Festival of Scholars

Student Abstracts

Redefining Family Engagement for Immigrant Latino Families

View abstract

With Latino students scoring significantly below their White counterparts on national assessments, much research has focused on what factors contribute to Latino student success, including family engagement (Hemphill, Vanneman, & Rahmen, 2011; Jeynes, 2012). However, despite the benefits of being involved in a child’s education, Latino parents are reported as having lower rates of participation than their counterparts (Murakami, Valle, & Méndez-Morse, 2013). The purpose of this qualitative study is to give voice to the experiences of immigrant Latino family members who are involved in their children’s education at an elementary school in Southern California. I plan on conducting one-on-one semi-structured interviews with each participant. Transcripts will then be coded for similarities. Each interview will cover the following three major topics: the family member’s educational experience, the family member’s perception of the child’s education, and the family member’s perception of his/her involvement in the child’s education.

Student(s):
Elizabeth Adams

Faculty Mentor:
Dr. Michael Owens

Department:

Effective Methodology for Teaching High Frequency Sight Words

View abstract

Reading fluency has been shown to be the biggest predictor for success in school (Stage & Jacobsen 2001). A key component in attaining proficient oral reading fluency is the acquisition of high frequency sight words. This is due to the fact that the first 300 of the most frequent words comprise 65% of any given text (Fry, 2000, p.4). The purpose of this study was to compare the best methods and practices for teaching high frequency words, which would inform instruction and provide students opportunities to increase reading fluency. This quantitative study explored the effectiveness of two different types of drills to teach high frequency words with flashcards. The traditional drill method, where all sight words were initially unknown to the student, was compared with the interspersal drill method, where known sight words were mixed in with unknown sight words for the drill. The findings suggest that both methods are comparable in the total amount of sight words learned within a six week period. However, the traditional drill method proved to be more efficient, since the flashcard sets were smaller, containing only unknown words, and therefore required less time to organize, prepare and administer to students.

Student(s):
Susan Agostinelli

Faculty Mentor:
Dr. Lory Selby

Department:

Math Through Movement: Kinetic Learning in High School Algebra

View abstract

Math Through Movement: Kinetic Learning in High School Algebra is a research project investigating the impact movement has on learning in a high school level math class. Students have a variety of learning styles through which they learn best. Kinetic learners learn most effectively through hands on or movement based activities, however these types of activities are uncommon in high school math classes. This research project introduces movement into high school algebra. Two groups of high school students were taught transformations. The control group was taught transformations through note taking and example problems, while the treatment group was taught the same lesson through movement. Both groups participated in a pretest and posttest to assess learning. The goal of this project was determine the extent to which movement-based lessons affect the learning outcomes in a high school math class.

Student(s):
Coral Alquist

Faculty Mentor:
Dr. Maura Martindale

Department:

Reading Apprenticeship Impact on Student Success in Community College Developmental Math

View abstract

Currently, higher education is focused on completion. Communitycolleges are no different as data show that 35% of all students placein developmental math courses of which around 14% succeed incompleting a degree level math course. The purpose of this study is toexamine the integration of the Reading Apprenticeship instructionalframework in developmental math courses at a large urban communitycollege in southern California. More specifically, whether ReadingApprenticeship-based sections are showing a significant impact onstudents’ math self-efficacy. Students registered in their firstcommunity college developmental math course from a selected communitycollege will be assessed using a self-efficacy rating scale at thebeginning and end of the term. Data will then be compared from twogroups, students who have been exposed to Reading Apprenticeshiptrained professors and those who have not been exposed to ReadingApprenticeship trained professors.

