diverse backgrounds, have varying experience, and teach different subjects, yet all of them come in contact with English Language Learners in their classes. Anticipated findings for this study are that while teachers often make modifications and accommodations for their English Language Learners, more support and best practices are desired. Data was used to generate tables and graphs to support findings.
Student(s):
James Anderson
Faculty Mentor:
Dr. Lorynn Selby
Approaching Early-Career Teacher Occupational Stressors with a Mindfulness-based Mobile Application
Through extensive research, investigators have shown that teachers profoundly influence their students and are a vital component of a successful education system. Despite their immeasurable value, early career teachers face a variety of occupational stressors which can dramatically influence their success and emotional well being inside and outside of the classroom. An integral factor in addressing this issue is understanding the relationship between teacher stress levels and student achievement. Although prior research identifies the crucial role of the teacher in the development of the social-emotional and academic well-being of students, insufficient research addressing ways to approach stressors that can influence teachers’ efficacy exists. Therefore, this study examines the impact of a mindfulness-based mobile application on early career teachers’ perceived occupational stress levels. Although other mindfulness techniques have shown success in helping teachers manage occupational stress, significant drawbacks were identified. Therefore, examination of the impact of the mindfulness application used in this study may yield different results. Specifically, this study utilized the mobile application, "Headspace", to investigate the impact of guided, yet independent, mindfulness practice through a mobile application. The present work employs a qualitative phenomenological research design in which eight early career teachers independently practiced mindfulness utilizing the same 10-day “Basics” course on the mobile application. Following completion of the course, participants described their experiences, reactions, and perceptions in relation to occupational stress and use of a mindfulness-based mobile application through semi-structured interviews.
Student(s):
Hannah Andrews
Faculty Mentor:
Dr. Maureen Lorimer
Social Emotional Development of Deaf and Hard of Hearing Students
In the United States, about 2-3 out of 1,000 children are born with a hearing loss in at least one year (Centers for Disease Control and Prevention, 2010). These children are often behind in language, social and emotional development (Patrick et al., 2018, p. 200). While many research studies examined the social emotional development of students who are Deaf and Hard of Hearing (DHH), there was a lack of research on how this development differs between students who are in a DHH special day class and students who are DHH and are in a general education setting, for at least part of the day. This study examined the area of social emotional development for students who are DHH by surveying DHH special day class teachers, DHH itinerant teachers and general education teachers who have DHH students in their classrooms. The researcher examined the following questions: What are the differences and similarities in the social-emotional development of students who are deaf and hard of hearing (DHH) in various educational settings, including a special day class (SDC) and a general education (mainstream) classroom? How do they compare to their typical hearing peers? What aspects of social-emotional development are particularly impacted by these students’ hearing loss? This study provided a descriptive data analysis of the responses received from the participants. Results of this study will be presented at the Festival of Scholars.
Student(s):
Cassidee Baxter
Faculty Mentor:
Dr. Maura Martindale
Service Learning in the Middle Level at a Christian TK-8 School
The middle level years, fifth through eighth grade, are often challenging for students. As adolescents are often inward- focused, research suggests that service learning may aid students in developing their ability to focus outward. The term “service learning” in this study refers to engaging with the world through learning about its needs, making a plan to help, and taking action through service. Service learning provides a platform for students to participate in something greater than themselves. It provides students with increased levels of self-confidence, self-efficacy, purpose, motivation, perceptions of happiness, belonging, and open- mindedness. The purpose of this qualitative study was to uncover how service learning is integrated in middle level grades at a Christian TK-8 school. To gather data, a group of eight teachers that had previously engaged middle level students in service learning were interviewed about their experiences working with these students and their perceptions on the impact it had on students. The focus group interview was transcribed and coded to reveal patterns and themes emerging from the data.
Student(s):
Anna Berg
Faculty Mentor:
Dr. Maureen Lorimer
Elementary School Homework: Beneficial or Unnecessary?
This research study investigated teachers' experiences and perceptions of assigning homework in younger elementary school grade levels. The study explored what kinds of homework teachers assign to their students, the reasoning for assigning homework and what kinds of homework they feel is most effective and beneficial. It was hypothesized that during this study, patterns would be found based on types of homework assigned and similar beliefs and philosophies of what kinds of homework are most valuable for young children at this specific school site based on the population of students. The data was collected through an online survey given to all of the teachers on this Southern California school site. The data was analyzed, patterns were found within the areas of homework assigned, opinions about assigning homework and what types of homework is the most helpful. This data will be reported and presented at the Festival of Scholars, May 2nd 2019.
Student(s):
Brittany Bernstein
Faculty Mentor:
Dr. Maura Martindale
Non-Cognitive Skills Critical to Community College Success
Completion rates in the community college system is dismal. As of February 2018 25.4% of community college students graduate within three years nationwide (American Association of Community College, 2018). From 2000 – 2012 community college graduation rates has ranged between 27.5% and 31.2% (National Center of Educational Statistics, 2018). The current qualitative design aims to identify non-cognitive skills critical to graduate for traditional age community college students. Non-cognitive is a term used to identify skills associated with attitudes, behaviors, and strategies that contributes to success (Gutman & Schoon, 2013). Bowles and Gintis (1976) found that individuals with high non-cognitive skills earned a higher annual salary. The researcher attempts to show that non-cognitive skills contribute to degree completion. Specifically, the author attempts to answer, “Which non-cognitive skills do traditional age community college students cite as critical to degree completion within two-to-three years?” Students within the traditional age range and are graduating from one Southern California community college in their second or third year will be asked to participate. Traditional age students are the focus of the study due to the rising trend of individuals under 25 attending community colleges (National Center for Education Statistics, 2016). Data will be collected in 45 to 60 minute semi-structured interviews to identify common themes amongst participants creating a detailed picture of their shared experiences (Creswell, 2015).
Student(s):
Adam Black
Faculty Mentor:
Dr. Edlyn Pena
Meeting the Needs of Heritage Learners: Spanish Teachers' Perceptions of their Heritage Students
With a focus on how the intersection of race, ethnic stereotypes and students’ communicative abilities inform teacher’s pedagogies and their stand for or against heritage language programs, this study explores native and non-native Spanish teachers’ perceptions of their heritage students. Moreover, the current study seeks to understand how Spanish native and non-native teachers' expectations for heritage students fosters the implementation of linguistic and cultural responsive instruction within mixed classrooms or separate language programs. Because their role in program design is oftentimes marginalized, the goal of this study is to give voice to Spanish native and non-native teachers. Likewise, this study is designed to provide a description of how the intersection of race, ethnic stereotypes and students' oral fluency in Spanish inform Spanish teachers' position regarding heritage language programs. Therefore, this qualitative study's investigative approach included the use of interviews with open-ended questions, allowing participants to describe their personal experiences and opinions through their own words. A qualitative approach was beneficial because it fostered the emergence of participants' voices through conversations between the researcher and participants. These stories, anecdotes, hesitations, hypotheses and conclusions, informed this study's findings. Eight Spanish teachers working in public schools in a suburban area in California, participated in this project. Findings indicate that all study participants demonstrate support for the tenets of heritage programs and believe that they help develop language and cultural awareness in their heritage students.
Student(s):
Alejandra Bonvehi
Faculty Mentor:
Dr. Maureen Lorimer
Perceptions on the Role of Teachers During School Shootings
While school shootings have increased in frequency during recent years, there exists limited research on what should be done to respond, let alone, prevent such tragedies. As teachers are often present during school shootings, this study evaluates the various perceptions on the role of teachers during school shootings within a small, rural community in Southern California. The goal of this study was to provide data to both the participating district and the educational community in order to help inform school shooting response policy and procedure. Using qualitative, non-experimental design, the researcher conducted a series of semi-structured interviews with both teachers and administrators at primary, secondary, and district levels in order to ascertain participants’ perceptions on the role of the teacher during school shootings. The interviews were analyzed for aligning and/or divergent viewpoints, themes, and perspectives. This research serves as a starting point for further investigation and broader research should be conducted in order to determine the appropriate creation, removal, or adjustment of existing school shooting response policy and procedure within the participating district.
Student(s):
Benjamin Bradshaw
Faculty Mentor:
Dr. Richard Underhill
General Educators Perceptions of Deaf and Hard of Hearing Itinerant Supports
Today, many students with hearing loss are educated in general education classrooms and learning alongside their typically-hearing peers, as a result of their right to a free and appropriate public education (Scheetz, 2012). Research has shown that general education teachers are not taught enough information in their teacher preparation programs about how to successfully teach students with hearing loss (Eriks-Brophy & Whittingham, 2013). As the inclusion of students with hearing loss in general education classrooms continues to increase, more information is needed to ensure that the general educators have the tools and knowledge required to serve this population (Benedict, Johnson, & Antia, 2011). The purpose of this research study was to investigate elementary teachers’ perspectives about working with deaf and hard of hearing itinerant teachers and what supports are perceived as most beneficial to teaching students with hearing loss in the general education classroom. Using a qualitative research design, the researcher sought to answer the following research question: What are general education teachers’ perceptions of D/HH itinerant supports for elementary students with hearing loss in inclusive settings? Semi-structured interviews were conducted with 5 general education teachers from four different school districts in Southern California who currently or previously had a student with hearing loss included in their classroom. The data collected from this process was used to research the wants and needs of general education teachers so that deaf and hard of hearing itinerant teachers will be better able to provide support in educating a student with hearing loss.
Student(s):
Megan Brown
Faculty Mentor:
Dr. Maura Martindale
Defining STEM – Educators perspectives of areas in STEM
Because a disconnect between the statistics used to identify the number of females choosing STEM professions or STEM-related college majors and a clear definition of STEM exists, additional research is needed. Therefore, the goal of this study is to uncover educator perceptions of STEM related fields. Ultimately, early identification of STEM interests will enable an educator to nurture these curiosities and support these fields of study throughout a student’s school experience. To gather teacher perceptions, a quantitative survey was sent to elementary and secondary science teachers employed in one school district. The analysis of the data will indicate whether elementary and secondary science teachers have different perceptions of STEM as well as discover similar trends in thinking that are consistent throughout the grade levels.
Student(s):
Jody Brzezinski
Faculty Mentor:
Dr. Maureen Lorimer
Perceptions of Teachers Who Are Currently Using Project Based Learning in the Elementary Classroom
With increasing pressure to better prepare students for their future, educators are looking for alternative teaching methodologies to allow students to become engaged, motivated, and equipped with skills for the 21st Century. Amongst the vast amount of methodologies to address this concern, Project Based Learning has emerged as an innovative approach to learning that teaches students many strategies for success in the twenty-first century (Bell, 2010). The purpose of this qualitative case study was to examine the perceptions of teachers who are currently using project based learning in the elementary classroom. Specifically, in the following areas: teacher training, teacher attitudes, type of learners that would benefit from this type of instruction, and the time spent planning lessons for project based learning. The instruments used in this qualitative case study were unstructured classroom observations and predetermined interview questions. The interviews and data revealed that teachers attitudes are positive towards this methodology. The data reflects that when students are taught through this type of methodology they are engaging in 21st Century learning and all learners can benefit from this type of instruction.
Student(s):
Crystal Calafati
Faculty Mentor:
Dr. Kathleen Merrigan
Risky Alcohol and Sexual Activity Behaviors: College Athletes vs. Non-Athletes
The focus of this study is to examine the relationship between athletic participation and unsafe behaviors, in particular, risky alcohol behaviors and risky sexual behaviors. This quantitative study used data collected from 795 college students at one northeastern U.S. university during the spring semester of 2006. This study was developed to explore how or if participation in sports affected student’s health risk behaviors. To investigate whether the four gender/athlete groups differ in risky alcohol behavior, a chi-square analysis was conducted. There is a significant difference between the four gender/athlete groups; counts for “Yes, I have driven while drunk or high at least once” were higher than expected for male athletes and non-athletes but lower than expected for female athletes and non-athletes. Using ANOVA, a statistically significant difference was found between groups of students for risky alcohol behavior; means for males were higher than females. Simultaneous multiple regression analysis was conducted to investigate the best predictors of risky sexual behavior; being female and having a lower college GPA were statistically significant predictors within the model. The results of this study have implications for administrators that work with college students, athletes and non-athletes. For example, wellness resource centers on college campuses could target specific programming to females on risky sexual behaviors. In addition, focus should continue on alcohol and other drug prevention in athletics departments.
Student(s):
Sara Cook, Andrea Treptow
Faculty Mentor:
Dr. Therese Eyermann
Secondary Teacher Perspectives on Minimum Grading in a Private School
The significance of grading is evident in the lasting impact of report cards on the motivation, confidence, and post-secondary aspirations of the students they are meant to evaluate. While grading data often plays a vital role in many processes designed to evaluate student candidates for jobs and higher education, the skills and knowledge represented in any report card can vary between students, teachers, and schools. This irregularity speaks to a lack of fundamental boundaries in grading. One contributing issue is the misuse of zeroes on a hundred-point grading scale. While studies have shown that these marks damage the accuracy of averaged grades, educators may be partial to their use as a means of classroom management. These preferences conflict with grading initiatives that eliminate the use of zeroes. Minimum grading, for example, requires educators to assign at least 50% of the possible points on some or all assignments. To investigate the practicality of such a measure in the classroom, it is necessary to evaluate how it is perceived by the practitioners. This study used descriptive quantitative methods and a Likert-scale survey instrument to investigate the perceptions of educators regarding grading and the minimum grading policies in a private secondary setting. The results confirmed that educator opinions about grading are widely varied. The study also revealed that educators are particularly invested in the intersection of grades and student behavior, especially regarding late and missing work. This suggests that grade reform initiatives should carefully address these areas to encourage teacher buy-in.
Student(s):
Brooke Delao
Faculty Mentor:
Dr. Maureen Lorimer
Moving Forward as Partners: Increasing Parental Involvement in IEPs
Parental involvement contributes to students’ success in their education. In the special education program, parents have an important role and should contribute to the decisions made for their child’s education especially contributing to the Individualized Education Plan (IEP). To increase understanding of parent involvement, this study will examine parents’ perspective of what constitutes as effective parental involvement, the factors that decrease parent involvement in the IEP process, and how teachers’ pre-meeting guidelines help increase parental involvement to foster a parent-teacher partnership. This study used a quantitative research design by collecting data through a web-based survey system. The survey asked parents about pre-IEP meeting protocols that are used or that that they have experienced, how these protocols influence their involvement, and pre-IEP methods/protocols that would help to increase their involvement. The survey data will be further analyzed through measures of central tendency.
Student(s):
Jennifer Diaz
Faculty Mentor:
Dr. Maureen Lorimer
Effectiveness of Homework at the Elementary Level in Low-Income Communities
The issue of homework effectiveness has been a constant debate on the educational pendulum with no definitive answer on the best solution. The link between homework completion and academic success has proven inconclusive. The amount of research that focuses specifically on how to make homework effective at the elementary level and in low-income communities is extremely limited. The purpose of this study is to determine how to make homework effective in these communities, whether it be through creative assignments or eliminating homework altogether. In order to determine this, a mixed-methods approach was utilized. A survey was distributed to participants at a selected elementary school in a low-income community. Three participants from the survey elected to partake in an interview portion on the topic in order to collect more in-depth data. Through the analysis of this data, it was found that the majority of teachers in these communities still felt assigning homework was important. However, the focus of assigning homework for these particular students should be on teaching students responsibility and only include concepts or projects in which limited parent support is needed. The importance of assigning nightly reading in some form was consistent across all grade levels. Teachers in grades 3-6 further emphasized the need to eliminate parent support beyond monitoring as content becomes more difficult. Homework was still considered important as they felt students needed reinforcement, but projects or technology based homework was not favored due to lack of resources.
Student(s):
Alexis Dicicco
Faculty Mentor:
Dr. Lorynn Selby
An Analysis of Teacher Perceptions and Experiences of Flexible Seating in Special Education Classrooms
Flexible seating is a type of seating arrangement where traditional seating arrangements are replaced to allow students a variety of seating options. Yoga balls, standing tables, and floor seating are among some of the furniture options that are used in a flexible seating classroom arrangement. The purpose of this study was to investigate special education teachers’ perceptions and experiences for using flexible seating and determine how it impacts students’ behavioral and academic outcomes. The research was guided by the following questions: What are the experiences of the use of flexible seating by teachers in a special education classroom? What are the perceptions of flexible seating options for students in a special education classroom? What are the perceptions of the use of these flexible seating options and their influence on student academic and behavioral performance? This study utilized a quantitative non-experimental descriptive research design to survey a variety of special education teachers located in one school district in Southern California. The significance of this study is to have a better understanding of the ways flexible seating options affect student learning and behavior within special education classrooms as well as help educators understand the ways in which these tools can and should be used within their classrooms.
Student(s):
Alexandra Dietz
Faculty Mentor:
Dr. Dan Tillapaugh
Resource Needs of Families with Children with Autism Spectrum Disorder
Autism Spectrum Disorder (ASD) is characterized by significant challenges in the areas of communication, behavior and social functioning. Due to these challenges, families of children with ASD often have deeply impactful stressors and needs. They have high needs for supervision of their child, financial costs for therapies and care, and experience exhaustion, frustration, loss, and social isolation. Families gather resources to address these needs. Many studies indicate that outside agencies, institutions and professionals should use a family-centered care approach to help children with ASD. This study is descriptive and quantitative and collected data with a web-based survey to measure the perceptions of parents on their needs as families with children with ASD. Participants, who are parents of a child with ASD, indicated the importance they place on each need asked in the survey and specified whether they felt that each need was being met. The survey also collected demographic data on the participants and their child, such as age, income, education and race. The instrument was based on the Family Needs Questionnaire used and developed by other researchers included in the literature review. The study found that parents placed a high degree of importance on knowing how to help their child develop skills for independence and self-care and this need has been unmet. In addition, there were other important, unmet needs for friends, social activities and information on special programs and services for their child with ASD.
Student(s):
Amy Differ
Faculty Mentor:
Prof. Kathleen Merrigan
Heterogeneous vs. Homogeneous Grouping and Its Effects On Achievement Through Project-Based Learning
With project-based learning becoming more prevalent in elementary classrooms, it is important to understand the effects that different grouping strategies have on student achievement. In education, the project-based learning approach is when teachers build projects that incorporate the Common Core standards instead of teaching to a test. In project-based learning, students are often placed in groups to work on projects, and upon completion, prove their level of mastery for specific skills and standards. Previous research has attempted to explain the correlation between different grouping strategies and achievement at a secondary level; mainly in high schools and universities. The purpose of this quantitative study is to discover whether it is more effective to group students homogeneously or heterogeneously in a project-based learning setting at an elementary level. Students grouped homogeneously work with other students who are at the same level in skills and abilities, while students grouped heterogeneously work with students in a group who are at different levels in terms of skills and abilities. This study focuses on elementary aged students, specifically second and third graders at a school at which project-based learning is the main approach used to deliver curriculum. Upon completing a pre-test, participants were placed in either a homogeneous or heterogeneous group for the duration of the project. Upon the completion of the project, the students took a post-test on the same topic to test academic achievement.
Student(s):
Michelle Eifert
Faculty Mentor:
Dr. Lory Selby
Children of immigrants / English Language Learners's Educational Aspirations
Considering English language learners (ELLs) are the fastest growing group among the school age population in the United States, it is to the benefit of society as whole for educators and policy makers to assure that these students are receiving an appropriate education to prepare them to become contributing members of society. This study analyzes the relationship between language proficiency amongst children of immigrants (whether they were born in the U.S. or are immigrants themselves) and their reported educational aspirations. More specifically this study addresses the reported language proficiency of ELLs, whether there is a gender difference, and language proficiency’s correlation to the educational aspirations of ELLs. Using the database Children of Immigrants Longitudinal Study (CILS) (1992-2005), different statistical analysis were used (correlations, t-test, anova’s, and chi-square analysis) to answer the research questions. The results found that students who reported having higher English proficiency also reported having higher educational aspirations. As the number of students who are ELLs continue to rise, educational leaders and policymakers need to look at ways in which they can assure funding goes toward helping these students gain English language proficiency. Additionally, they can assure that language assessments which are used to determine re-designation of ELLs, are a reliable measure of language proficiency. Stakeholders may also need to evaluate what other factors are used to make decisions on track placements to assure ELLs that have high educational aspirations are given the opportunity to reach their goals.