Student(s):
Myriam Altounji

Faculty Mentor:
Dr. Michael Owens

Department:

Professional Development in Educational Technology

View abstract

The use of technology in the educational settings has been often promoted and has garnered many supporters since its infancy. Apple Corporation helped pioneer the use of computers in schools in the 1980s with the graphical interface of the Macintosh (Abramson, 2011). Today teachers have learned to use and implement the use of tablets, and Chromebooks in the classroom. As students from the Millennial Generation continue to fill our secondary classrooms, the number of teachers who demonstrate proficiency in the application of technology in the classroom is far less than expected. In order to meet the needs of today’s students, it is imperative that professional development in the use of instructional technologies help teachers feel more comfortable in using them in their classrooms. In this qualitative research study, the researcher used a phenomenological approach by using interviews and observations of three teachers. The participants in this study were selected because they met specific criteria. All participants’ possess a clear teaching credential obtained through the state of California. All participated in a school district wide professional development session that focused on instructional technologies. The researcher gathered data about personal experiences, concerns, and possible solutions to help teachers implement instructional technologies in the classroom. The purpose of the study is to explore the role of professional development on teachers’ use of instructional technologies in the classroom. The data obtained from interviews were transcribed and coded into emerging themes.

Student(s):
Guillermo Alvarado

Faculty Mentor:
Dr. Michael Owens

Department:

Effects of Accelerated Reader Program on Literacy Attitudes of Third Grade Students

View abstract

With the transition to the Common Core State Standards (CCSS) students are not only expected to read more, but with more comprehension as they strive to become being life-long readers ready for college and/or a career. The purpose of this quantitative study is to determine the impact Accelerated Reader (AR) has on student attitudes towards reading. More specifically, does student motivation towards reading increase. A twenty question survey was given to third graders, of which the majority are English Learners (EL). The results of this study will help administrators, teachers, parents and students determine the impact AR can have on a school community.

Student(s):
Maria Arenas

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Music in the Spanish Langauge Classroom.

View abstract

Research shows that incorporating music when learning a foreign language can have multiple beneficial effects on students of different ages (Eddy, 2007). In the present qualitative study two groups of a high school Spanish stage II class were utilized to express their perceptions about Spanish educational songs used as a learning tool. The selected class of participants consisted of thirteen academically high performing students and fifteen average to low performing students. The participants listened to two songs a week as their warm up assignment for five weeks. The selection of ten songs focused on a current grammar topic, the imperfect and preterite tense. After five weeks, twenty of the participants were individually interviewed and asked fourteen questions concerning students’ perceptions of the effectiveness of the employed teaching strategy. The researcher voice recorded, transcribed and coded the qualitative data. This data was analyzed and reported as well as discussed with the purpose of improving future teaching practice.

Student(s):
Karolina Augustyn-Mole

Faculty Mentor:
Dr. Maura Martindale

Department:

Improving Science Knowledge by Using Culturally Based Activities in Hawaii

View abstract

This study is to evaluate the results of a science program in which youth in Hawaii were taught science concepts with lessons designed around Hawaiian cultural myths. The program also evaluated the responses of the teachers to the lessons. There were pre and post qualitative and quantitative surveys as well as qualitative data from teacher journals and reflections. Hawaii’s demographics are described by the Nation’s Census Bureau is about 70% Native Hawaiian or Pacific Islander or Asian or Mixed (two or more races). This study may prove informative to other teachers who are employed in districts which are culturally diverse, and whose dominant culture may be different from that of the classroom teacher. There is limited information on the use of culturally specific tools to teach science for marginalized or otherwise minority groups in education, and whether or not such methods are effective or necessary. It is the goal of this research to add to the literature.

Student(s):
Dezireen Austin

Faculty Mentor:
Dr. Maura Martindale

Department:

Exploring the Training and Experiences of School-Based Mental Health Professionals

View abstract

The Latino child population is the fastest growing and most underserved segment of the child population, especially when it comes to mental health services (Toppelberg et al., 2013). Students who are Latino immigrants are facing challenges that need to be addressed and worked through in order to break down barriers to academic success. Since the majority of mental health services are being utilized in the school setting as opposed to private mental health services, school based mental health professionals may benefit from improved training to provide mental health services to all of their diverse students. The purpose of this qualitative study is to explore how prepared school-based mental health professionals feel when it comes to helping Latino immigrant students deal with mental health issues in a predominately low socio-economic status high school in California. The researcher utilized a combination of the case study and narrative approach to answer the following research questions: : 1) Do school based mental health professionals feel adequately prepared to provide effective mental health services to Latino immigrant high school students? 2) What factors contribute to school based mental health professionals feeling prepared to help the Latino immigrant population? Three school-based mental health professionals were interviewed over a one month period. Following the interviews, the researcher transcribed the data and extracted common themes that came out from all three interviews.