Student(s):
Omar Escamilla, Sofia Ramirez
Faculty Mentor:
Dr. Therese Eyermann
Pedagogical Support for Post Secondary Technical Skills Instructors
Transitioning professional experience into successful instruction is a challenging task faced by many technical skills instructors. Extensive research has shown that there is little pedagogical support for technical instructors in the postsecondary setting. Because of this, each instructor must develop his or her own pedagogy. Although professional experience is a critical aspect of technical education, pedagogical development is often overlooked. This lack of developmental support results in misalignment between instructional goals and student learning outcomes. Therefore, this study addresses this problem, and examines the impact of professional development on the instructional practices of professional experts at a postsecondary Regional Lifeguard Academy. Following a professional development session, this study utilized a quantitative non-experimental research design to observe instructional practices of participants. Data were collected using an observational checklist to document observed applications of Understanding by Design instructional practices developed by Grant Wiggins and Jay McTighe (2005). Additional data were collected through semi-structured interviews.
Student(s):
Mark Findlay
Faculty Mentor:
Dr. Marueen Lorimer
What holds us back? Considerations in the Implementation of Co-Teaching in Secondary Inclusive Classroom Settings
Collaborative teaching is beneficial for both students and educators alike. The continuous study of collaborative teaching, or co-teaching, and its effectiveness is especially important within the world of special education. “Co-teaching is a service delivery model, or a framework for providing specialized services to students with disabilities, in a general education context” (Scruggs & Mastropieri, 2017). “The intent of co-teaching is to make it possible for students with disabilities to access the general curriculum while at the same time benefiting from specialized instructional strategies necessary to nurture their learning” (Friend, et al., 2010). The purpose of this study was to explore teacher and staff perceptions and pre-service training related to the implementation of co-teaching in a secondary school setting. This study aimed to identify how teachers (general education and special education) can work together to teach students with varied educational needs under one roof, using co-teaching models which push teachers out of their natural comfort zone. Over a span of six weeks, this quantitative study, in the form of a survey, allowed for faculty and staff (at various levels of experience on a comprehensive 6-12 high school campus) to provide their own thoughts and perceptions related to both co-teaching and collaborative teaching.
Student(s):
Tamara Fox
Faculty Mentor:
Dr. Lory Selby
The Correlation Between Nature-Relatedness of Teachers and Teacher Perceptions of Outdoor Learning Environments
Connecting students to nature could change the way students learn through collaborative and hands on experiences. Much of the current research supports Outdoor Learning Environments (OLEs) but has yet to evaluate the different disciplines that may benefit from these opportunities. Additionally, a teacher’s background and comfort level in an OLE may contribute to their utilization of this learning strategy. The purpose of this study is to understand the correlation between teacher nature relatedness and teacher perceptions of OLEs. Participants for this study consist of secondary teachers at a Southern California public school. Using a quantitative approach, 34 voluntary participants completed two surveys. One survey focused on the nature relatedness rating of the participant while the other survey allowed the participant to provide their experiences in OLEs. Data was conducted through a statistical analysis for correlational relevance. Results from this study will assist school administrators and teachers to recognize professional development opportunities that will enhance OLE use at their sites.
Student(s):
Amy Galipeau
Faculty Mentor:
Dr. .Richard Underhill
Middle School Language Arts Teachers’ Perceptions of Effective Pedagogy for Struggling Readers
Reading is a skill that is critical to learning and academic success in the intermediate and secondary grades. Far too many students are entering middle school and high school with low literacy skills and, consequentially, are not able to adequately acquire the learning they are expected to in their core classes. This results in poor academic performance, disenfranchisement, negative economic implications, and school drop-outs. This qualitative case study utilizes interviews and surveys of language arts teachers who teach in a school district with a large percentage of students reading below proficiency to determine their perceptions of effective reading pedagogy for struggling readers. Furthermore, the study explores the themes that emerged from the data to shed more light on what works in helping struggling readers to gain reading proficiency.
Student(s):
Michael Gereau
Faculty Mentor:
Dr. Kathleen Merrigan
Elementary Teacher Use of Music in the Classroom: Influences on Classroom Management
Music as a learning, motivation, and management tool is a captivating inquiry held by educators across areas of research, yet few have delved into this question in a way that is applicable to educators seeking to incorporate music into their classrooms. Music has been found to be positively influential for students of all ages, including areas of social-emotional learning and self-regulation. At the same time, research on elementary teachers has shown a need for current and effective classroom management that benefits both teacher and student. The motivation of this research study was to bring these two areas of research together, and assess the perceptions held by elementary teachers on their use of music as a way of redirecting student behavior. This was done in response to the ongoing search by educators to determine an effective and reliable behavior tool, in conjunction with the ongoing research being done on the beneficial effects of music on children of all ages. This question was approached in a mixed-methods study accomplished through quantitative electronic survey and qualitative in-person interviews with elementary teachers from two public charter schools in Southern California. Findings from this study can be used by elementary teachers seeking research-based classroom management tools, as well as those seeking information on the current use of music in elementary classrooms as a means of behavior control.
Student(s):
Abigail Gillmore
Faculty Mentor:
Dr. Richard Underhill
What Are Teacher's Pedagogical Strategies in Teaching Sportsmanship in Their Classroom?
Poor sportsmanship is a common theme that is rapidly growing within youth sports. In fact, out of twenty million youth sports participants, around seventy percent will drop out before the age of thirteen.(Engh, 2002) Sedentary lifestyles can lead to childhood obesity and other health problems. In order to keep children motivated to continue participating in sports, they need to experience positive sportsmanship, having fun, and identify what it means to win or lose gracefully. A method to enhance the fun is to promote a stronger emphasis on sportsmanship and correct behaviors. (Chambers, 1991) The goal of this study was to find out if children are learning these topics outside of their physical education classes. Are lower primary general education teachers teaching this curriculum in their classroom? If they are, what are their pedagogical strategies, and if they are not, why are they omitting these topics? This study was concurrent convergent due to the fact the surveys had two different types of questions. The first part was based on Likert-scale questions, and the second part of the survey was short answer. The surveys were given to the lower primary teachers who teach kindergarten through the third grade. Data was analyzed by reviewing answers and tallying marking their answers. In the short answer portion, commonalities in vocabulary and strategies were highlighted. There were common themes found within each of the grade levels, and will be presented at the festival of scholars on May 2.
Student(s):
Emily Ginter
Faculty Mentor:
Dr. Maura Martindale
Teacher Attitudes Towards Optimal Learning Environments and Best Practices from the Perspective of Flow
Student engagement continues to be an ongoing struggle in public school classrooms. Often students do not experience focused concentration and were found to be thinking of topics unrelated to lessons 40% of the time. Because engagement is connected to academic performance and student well-being, the purpose of this study was to explore the value and feasibility of methods and practices associated with promoting student engagement from a student centered approach, namely optimal learning environments from the perspective of flow theory. This quantitative study utilized an online questionnaire to measure the attitudes of secondary teachers using a Likert-type scale. The results demonstrate that teachers generally support the practices and factors shown to facilitate flow and meaningful engagement in the classroom. However, these results emphasize a disconnect between the perceptions of teachers and the actual student experiences detailed in previous research.
Student(s):
Andrew Guernsey
Faculty Mentor:
Dr. Kathleen Merrigan
Perceptions of Teachers and Administrators on the Effectiveness of Homework in a High School Mathematics Setting
Educational debates on homework can be traced back to the early 1900’s. According to leading researcher Harris Cooper (2006), homework helps students to develop study skills, responsibility, and communication skills. On the other hand, current literature reveals that homework can also have a negative impact on family life (Pfeiffer, 2018). The purpose of this research study is to explore the perceptions of teachers and administrators of a suburban high school district in Southern California on the effectiveness of homework in a high school mathematics setting, particularly in completing the A-G college entrance course requirements. Through a quantitative approach, this study aims to measure the trends in attitudes of the identified participants using a 20 item online questionnaire. It is hoped the results of this study will provide valuable information both to the participating district and to the field of education.
Student(s):
Patricia Guillen
Faculty Mentor:
Dr. Kathleen Merrigan
So You Think You Can Cite?
The purpose of this study is to determine whether students at California Lutheran University (CLU) know how to cite in their major’s citation format. Prior to this research, the research problems that were investigated were how the majority of students do not know how to cite without using a citation machine. In order to assess this, students were asked to fill out a survey which asked them to cite in their major’s citation format. The major finding of this study was that the more lower classmen rated integrity as being extremely important in comparison to the upperclassman. The lower classmen use citation generators the most, but the percentages are very similar overall. When participants were asked which citation was correctly cited in their major’s citation style, lower classmen answered correctly more often than upperclassman. Our findings were not in accordance with what was predicted. It was predicted that upperclassmen would answer correctly more often than lowerclassmen when asked which citation was correct in their major’s citation format. This was predicted because most lowerclassen were thought to not know how to cite properly and need further education and how to do so. In comparison, upperclassmen have had more practice citing in their major. However, these were not the findings.
Student(s):
Gabriella Guzman, Alexandria De Leon, Amir Mejia, MacKenzie Comeau, Abigail Espinoza
Faculty Mentor:
Prof. Mary Jo Shane
Disproportionality in School Discipline
Education is rooted in zero tolerance policies that provide students with schoolwide or district mandated discipline policies with punishments and consequences that have already been predetermined (U.S. Department of Education, 1998). As schools utilize these discipline practices, a discipline gap occurs among students with disabilities. The purpose of this study was to examine the research question: What percentage data exists between students with disabilities and suspension rates in school? Using a quantitative descriptive research approach, this study examined the discipline gap that exists in education and the way in which students with disabilities are affected by school discipline policies within a Southern California junior high school district. Findings from this study demonstrated that students with disabilities from six junior high schools within a Southern California high school district were receiving school suspensions at a higher rate than general education students within the same school district.
Student(s):
Laura Hansen
Faculty Mentor:
Dr. Maura Martindale
The Effects of Immersive Reading for Students in Special Education
Students in special education who are struggling readers have a difficult time in all areas of academic education (Ronen, 2015). The change to a common core curriculum has made deficits in reading an even larger challenge for these students (Haager & Vaughn, 2013).This study examined the impact of immersive reading in a special education classroom and its implications in increasing their access to a more inclusive educational setting. It explores if this instructional strategy is an intervention that raised the students reading levels or if this strategy was an accommodation for the students allowing higher levels of academic access (Wood, Moxley, Tighe, & Wagner, 2018).This quantitative study was conducted in a high school moderate severe special education classroom. The students’ reading levels were pretested at the beginning of the study. The students read a novel using immersive reading for four weeks. At the end of the study, the students took a post test to determine if the treatment was an intervention, a compensation or was not an effective instructional strategy.
Student(s):
Lora Harney
Faculty Mentor:
Dr. Lorynn Selby
Elementary Teachers’ Perceptions on Effective Vocabulary Instruction for English Learners
English Learners (ELs) often come to school knowing fewer English terms than their English-only peers, and therefore are performing at a lower capacity in areas such as vocabulary (Vadasy, et al., 2016) and reading comprehension (Filippini, Gerber, & Leafstedt, 2012). Having worked with ELs who strive to succeed at school, but often struggle to have their efforts translate into classroom success due to their lack of academic English, I was interested in how teachers approached helping this population of students gain academic success. The purpose of this study was to gain elementary teachers’ insight into the vocabulary instruction they are using in their general education classrooms for ELs and what strategies they found helpful for their ELs’ academic language acquisition. This is particularly important given the need for ELs to have success in the classroom and make gains towards achieving the goals set forth by the rigorous Common Core State Standards. This was a non-experimental quantitative study that was focused on elementary school teachers in one school district in Southern California. The significance of this study is to identify successful teaching strategies educators can use to help this growing population of students in the classroom gain a successful education and close the gaps in their academic achievement.
Student(s):
Elizabeth Hatakeyama
Faculty Mentor:
Dr. Dan Tillapaugh
Strategies to Promote Student Talk in English among Emerging English Learners
While a significant quantity of research exists related to language acquisition and pedagogical practices for meeting the needs of English Learners in general, there has been limited investigation into best practices for supporting beginning English learners in the increasingly assessed domain of speaking. These students are often newcomers to the country who enter an unfamiliar education system with unique social, emotional, economic, and academic needs and frequently appear to struggle to practice English with same-language peers in the academic setting. In order to identify common and effective instructional strategies for eliciting meaningful student interactions in English within classes of novice English learners, the researcher collected qualitative and quantitative data about in-service teachers’ knowledge and perceptions of popular strategies for promoting academic discourse in general education as well as ESL and EFL classrooms. Participants responded to prompts in an online questionnaire, which was distributed via email to California teachers. As previous research suggests, the results of this study indicate that strategies proven effective for supporting the development of intermediate and advanced English learners’ speaking skills - including think-pair-share conversations, structured class discussions, and oral correctives and feedback - are similarly effective for beginning and early intermediate language learners when implemented appropriately. Moreover, the issue of low motivation can be mitigated with engaging activities and a safe, welcoming learning environment.
Student(s):
Kylen Hayes
Faculty Mentor:
Dr. Maura Martindale
Teachers’ Perceptions of the Effects of Large Class Sizes on Teaching and Learning in Secondary PE
Large class sizes are known to have a negative effect on student achievement (Chingos & Whitehurst, 2011; Leahy, 2006); in particular, courses, such as physical education (PE), often have some of the largest class sizes within K-12 schools (NASPE, 2006). What is not known, however, is if the effect of student achievement is solely due to the class size or if there are other barriers to consider. The purpose of this study is to explore teachers’ perceptions of the effects of large class sizes on teaching and learning in secondary PE. This study is a qualitative case study that focuses on several PE teachers working in one school in Southern California. Participants were interviewed individually once and classroom observations were conducted to understand the ways in which class size affected student-teacher engagement. The significance of this study is to help educators and administrators better understand the ways that class size can affect student achievement and what institutional barriers contribute to issues of student achievement in physical education.
Student(s):
Tanya Hirzel
Faculty Mentor:
Dr. Dan Tillapaugh
Parents' Perspectives on Homework Policies in Elementary School
Homework has been around for centuries: a topic to which all can relate, whether as students experiencing it first hand, or as a second-party supporting others. As a highly debated topic, students, parents, and faculty members have differing views on whether or not homework is effective and worth the time commitment. Age is also a factor. Due to their developmental stage, the debate focuses more on Kindergarten through fifth grades rather than high school. Should students in elementary school be assigned homework, and if so, how much? As representatives of students, parents are in the best position to offer their perceptions. Therefore, the research question emerges: what are parents’ perspectives on homework policies in elementary school? Parents can provide detailed insight to how they view homework; how much time students spend on homework; and levels of parent involvement in the process. Fifty-seven parents from two private elementary schools in Southern California participated in a Google Forms survey via email consisting of 15 multiple choice questions allowing them to anonymously express their opinions on homework. The results show 70% of parents think students should receive homework in fourth and fifth grade, whereas only 38% think Kindergarten and first grade students should. Research regarding homework will allow all educators to use the data to enhance, shape, and revise homework policies to fit students’ learning needs.
Student(s):
Cara Ihde
Faculty Mentor:
Dr. Richard Underhill
Underrepresented Minority Students in STEM: The Influence of Co-Curricular Experiences
Employment in Science Technology, Engineering, and Mathematics (STEM) fields has expanded so rapidly in recent years that many job seekers cannot keep up with its pace, in turn leaving many positions unfilled (National Science Foundation, 2018). In order to fill this gap, higher education institutions have begun focusing on which students are not succeeding in STEM majors and what practices best support their persistence. Data has consistently found that underrepresented racial minorities (URM), which are Hispanic/Latinx, African American, and Native American students, receive only 20% of all STEM bachelor’s degrees (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2010), and make up only 11% of the STEM workforce (National Science Foundation, 2018). With such a high disproportionate representation, research has began focusing on how to increase engagement for these students, particularly through co-curricular activities that enhance academic knowledge through experiences outside of the classroom (Kuh, 2008; Rutter & Mintz, 2016). This quantitative, non-experimental study will focus on underrepresented minority students’ perceptions of how co-curricular experiences at a mid-sized state institution influence their persistence in STEM majors. This study is significant because it can contribute to the research on best practices for increasing the persistence of URM students in STEM.
Student(s):
Leanna Izen
Faculty Mentor:
Dr. Dan Tillapaugh
The Impact of Math Journaling on High School Math 4 Students
Writing in mathematics can be taken for granted, but its benefits can be far reaching for students. The goal of this action research study was to observe possible benefits to high school Math 4 students resulting from journaling in math class multiple times a week. Quantitative data from student survey responses and pre- and post-tests showed changes in student scores, students’ general opinions of writing, and students’ perception of their teacher's opinions on writing. Through qualitative observation, the researcher observed the impact of three weeks of journals done twice a week with various prompts pertaining to per-calculus.
Student(s):
Shawn Jackson
Faculty Mentor:
Dr. Kathleen Merrigan
The Effects of Extracurricular Activities on Academic Performance in Primary Grade Levels
Modern research has examined the impact of extracurricular activities on academic performance, though data frequently contradicts itself. Some believe that extracurricular activities lead to academic success and a healthier social life, while others found that these activities outside of school had a negative influence on academic achievement due to stress overload. The purpose of this quantitative study was to examine the relationship between extracurricular involvement and academic achievement. The research analyzed student, parent, and teacher feedback in the form of surveys to determine correlations between extracurricular activities and student cognitive, social, and behavioral trends in a classroom environment. 11 students participated, along with their parents and cooperating teachers. Findings indicated a negative correlation between the hours that a student is involved in extracurricular activities and their cognitive performance in school. No significant results were found for social, emotional and behavioral trends.
Student(s):
McKenna Johnsen
Faculty Mentor:
Dr. Lorynn Selby
Increasing the Sucess of Veterans from Underrepresented Populations in Higher Edcuation.
The question of how we appropriately reward, honor, and care for those who served country through military service has long been unresolved. Efforts like the G.I. Bill and more recently the Post 9-11 Yellow Ribbon program have incentivized veterans pursuing higher education by offering significant financial aid and assistance. It would logically seem to follow that institutions of higher education would have efficient systems and well-researched initiatives in place to ensure that these veterans succeed, however this is often not the case. Unfortunately, instead of meaningful efforts and initiatives that we know will help veterans in the process of procuring their education, the antithesis seems to prevail as there is a significant lack of awareness in higher education settings about the specific needs that will help student veterans succeed (Cook & Kim, 2009).Cook and Kim also report that there has been little research done on the student veteran population in terms of what impacts their academic success. Those who serve in the military are disproportionately from underrepresented populations. Because of this, it is critical that higher education institutions get more adequate tools to assist veterans from underrepresented populations immediately. The purpose of this study is to determine what higher education institutions can do to improve the success of veterans from underrepresented populations. I will do a qualitative study by interviewing three participants.This study will offer new knowledge and perspectives to create more inclusive models of veteran support for colleges and universities.
Student(s):
Ryan Kasmier
Faculty Mentor:
Dr. Edlyn Peña
A Qualitative Study on Increasing the Success of Student Veterans from Underrepresented Populations
The question of how we appropriately reward, honor, and care for those who served has long been unresolved. Efforts like the G.I. Bill and more recently the Post 9-11 Yellow Ribbon program have incentivized veterans pursuing higher education by offering significant financial aid and assistance. A 2014 Hechinger Report claimed among community colleges showed that an average of 15% of full-time students receiving G.I. Bill funding graduated with a two-year degree while the national average is 23%, according to National Student Clearinghouse reports (Marcus, 2017). Unfortunately, instead of meaningful efforts and initiatives that we know will help veterans in the process of procuring their education, the antithesis seems to prevail as there is a significant lack of awareness in higher education settings about the specific needs that will help student veterans succeed (Cook & Kim, 2009). Cook and Kim also report that there has been little research done on the student veteran population in terms of what impacts their academic success. Those who serve in the military are disproportionately from underrepresented populations. Because of this, it is critical that higher education institutions get more adequate tools to assist veterans from underrepresented populations immediately. The purpose of this study is to determine what higher education institutions can do to improve the success of veterans from underrepresented populations. I will do a qualitative study by interviewing three participants. This study will offer new knowledge and perspectives to create more inclusive models of veteran support for colleges and universities.
Student(s):
Ryan Kasmier
Faculty Mentor:
Dr. Edlyn Peña
Do Elementary Teachers Feel Prepared to Incorporate Educational Video Games in the Classroom?