Student(s):
Anna Baazova

Faculty Mentor:
Dr. Michael Owens

Department:

Factors affecting persistence of International Students in Liberal Arts Universities.

View abstract

In 1974, 150,000 International students were enrolled in US universities. In 2012-2013, the number was 819,644, a fivefold increase! These students face unique challenges studying in a foreign country and may be forced to leave school due a variety of reasons.There has been quite a few researches on international student retention in large public schools, private schools, but little to none on liberal arts colleges, making this an important study. The purpose of the study is to explore the factors affecting international students’ persistence in Liberal Arts Universities in Southern California. Is there a relationship between a chilly campus climate and the persistence of international students in Liberal Colleges in Southern California? Is there a relationship between academic, social integration and persistence of International students? This dissertation aims to test Bernice Sandler’s theory of a Chilly Classroom Climate using regression analysis. I intend to send survey questions to four Southern California liberal universities through their Departments of International Studies. The independent variables are safety, comfort, support, mattering, faculty/student attitude, while dependent variable will be analyzed through questions relatable to persistence as well as their GPA. Dependent and independent variables will be compared for any correlation between them. Ongoing research, final results still pending.

Student(s):
Jeff Bajah

Faculty Mentor:
Dr. Michael Owens

Department:

Examining Effective Classroom Behavior Management of Teacher Candidates

View abstract

Effective classroom management has been a critical concern for teachers. It is essential to discover the most effective classroom management skills that any teacher can use as a tool for successful teaching in any classroom. This research emphasizes effective classroom behavior management skills and strategies of teacher candidates presently in the process of clinical fieldwork at a K-12 school environment. The purpose of this research is to examine the perspective teacher candidates have in relation to the best approach to effectively manage student behavior in a classroom. Additionally, this research will examine the connection, if any, of successful classroom management strategies in relation to self awareness of the teachers themselves. The methodology of this research is a quantitative study with a likert scale survey that has questions specifically related to practices of effective classroom management and self awareness.

Student(s):
Ripsime Begoyan

Faculty Mentor:
Kelli Hays

Department:

Necessary Supports for General Education Teachers Success in Inclusion of Students with Hearing Loss

View abstract

With the implementation of the Individuals with Disabilities Education Act (IDEA) in 2004 and the clause of a Least Restrictive Environment (LRE), many children with disabilities, including hearing loss, are now being educated in inclusive settings with their typical peers. These students with hearing loss are often assigned a Deaf and Hard-of-Hearing (DHH) teacher, who has been professionally trained to work with students with hearing loss, to work in collaboration with the general education teacher as part of their Individualized Education Plan (IEP). Due to a lack of detail in working with students with hearing loss in general education teacher preparation programs, it is imperative that DHH teachers be able to provide necessary supports for successful inclusion of DHH students. However, little to no research has been conducted on what supports DHH Itinerant teachers can provide in order to assist general education teachers. In a qualitative study, the researcher sought to answer the research question: How can DHH Itinerant teachers provide support to general education teachers to help them be successful in teaching students with hearing impairments? The researcher conducted semi-structured interviews, using a researcher made questionnaire, with general education teachers who are currently teaching or have taught a student with a hearing loss from two elementary school districts throughout a suburban city. Interview questions focused on the general education teachers experience in teaching students with hearing loss and the supports they received.

Student(s):
Ricki Bernardo

Faculty Mentor:
Dr Maura Martindale

Department:

Efficacy of Interactive Notebooks in First Grade Language Arts

View abstract

Note-taking is a skill that is usually taught in upper primary, middle school and high school. Interactive Notebooks are a new trend of note-taking where even lower primary students can be learn to be more independent and take control of their own learning. There is very little to no research to demonstrate the effectiveness in the lower primary grade levels. This quantitative study was to show if Interactive notebooks are an effective instructional strategy to use in First Grade Language Arts, specifically phonics instruction. The subjects took a pretest on r-controlled vowels, which is a skill that had not been taught yet in the classroom. Each subject was responsible for participating in each of the 3-4 daily cutting, sorting and drawing phonics activities. The researcher would review each activity the next day before moving on to the next ones. At the end of two weeks, the same subjects took the pretest again as the posttest to see if there would be any change in scores either positive or negative. The results showed that there was indeed a significant increase in scores for almost three-quarters of the participating subjects.