With the increase of educational video games in classrooms and school districts, it is important to understand if teachers feel prepared to implement educational video games in the classroom. Research has shown that the field of game-based learning has matured significantly in recent years, resulting in important advances in our knowledge of the complexities and possibilities of creating, evaluating, and implementing games for learning (Turkay, 2014). Overall, this is an important question because if teachers do not feel prepared to use educational video games in the classroom, they will not likely use them. This study was conducted using the quantitative approach in which teachers grade k-6 from a local school participated in a 20 question attitudinal survey about their feeling towards being prepared to implement educational video games in the classroom. Initial findings from this study indicate that teachers overall feel prepared to implement educational video games in the classroom, have a positive association with the effect of educational video games on learning but there is disconnect between district training and communication with implementation. Some of the common themes include barriers to implement educational video games in the classroom, district support with implementation, training, approved educational video games and aligning curriculum with the usage of educational video games.
Student(s):
Kyle Klein-Stephenson
Faculty Mentor:
Dr. Lorynn Selby
The Perceptions of Teachers on the Benefits of Homework and Its Connection to Achievement in Middle School?
Homework is a complex and hotly debated issue in education. Opinions about the effectiveness of homework vary greatly and have shifted back and forth for decades. In order to address the complexity of the homework problem, we must first attempt to understand how and why the views of homework are so contentious. There has been a significant amount of research done about the effectiveness of homework, yet the results have been inconclusive. While all stakeholders in the homework process are important, the perceptions of teachers are crucial, yet the research in this area is insufficient. The purpose of this study was to explore the perceptions of teachers on the benefits of homework and its connection to student achievement in middle school. This qualitative research study utilized individual semi-structured interviews of four middle school teachers across grade levels and subjects taught. The phenomenological research approach provided rich data for the researcher to analyze inductively. The data was coded and synthesized into a narrative investigating and interpreting the personal experiences of the participants. The research aims to be a catalyst for constructive collaboration among teachers in an effort to maximize the benefits of homework for student achievement.
Student(s):
Tracie Lamagna
Faculty Mentor:
Dr. Richard Unerhill
Effective Teaching Strategies to Motivate Middle School Students in Physical Education Class
Finding motivation among students in middle school physical education classes is imperative to student engagement which contributes to student learning. Similar to other general education classes, physical education students show their understanding of content knowledge through reading, writing, and speaking assessments. However, physical education differs in that it requires students to engage in vigorous activities and physically demonstrate their understanding of concepts. It is the physical activity that often leads students to not fully participating in the activities, which affect the overall student engagement in the lesson. This study used a survey which consisted of ten questions for physical education participants and ten questions for middle school physical education students. Both surveys asked the participants questions about the factors that may affect student motivation in a middle school physical education class. These findings are valuable to not only physical education teachers, but all educators as they are looking for ways to motivate and engage their students to increase achievement.
Student(s):
Brett Lane
Faculty Mentor:
Dr. Lorynn Selby
Perceptions of Latino Parents as to their Responsibilities in Supporting Children’s Education.
Policy makers and various researches have demonstrated that parent involvement in education enhances the academic, socioemotional, and behavioral outcomes of children. Latino parents, as the one ethnic group with the lowest participation or engagement in their children’s education, share their barriers and reasoning of their lack of involvement. The purpose of this qualitative study was to explore Latino parent perception of their involvement in their elementary child’s education. This study utilized surveys and face-to face interviews to gather parental perceptions. This study will help the researcher gather data from the perceptions of Latino parents involved in their child’s school. These findings will influence schools to develop new programs and provide appropriate student support services to motivate parental participation.
Student(s):
Maria Lara
Faculty Mentor:
Dr. Kathleen Merrigan
Elementary School Teachers Perceptions of Homework Towards Students with Special Needs
Approximately 18.9% of students with special needs are integrated into a general education classroom for about 50% of the school day (U.S. Department of Education, 2017). School districts across the United States have addressed concerns of homework, and how much work students should be doing outside of school. This study included two elementary general education teachers and two elementary special education teachers who were interviewed to gain an understanding of their perceptions toward homework. The questions were designed to find out the teacher's philosophy, types of homework assigned, and whether or not the homework that the students complete helps or hinders their classroom performance. Through the collection of data analysis, it is hoped the results of this study will show the relationship between homework being assigned to class work and student achievement. As a result, this study will result in a proposal to teachers to modify homework assignments for students with special needs.
Student(s):
Almacynthia Leon
Faculty Mentor:
Dr. Kathleen Merrigan
“Academic Effects of Tactile Learning on Early Literacy Skills in Kindergarten Students”
Tactile learning is widely researched in specialized education settings. However according to current research, little is known about the effects of tactile instruction in general education settings. In education, tactile learning refers to hands on learning in which the student physically engages with the material. In many general education classrooms, tactile learning is a strategy rarely observed. Thus, the deficiencies in current knowledge about the effects of tactile learning on early literacy skill development should be examined further. To address the wide variety of needs and learning styles among young learners, this study uses a pre-experimental research design to test letter identification and sound production among kindergarten students. Twenty students were given a pretest to record initial levels of letter identification and sound production. Each were then exposed to 15 minutes of daily tactile instruction for a period of four weeks. Following this, participants were retested. Test results were analyzed to determine literacy skill growth including letter identification and sound production. Forthcoming results are predicted to illuminate the effects of tactile instruction on early literacy skills.
Student(s):
Michelle List
Faculty Mentor:
Dr. Maureen Lorimer
Supporting Spanish-Speaking Parents of Deaf and Hard of Hearing Children in Early Intervention
As a result of mandated newborn hearing screening, more children than ever are being identified with hearing loss at birth. When a child fails a newborn hearing screening, his or her family is paired with a deaf and hard of hearing (DHH) early intervention teacher. Although DHH early interventionists support the families of children with hearing loss in numerous ways, one of their most important roles is to help the family develop a language-rich home literacy environment. It is through the home literacy environment that children, ages birth to 3, begin building early literacy skills. Although the number of DHH students who are English language learners has skyrocketed in recent years, research in the field has stayed at a standstill. The purpose of this qualitative study was to determine what supports Spanish-speaking parents of DHH students, ages birth to 3, need to foster a language-rich environment in their home. The phenomenological research design used in this study afforded the researcher the opportunity to understand the perceptions of Spanish-speaking parents of DHH students with regards to the home literacy environment. Individual, semi-structured interviews were conducted with the use of a third-party translator. The data collected from this study was analyzed using the logico-inductive method. Findings from this study can be used by DHH listening and spoken language professionals to understand how to better serve Spanish-speaking families throughout the early intervention process.
Student(s):
Johanna Lockwood
Faculty Mentor:
Dr. Richard Underhill
Perceived Job Satisfaction Rates of Experienced Out-of-Field Teachers and Best Methods of Support
Out-of-field teaching occurs when a teacher teaches a subject that does not match their postsecondary education, regardless of credentials held. Out-of-field teaching is so common that just over half of all English, mathematics, science, and social science teachers hold a degree in the same subject area that they teach. Out-of-field teaching is often a result of poor managerial strategies by school administrators who are under pressure to quickly fill teacher positions with only a limited budget. Previous studies have focused on the experiences of novice out-of-field teachers and found that they report low levels of satisfaction, higher levels of stress, and provide lower quality education. Furthermore, this phenomenon further contributes to the already high turnover rates within the teaching profession. However, Ingersoll (2002), found that out-of-field teachers have an average of fourteen years of experience, suggesting that the negative experiences of newly hired teachers placed in out-of-field assignments might change over time. This qualitative study aimed to gain a deep understanding of the experiences of veteran out-of-field teachers and motivators that have encouraged them to remain in the field. A short survey was administered to teachers with a minimum of five years experience teaching out-of-field followed by one-on-one interviews using a smaller sample of participants. Results indicated that colleague support along with years of experience were the two most significant factors that influenced teachers to remain in the profession. Participants also reported that their levels of job satisfaction and confidence greatly increased after the first few years of teaching.
Student(s):
Diana Lopez
Faculty Mentor:
Dr. Lorynn Selby
E-cigarettes & Vaping Perspectives in Secondary Education
In 2016, the U.S. Surgeon General reported that among U.S. high school students, e-cigarette use had grown by 900% between 2011 and 2015. Alarmingly, most e-cigarettes contain nicotine, which research has shown can harm young people’s brains still in development and cause addiction (U.S. Surgeon General, 2016). Given the increased use of vaping on K-12 school grounds, the purpose of this non-experimental quantitative study is to understand educators’ perceptions of students’ use of vaping and its influence on behavior and academic performance in the classroom. Educators at one high school in Southern California were asked to complete a web-based questionnaire that focused on students’ use of vaping instruments (i.e., e-cigarettes, JUUL, vaping pens) and how that had an impact on the student’s performance in the classroom. The significance of this study is to help educators and parents understand the connection between vaping and students’ academic and behaviors in the classroom; given that the use of vaping is on the rise among high school students, this is a more recent public health issue that has not yet had adequate research to understand its impact on students’ lives. This research aims to fill this gap in the existing literature.
Student(s):
Milford Lopez
Faculty Mentor:
Dr. Dan Tillapaugh
Teacher Perceptions on the Effectiveness of Tier II Behavior Interventions on Middle School Girls
School-Wide Positive behavior support (SWPBS) is a widely used, multi-tiered system alternative to suspension and expulsion (Sugai, 2006). Each Tier provides an increasing level of behavioral support for students in need. Tier II intervention strategies include behavioral contracts, peer mediation, restorative justice, and check in-check-out systems. Due to its increasing popularity, it is important to assess the system’s effectiveness as perceived by the educators implementing these strategies. Despite evidence suggesting a need for differentiation, previous studies have only focused on the general effectiveness of the SWPBS system without taking into consideration the different behavioral needs of males and females. With this in mind, the researcher seeks to uncover teacher perceptions of the impact Tier II interventions on middle school girls. The goal of this study was to explore teacher perceptions of Tier II interventions on females enrolled in behavioral intervention programs. The researcher conducted semi-structured interviews with certificated staff at one California middle school. Ten staff members, including three administrators, two school counselors, and four general education teachers participated in the study. Analysis of transcribed interview data generated a deeper understanding of SWPBS strategy effectiveness for females.
Student(s):
Nicole Ludwig
Faculty Mentor:
Dr. Maureen Lorimer
Families of Students with Moderate to Severe Disabilities and the Transition Process
Imagine yourself preparing to transition from high school to adulthood without a plan for your future; now imagine yourself in the same situation being a person with a moderate to severe disability. The stress, anxiety, and uncertainty this situation causes for the individual and their family should not occur due to the lack of an effective transition plan. The purpose of this research project was to determine where families are currently accessing transition information, how to ease the access of information in the future, and how it may be possible to improve the collaboration between all involved in the process, which includes the parents, educators, and service providers. Families from the severely-handicapped program at a specific school site were invited to a presentation about transition. The methods used for this qualitative case study included surveys presented to the participants after the presentation, as well as one-on-one interviews scheduled at a later time.
Student(s):
Cristina Magallanes
Faculty Mentor:
Dr. Kathleen Merrigan
Teaching Retention and Attrition Within Southern California School Districts
Teachers-- Why do they leave and why do they stay? For decades, researchers have studied this topic but few have looked closely at the vast movement that happens within districts alone. Multiple studies have looked at teaching retention as a whole; this study instead takes a more direct analysis of which factors play the greatest role in leading teachers to move schools while staying within a district. Using a process of snowball sampling, three teachers were interviewed in a qualitative study to gain a closer insight at this topic. This narrative approach provides a detailed look at the causations behind these transitional movements. The results will help aide districts further in the understanding of teachers’ transitional movements.
Student(s):
Laura Mason
Faculty Mentor:
Dr. Richard Underhill
Middle School Students’ Perceptions of Test Review Activities: Understanding Motivation & Engagement
While many teachers conduct classroom activities based on what they believe is helpful to students, research shows that it is important for teachers to gather student input about their individual classroom experiences. Although lesson plans are created for learners, without a clear understanding of student perspectives, these activities may or may not address student engagement. As many students progress from elementary school into middle school, their confidence and enjoyment in mathematics tends to diminish. Therefore, student experiences go far beyond reviewing for tests. This study was undertaken to better understand student perceptions of test review activities that were designed to be helpful, fun, and engaging. Ultimately, this quantitative survey research study aspires to improve pedagogy and the overall student experience in a seventh-grade math classroom. More specifically, students participated in two activities, one titled The Race Car Review and the other titled The Escape Room: Magical Mystery. Students responded to two surveys, one after each review activity, describing their overall thoughts about the activity and its relation to their motivation and engagement. The survey was comprised of multiple choice questions, Likert-scale questions, and two free-response questions. The results gathered from both surveys were compared and analyzed using an online statistical tool, Qualtrics, to uncover trends relating to gender, self-confidence, and math engagement.
Student(s):
Brittany Midiri
Faculty Mentor:
Dr. Maureen Lorimer
Teachers' Perceptions of Student's Mental Health
According to The World Health Organization, 10-20% of adolescents experience mental health problems, yet these problems often go overlooked or undiagnosed due to a lack of knowledge and awareness of mental health (World Health Organization, 2018, “Adolescent Mental Health”). Because adolescents spend a majority of their day in school, educators should be trained to identify and support students with mental health needs (Lechtenberger, Edward Mullins, & Greenwood, 2008). This mixed-methods research study focuses on educators’ perceptions of student’s mental health and attempts to answer the following research questions: How do current teachers and educators perceive their preparedness to deal with the mental health needs of students within their classrooms and school sites, and what would they consider meaningful and useful training in the realm of mental health literacy? Forty-six educators from one school site were invited to participate in the study. Of the 46 invited, 30 participants volunteered to take part in the study by answering a questionnaire distributed via email through Google Forms. The survey consisted of forced-choice and open-ended questions designed to address the research questions at hand and also collected some demographic information on participants. Results from the study and their implications in terms of the research questions will be presented at the Festival of Scholars.
Student(s):
Jilian Penn
Faculty Mentor:
Dr. Maura Martindale
Secondary School Staff Members Perception of Using Nutrition-Based Curriculum in Physical Education Classrooms
Childhood obesity and unawareness of nutritional consumption is commonplace amongst various student populations, due to lack of nutrition-based curriculum implementation. This ambiguity of nutrition-based implementation is due to lack of accountability, as well as miscommunication within the public education system. The lack of nutrition-based curriculum within Physical Education Departments especially shows nutrition as a lesser priority. There are plenty of quantitative studies which support why childhood obesity is causing such an uproar of health hazards and issues within our schools and communities. Using a qualitative phenomenological approach is a different way to identify factors of prevention within the public education system. This study utilized in-depth interviews amongst various Secondary School Staff Members such as a Physical Educator, Health Educator, Adaptive Physical Educator and an Administrator identifying common trends. The interviews were transcribed and coded, allowing analysis to be conducted, which identified the common trends. The trends encompassed participants' outlooks regarding commonalities as to why nutrition and academics do not coincide within public education. These results identified factors which can steer educators to integrate nutrition-based curricula in their classes, as well as increase awareness of staff members role in teaching nutrition-based curriculum.
Student(s):
Cameron Piwarski
Faculty Mentor:
Dr. Richard Underhill
Aspiring Latina Principals- Understanding the barriers and contributors to career advancement
This research study is aimed at exploring the intersection of gender and the cultural demands on Latina leaders who desire to become public school principals. The findings from this research will contribute to a deeper understanding of the motivation and perspective amongst promising site administrators from underrepresented groups. The results will inform preparation courses in higher education and will contribute to the effective recruitment and retention structures in the workforce. Through one on one interviews, this qualitative research will reveal some of the barriers, as well as the contributors, that impact Latina leaders’ aspirations in the attainment of a principalship.
Student(s):
MariaElena Plaza
Faculty Mentor:
Dr. Edlyn Peña
Teacher Perceptions of Using Google Classroom for Writing Feedback
With a growing number of English learners (ELs) in the American education system, and an emphasis in using technology to help students thrive in the 21st century, it is important to examine how using technology in the classroom can benefit or hinder ELs success in writing. Because educators are mandated to align writing instruction to Common Core State Standards, these writing goals were used to focus this study. The goal of this research study is to uncover secondary Language Arts and English Language Development (ELD) teacher perceptions of Google Classroom as a tool for writing instruction and providing feedback. Thus, when compared with traditional writing feedback, this study aims to discover teacher beliefs about Google Classroom’s accessibility, efficiency, and utility for teacher and peer feedback. This quantitative study utilized data collected from multiple secondary schools (middle and high school) in two Southern California districts with varying student demographic populations. Participants included Language Arts teachers and ELD teachers with a valid teaching credential. Survey questions were designed to gather participant understanding and use of Google Classroom and Google Docs. Likert scale questions were also used to gauge teacher perceptions of Google Docs’ accessibility, efficiency, and utility in providing teacher and peer feedback. Additionally, two open-ended questions were included to extend information obtained from the Likert scale questions. Through statistical analysis of teacher responses to questions regarding perceptions of Google Classroom and Google Docs, emerging themes identified the ways in which these technology tools help or hinder ELs’ writing.
Student(s):
Alesandria Posada
Faculty Mentor:
Dr. Maureen Lorimer
Implementing Mandated Initiatives in Community Colleges
As community colleges evolve and new initiatives are put into place, college faculty and staff are tasked with the design and execution of the necessary changes. Often, educational leaders are not trained in change theory, and are ill equipped to lead the organization through complex change -- particularly when the change efforts are not necessarily popular with the college faculty. To successfully implement sustainable and effective change, educational leaders would benefit from not only understanding change theory, but also by understanding how to assess the current levels of readiness for change throughout the college. Building upon the existing research on change theory, this ethnographic study explores how faculty perceive and progress through mandated changes. Interviews will be conducted, exploring community college faculty members' perspectives about how the educational leadership approached the design and execution of two very different state-mandated initiatives, one that was designed primarily by faculty and one that was designed completely through legislation.
Student(s):
Lisa Putnam
Faculty Mentor:
Dr. Edlyn Pena
Change Models in Practice: Implementing Mandated Initiatives in Community Colleges
As community colleges evolve and new initiatives are put into place, the faculty and staff are tasked with the design and execution of changes required. Often, educational leaders are not trained in change theory, and are ill equipped to lead the organization through complex change, particularly when the change efforts are not necessarily popular by the faculty. To successfully implement sustainable and effective change, educational leaders would benefit from not only understanding change theory, but also by understanding how to assess the current levels of readiness for change throughout the college. Building upon the existing research on change theory, this ethnographic study explores how community college faculty perceive and progress through mandated changes. Interviews will be conducted exploring how community college faculty perceive their college's implementation efforts for two very specific state-mandated initiatives, one that was primarily designed by faculty and one that was primarily designed through legislation.
Student(s):
Lisa Putnam
Faculty Mentor:
Dr. Edlyn Pena
Examining the Social-Emotional Well-Being of Community College Baseball Players
Consistent research has revealed a concern in areas surrounding mental health and well-being for college-athletes. In addition, sports analysts discovered many professional baseball players to possess the same mental health concerns as student-athletes in college. Although studies relating to mental health and well-being have compared various sports groups, there is an insufficient amount of research conducted on single sports populations such as baseball. The aim of this study was to examine the social-emotional well-being of community college baseball players. Social-emotional well-being is encompassed through internal and external health factors: anxiety, burnout, perfectionism, self-confidence, self-esteem, and stress. Using a phenomenological approach, this qualitative study utilized in-depth interviews from four active community college baseball players. Responses were transcribed into themes to present meaningful information relating to the internal and external factors of social-emotional well-being. The findings of this study demonstrate how community college baseball players develop stress and anxiety from responsibilities outside of baseball, such as work, relationships, school, and other life aspects, as much as they do about their personal performances and eagerness to win. Additionally, self-confidence and esteem were expressed to negatively affect players when they are failing to succeed in baseball; nonetheless, players identified baseball as an imperfect game, meaning players must accept and learn how to get better at failing. Lastly, players presented mixed feelings regarding burnout; moreover, some players discussed bodily fatigue and exhaustion as a reason to quit, while others conferred coaching philosophies, underperformance, and life priorities.
Student(s):
Michael Ramirez
Faculty Mentor:
Dr. Richard Underhill
Children of immigrants / English Language Learners’ Educational Aspirations
Considering English language learners (ELLs) are the fastest growing group among the school age population in the United States, it is to the benefit of society as whole for educators and policy makers to assure that these students are receiving an appropriate education to prepare them to become contributing members of society. This study analyzes the relationship between language proficiency amongst children of immigrants (whether they were born in the U.S. or are immigrants themselves) and their reported educational aspirations. More specifically this study addresses the reported language proficiency of ELLs, whether there is a gender difference, and language proficiency’s correlation to the educational aspirations of ELLs. Using the database Children of Immigrants Longitudinal Study (CILS) (1992-2005), different statistical analysis were used (correlations, t-test, anova’s, and chi-square analysis) to answer the research questions. The results found that students who reported having higher English proficiency also reported having higher educational aspirations. As the number of students who are ELLs continue to rise, educational leaders and policymakers need to look at ways in which they can assure funding goes toward helping these students gain English language proficiency. Additionally, they can assure that language assessments which are used to determine re-designation of ELLs, are a reliable measure of language proficiency. Stakeholders may also need to evaluate what other factors are used to make decisions on track placements to assure ELLs that have high educational aspirations are given the opportunity to reach their goals.
Student(s):
Sofia Ramirez, Omar Escamilla
Faculty Mentor:
Dr. Therese Eyermann
Positive or Negative: Parents of General Education Students Perspectives on Inclusive Classrooms
Based on discussions with school administrators, we know little about what the perceptions of parents who have general education students in an inclusive classroom. Do parents of typically developing students have a positive or negative view of this ever-growing trend toward inclusion? Administrators have noted that they struggle to bring to light information concerning the inclusion of students with identified special needs in general education classrooms. There is a pervasive perspective that perceptions of these parents will be negative. While Inclusive classrooms are not new in the United States, studies showing the perspectives of parents of typically developing students who participate in inclusive classrooms, were sparse at best. There is a great deal of research about teacher perspectives concerning inclusive classrooms, and much case law about how parents of students with identified special needs feel about inclusive classrooms, but there is a lack of research asking parents of general education students what their perceptions are. This quantitative study sheds some light on the subject, by way of a simple questionnaire. The questionnaire included one question with the informed consent, 13 scaled questions about the participants and their perceptions of inclusive classrooms. Finally, there was one comment section, allowing participants to clarify or comment on the subject. Information provided in this study could serve to inform administration, teachers, and parents about misconceptions and/or perspectives of general education parents concerning inclusive classroom.
Student(s):
Laura Ramli
Faculty Mentor:
Dr. Maura Martindale
Teacher Perception of Evidenced Based Reading Comprehension Strategies in Middle School Classrooms
Reading comprehension involves complex cognitive processes that are unique across diverse learners. Given these complexities, the implementation of effective reading strategies in schools is of vital importance to the success of students with and without disabilities. However, a gap between what is practiced in the classroom and what is considered best practice currently exists. The purpose of this study aimed to investigate how teacher perceptions impact reading comprehension instruction in 6-8 grade level literacy classrooms. Furthermore, this study seeks to uncover how teacher preparation and professional development opportunities influence teacher reading comprehension instruction strategies. This study used a qualitative case study research design approach. Using homogeneous sampling, individual interviews were conducted with participants and included 10 semi-structured questions.
Student(s):
Raul Rebolledo
Faculty Mentor:
Dr. Maureen Lorimer
Supporting Parents with Augmentative and Alternative Communication Devices: Giving Back Their Voice
For individuals with severe language impairment, the use of an augmentative and alternative communication system, such as an iPad, has been shown to reduce challenging behaviors, enhance expressive skills, facilitate individuals being able to have a range of communication functions, and link linguistic development (Ok, 2018). Having an iPad as an AAC increases independence in classroom participation and improves behavior, social and communication skills. The purpose of this qualitative action research project is to determine how to best support parents of special education students who use a secondary iPad as an augmentative and alternative communication device (AAC) to increase language acquisition skills and decrease challenging behavior. An AAC system includes a variation of means to support communication, such as gestures, sign language, communication boards, and speech generating devices (Thistle and Wilkinson, 2015). This research will determine patterns and themes through three cycles of interview with parents of special education students, before, during, and after a training session on how to have parents support their child using a secondary AAC in their home. Each child was provided a second iPad to use at home to support communication. Therefore, the results of this study will help educators better understand the ways in which parents and guardians of special education students can support their child’s communication and linguistic development and decrease negative behaviors through the use of an AAC.
Student(s):
Wendy Reyes
Faculty Mentor:
Dr. Dan Tillapaugh
Flipped Instruction to Motivate and Increase Language Acquisition for Students with IEPs, 504s, and Excess Absences
In recent years flipped instruction has become a hot topic of great conversation amongst educators. It is known that flipped instruction benefits students of diverse learning needs and that technology is used to support students with Autism Spectrum Disorder and developmental disabilities (Chmiliar and Anton, 2017). The purpose of this study is to measure the impact flipped instruction has on motivation and language acquisition for students with IEPs, 504s, and excess absences in Spanish class. This study was conducted using a mixed method approach; the summative assessment of two Spanish 2 classes during and after the flipped instructional period were used to determine student's language acquisition and an online survey and an exit interview measured student's motivation. It is hoped that the results of this study will impact the mindset of language teachers to a more tech-based approach to support students of diverse learning needs.
Student(s):
Julieta Rodriguez
Faculty Mentor:
Dr. Kathleen Merrigan
Student Preference On Pull Out, Push In or Combined Services
According to the US Department of Education (2007), there are 6,050,725 students receiving special education services through the Individuals with Disabilities Act (IDEA). These students receive services in a variety of settings such as a special education classroom or a general education classroom. In the past, these services were provided in a separate classroom. However, many students now receive services in their general education classroom. The purpose of this qualitative study was to examine which setting students prefer: between a general education classroom (push in services or inclusion), a special education classroom (pull out services) or a combination of both. There were 10 students interviewed ranging from second to fifth grade. The interview consisted of eight semi-structured questions. Students’ responses were analyzed to determine which special education setting student prefer.
Student(s):
Danica Salazar
Faculty Mentor:
Dr. Maureen Lorimer
Whole Language vs Phonics: On Improving Reading Accuracy
Reading instruction is implemented in every elementary school classroom. However, there are no conclusive studies that indicate which reading instruction model is more effective in increasing a student’s reading accuracy. Whole language and phonics are two approaches to reading instruction. Although both models present advantages and disadvantages for reading instruction, the effectiveness of one over the other is unclear. Therefore, the purpose of this study was to uncover which reading instruction was more effective in increasing a student’s reading accuracy. This quantitative study examined a group of 10 fifth graders that were recruited through convenience sampling. The students received phonics instruction for two weeks. Then, the students received whole language instruction for two weeks. The students were given a pretest before each intervention and a posttest after each intervention. The data were then analyzed to determine which instruction approach was more effective in increasing reading accuracy for this sample population.
Student(s):
Henry Salazar
Faculty Mentor:
Dr. Maureen Lorimer
Teacher's Perspective of Utilizing a Frequency Modulation (FM) System During Instruction
While the benefits of utilizing a frequency modulation (FM) system during classroom instruction have been heavily researched over time, there has been an observed shortage of general education as well as special education teachers who have the option to use an FM system in their classroom, but refrain from doing so. The purpose of this research study is to determine how general education and special education teachers feel about using an FM system during instruction and to also identify reasons as to why FM systems are not being utilized. Both quantitative and qualitative data was collected via a Likert-scale survey that participants completed, providing information regarding their perceptions and comfort level of using an FM system during instruction. Results indicated that while 58.3% of participants rated their comfort level of using an FM system as a 5/5 (most comfortable) 33.3% of participants reported they have experienced technical difficulties with their FM systems, and 33.3% stated they were not properly trained on how to use their FM system.
Student(s):
Nichole Sandlin
Faculty Mentor:
Dr. Maura Martindale
Which teaching model is effective in increasing the social skills of students who have a hearing loss?
As more and more students are being diagnosed as Deaf/Hard of Hearing (DHH) at an early age, general educators are faced with learning how to teach and accommodate DHH students in their classroom. General educators need the help and guidance of a Deaf and Hard of Hearing Itinerant (DHHI) teacher who is trained to assist general educators in meeting the academic, social and hearing needs of their DHH students by using collaborative relationships, a push-in teaching model, or a pull-out teaching model to help deaf and hard of hearing students succeed in a general education setting. Deaf and Hard of Hearing students may struggle with being socially accepted, lack confidence to communicate with their hearing peers, may have difficulty following classroom routines, and may find themselves being isolated and excluded from their hearing peers. Building peer relationships can give children opportunities to problem solve, practice how to share, and build listening skills (Batten, Oaks, & Alexander, 2014). A qualitative study was conducted to examine which teaching model (push-in or pull-out) was most effective in increasing the social skills of children who have a hearing loss and are included in a general education classroom. The general education teachers were given a questionnaire with six open-ended questions related to how they perceive the social skills of the students with hearing loss in their classroom and provide a brief response to each question. The results indicated that further research needs to be conducted due to limited responses
Student(s):
Teresa Sandoval
Faculty Mentor:
Dr. Maura Martindale
Paraprofessional Pedagogical Effectiveness in a Special Day Class
The variety of job demands and time constraints on special education teachers can restrict their ability to provide direct instruction to students on their caseload. Because of this, paraprofessionals often serve as the primary provider of instruction for these students. Although they hold tremendous responsibility for educating students with special needs, paraprofessionals enter this field with minimal professional training, experience, and support. Furthermore, they are given responsibility for some of the most challenging students. The purpose of this study was to observe and report how paraprofessionals use various behavior strategies in a moderate to severe special day classroom. To conduct this study, a quantitative non-experimental descriptive approach was implemented. More specifically, an observation checklist was used to collect data before and after paraprofessionals received specialized training on varied behavior strategies. This design enabled the researcher to uncover the relationship between paraprofessional training and strategy implementation in the classroom. The data were analyzed to reveal emerging themes and patterns.
Student(s):
Kari Slattum
Faculty Mentor:
Dr. Maureen Lorimer
Parent perceptions, DHH, and General Education teacher perceptions on the education of DHH students
The move toward inclusion for Deaf and Hard of Hearing students has become widely known and practiced, but there is little known about the perceptions of parents of DHH students, General Education teachers, and DHH teachers regarding the education of DHH students at one school site. The number of DHH children transitioning into the general education classroom are increasing as hearing technology is improving. According to Antia (2013), “over 75% of DHH students in the United States are mainstreamed in public programs, with about half of these students spending the majority of the school day in the general education classroom.” The participant population for this quantitative, descriptive research study consisted of 21 families who have children with a hearing loss attending the school, 11 lower elementary General Education teachers, and six DHH teachers. With the use of researcher made surveys, educators, parents, administration, and other interested persons are able to use the data collected to help support future DHH students in an inclusive environment. Responses from the surveys were analyzed using frequency distribution towards this research question, with focused lenses on parents of DHH children, General Education teachers and DHH teachers.
Student(s):
Caitlin Stephens
Faculty Mentor:
Dr. Maura Martindale
Social Media: Networking Tool? Or Vehicle for Harassment?
Cyberbullying has quickly become a major threat to the safety and happiness of today’s youth (Wakefield, 2017). Cyberbullying is the use of technology to harass, embarrass, or intimidate others. This research project examines cyberbullying in the context of social media sites that are frequented by teens today. The goal was to determine how often these sites are used for bullying. This study attempts to determine the frequency of cyberbullying which occurs on these social media sites for students at a middle school and a high school in Southern California. The study collected data from these students using a Likert-style survey. In addition to the student study, the study interviewed school administrators and counselors to determine if school perceptions of cyberbullying match student experiences. The results of this study are available at the Festival of Scholars.
Student(s):
Shannon Streeter
Faculty Mentor:
Dr. Maura Martindale
Teachers' Perceptions of Technology in Co-Teaching Classes
Co-teaching is a trending educational practice that supports the integration of students with special needs into general education classes. Extensive research suggests that co-teaching in a purposeful manner can increase the accessibility of content for all students. Additionally, with the drastic shift toward technology integration in the classroom, studies have shown that purposeful technology usage can lead to enriched educational experiences. It is important that successful co-teaching groups use technology to foster effective learning strategies with the goal of continually supporting their students, especially because teachers possess different levels of technological knowledge and experience. Therefore, the purpose of this study was to examine teachers’ perceptions of technology use during a review session in a co-taught class. To collect data, a quantitative survey was administered at a school-site with nine different co-teaching classes. Each teacher involved in co-teaching attended a professional development session that utilized three different technologies of varying degrees of complexity. The teachers were then asked to use one of the technologies during a review session in one of their classes. Once they've used the technology of their choice, they responded to the survey about their experience. Ultimately, this research aims to answer the question, ”What are teachers’ perceptions of integrating technology in review lessons in a co-taught class?”
Student(s):
Miguel Tenorio
Faculty Mentor:
Dr. Maureen Lorimer
High School Teachers’ Perceptions on the Quality of Student Mental Health Training they have Received
Twenty-one percent of youth ages thirteen to eighteen experience a severe mental health disorder at some point in their life (National Alliance on Mental Health, 2015). Support for students with a mental health condition may often only be found at their school sites. Therefore, responsibility for promoting mental health well being and support falls into the hands of schools and educational authority (Spratt, Shucksmith, Philip & Watson, 2009). However, this duty may fall short if a teacher does not have the proper training to support these students. The purpose of this study was to examine high school teachers’ perceptions on the quality of student mental health professional development training they are receiving. A qualitative study was used to complete in-depth interviews with four general education teachers at three various school sites which included a public, independent public charter, and private high school. This study also examined high school teachers’ previous experiences with students who have a mental health condition, stigma within their school sites, and their level of confidence and preparation around students with a mental health condition. Findings from this study found that all participants expressed a lack of training within their school site; however, unlike what previous research has found, all participants in this study felt a high level of confidence around students with a mental illness, even without extensive mental health literacy training.
Student(s):
Madison Thompson
Faculty Mentor:
Dr. Richard Underhill
Twice-Exceptional Students in College
Twice-exceptional is the label used to categorize students who are both gifted and have a disability of some kind (Foley-Nicpon, Stinson, Sieck, & Allmon, 2011). Educators lack training about the overlap between multiple exceptionalities (Ronksley & Pavia, 2015), and this misconception often prevents students with disabilities from receiving support in the domain of their giftedness or vice versa (Mayes et al., 2014). The purpose of this study is to explore how twice-exceptional students make meaning of their intersecting identities and experiences in college. Using a qualitative narrative inquiry with a biographical focus, the researcher took the participants’ oral and written stories, transcribed and arranged them, restorying and co-creating a narrative with the participants that told the story of their identity development in college. Many students with disabilities do not have space in college to discuss their disability identities; this study opened that space for students to look at their own stories and make meaning of their experiences around being twice-exceptional. The ultimate goal is to challenge the traditional deficit-based narrative on disability, and in retelling students’ stories, to share a more nuanced picture of what it is like to be a twice-exceptional student in college.
Student(s):
Rebecca Tivang
Faculty Mentor:
Dr. Dan Tillapaugh
Autism and Higher Education: Supporting Co-curricular Social Engagement on College Campuses
Students with autism often require morenon-academic support in the area of social engagement than most colleges today are prepared to provide. With this population growing in numbers on college campuses, and their graduation rates lower than their peers, it is imperative that higher education institutions develop programs that assist neurodiverse students with social engagement and help them graduate. The purpose of this study is to identify the specific social needs students with autism have, from their point of view, while attending a 4-year higher education institution. By understanding the support needed in these areas, institutions can be better prepared to serve the growing population of students with autism. My focus is on developing best practices for non-academic departments in supporting these needs and encouraging social engagement. I conducted three, in-depth interviews with college students with autism to collect my data. I coded themes within the interviews to develop a definition of social engagement from the voice of the students, and several needs these students discussed in regards to social engagement on a college campus. The results of my study provide valuable information on the social engagement definition and needs of students with autism, and implications for new protocols and programs non-academic departments can implement so support this growing population of students.
Student(s):
Andrea Treptow
Faculty Mentor:
Dr. Edlyn Pena
Online Parent-Teacher Communication: Parental Satisfaction on Various Web-Based Communication Tools
This study examined parental satisfaction with different online communication tools used between classroom teachers and parents. The goal of this project was to determine which web-based communication tools are most effective in getting information to parents and guardians. The study also explored which communication tools parents find most satisfactory in relaying classroom information. Two-thirds of the way through the school year, parents of three different 4th grade classes received an email with an online survey link. The participants were asked to take the 16-question survey, which should take the participant no more than 15 minutes to complete. Using a 5 point- Likert scale, participants were asked to rate their satisfaction on various web-based communication tools used by the 4th grade teachers throughout the duration of the school year. Preliminary findings suggest that a majority of the parents were satisfied with the online communication tools used during their child’s 4th grade school year. Initial findings show that, overall, the participants were more satisfied with the classroom website, newsletter, and weekly emails than they were with the classroom Instagram. Further research would be necessary to determine which aspects of the online communication tools were enjoyed and disliked by the participants.
Student(s):
Stephanie Underwood
Faculty Mentor:
Dr. Lory Selby
Teachers’ Perceptions on Utilizing the School Garden
For at least the last century, school gardens are a growing trend. School gardens not only allow students to learn in nature; they also allow exploration though observation and hands-on activities. Past research suggests that engaging in school gardens can positively affect students’ schooling (academics and behavior), social-emotional and physical health, and environmental attitudes. With research backing the benefits that stem from having and utilizing a school gardens, it is important to understand teachers’ perceptions on using the school garden. A garden space alone will not have positive effects on students unless it is used purposefully and consistently. This task falls on whether the teacher decides to incorporate the garden as part of instructional day for learning, exploration, or simply to tend to growing plants. Using a quantitative approach, this thesis examines school gardens and aims to answer the following question: What are teachers’ perception of utilizing the school garden with students during the instructional day? A web-based survey was used to obtain data. Elementary (K-5) teachers from eight schools with gardens in one urban elementary school district were invited to participate via email. The email contained a link leading to a consent form and the # question survey. Results of this study will bring a better understanding of what teachers think, feel, and do in the school garden. Such results can aid garden program developers, administrators in effectively running a school garden, teacher in reflecting on their practice, and, thus, indirectly benefiting students.
Student(s):
Yocelin Valencia
Faculty Mentor:
Dr. Richard Underhill
Uncovering Advocacy Strategies to Empower Parents of Elementary-Aged Students with Autism
Parental involvement in a student’s educational journey is strongly encouraged and viewed as a fundamental component in the educational success of students. Advocacy, a type of parental involvement, is described in early disability rights literature as the action of speaking and acting to help address the preferences, strengths and needs of another person or group of people.Further investigation is needed to uncover the factors that may increase advocacy levels for parents of elementary-aged students with autism. Specifically, the research question that guided this study is: What strategies are associated with an increase in parent advocacy for parents of elementary-aged students with autism? To address this question, data were collected from semi-structured interview questions. Ultimately, the objective of this study was to uncover common strategies parents have used to empower themselves and advocate on behalf of their child.
Student(s):
Ivon Vitela-Elias
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Attitudes in Special Education: The Special Education Eligibilities
Researchers have demonstrated that attitudes influence behavior (Glasman, & Albarracín, 2006; Kraus, 1995). The present quantitative survey research was generated from this truth and seeks to explore special education teachers’ attitudes towards students with disabilities. The research question being, do teachers hold different attitudes towards the various special education eligibility categories outlined in IDEA? To explore this question, researchers dispersed an online Qualtrics survey to special education teachers through email, using convenience sampling to gather participants. After providing informed consent, participants answered demographics questions. Following that, they were randomly assigned to one-of-four categories: Autism Spectrum Disorder (ASD), Emotional/Behavioral Disturbance (ED), Specific Learning Disability (SLD), or Other Health Impairment (OHI). They then read a brief vignette describing an interaction between a teacher and a student with a disability aligned to the category they were assigned to (e.g., participants in the ASD group would read about a student with ASD). After reading the vignette, they responded to a modified version of the Multidimensional Attitudes Scale Toward Persons with Disabilities, a scale originally developed by Findler, Vilchinsky, and Werner (2007) to asses individuals’ attitudes towards those with disabilities. Upon the completion of data collection, participants’ responses were analyzed in regards to the above research question. This study will not only help us (e.g., individuals with disabilities, teachers, administrators, researchers) to understand how teachers see this vulnerable population, but also provide an opportunity for special education teachers to look inward and reflect on their own beliefs and biases.
Student(s):
Eric Waterbury
Faculty Mentor:
Dr. Dan Tillapaugh