Student(s):
Lori Brtis

Faculty Mentor:
Dr. Kelli Hays

Department:

Educators' Perspectives of Their Roles In Battling Obesity: A Qualitative Study

View abstract

Roughly 20% of all children ages 6-19 years are obese, making childhood obesity an urgent American epidemic (CDC, 2014). At this juncture in society, schools have an opportunity to address this pressing issue. The problem is educators lack clarity in terms of defining their roles in addressing childhood obesity in schools. The purpose of this study is to investigate the role of schools in addressing childhood obesity, and more specifically, the views of educational leaders and physical education teachers on their role in battling this grave health issue. The primary research question driving this study is: What are the perceptions of educational leaders and physical education teachers of their roles in reducing childhood obesity?
Using qualitative, case study methods, this research centers on the perspectives of public school leaders and physical education teachers. Data will be collected through collected via one-on-one semi-structured interviews, that will be voice recorded, transcribed, and coded for general themes and patterns, which will outline the role of K-12 educators in reducing obesity in children.

Student(s):
Kathryn Buckly

Faculty Mentor:
Dr. Michael Owens

Department:

Parents’ Perceptions: Early Identification, Amplification, and Intervention

View abstract

There has been a significant amount of research conducted on early identification for children who are Deaf or Hard of Hearing (DHH). The Early Hearing Detection and Intervention (EHDI) process can be influenced by a variety of factors that can potentially affect the developmental outcomes of a child. “Accurate and timely diagnostic hearing evaluations provide a foundation for decision making and planning of amplification and educational options, making this a first and critical component of the EHDI process” (Larsen, Muñoz, DesGeorgesi, Nelson, & Kennedy, 2012). Furthermore, failure to provide early identification, early amplification, and early intervention may have a negative impact and delay in the infant’s language and academic achievement. This qualitative research consisted of an open-ended survey provided to parents of children who are deaf or hard of hearing who have experienced the diagnosis of their child’s hearing loss, received amplification, and have received early intervention. Four sections included: child’s demographic questions, early intervention questions, amplification/audiology questions, and a section for additional comments. This qualitative research provided parent perceptions on their early intervention experiences by exploring early identification, amplification, and intervention.

Student(s):
Erika Buenrostro

Faculty Mentor:
Dr. Maura Martindale

Department:

Learning Shifts of High School Administrators who Moved from Traditional Schools to Charter Schools

View abstract

This research is aimed at exploring and discovering the learning shifts of administrators who moved from traditional schools to charter schools within a Southern California district. By examining the transitional shifts from school leaders and using a qualitative approach, we were able to understand their conceptions and misconceptions as they transitioned and used the key autonomies utilized at charter schools not found at a traditional district. The transitions made by administrators as they switch from traditional to charter schools can provide innovative practices and much needed insight to aid in a smoother transition. Schools of higher education can provide some practical ideas and view possible trends that must be addressed when preparing future leaders with abilities and talents necessary for leading successful schools. Furthermore, board members and superintendents can begin to comprehend essential distinctive needs from such schools and leaders. The purpose of this study will answer the question: How did administrators who moved from traditional to charter schools experience the shifts that came with that transition?

Student(s):
Blanca Castillo-Alves

Faculty Mentor:
Dr. Michael Owens and Dr. Edlyn Pena

Department:

Investigating the First Year Deaf and Hard of Hearing Teachers' Experiences

View abstract

This qualitative study investigated the experiences of teachers of the deaf during their first teaching position. Deaf education is a small part of the special education system. There are few teachers in California with the necessary credential to provide instruction and services. Existing data indicates that all new teachers experience stress, fear and isolation during their first year (Womack-Wynne et. al, 2011). At the time of this study, there were no studies that capture the perceptions and experiences of new teachers of the deaf. The purpose of this study was to address the experiences and feelings of these teachers during their first year. Individual interviews with new teachers of the deaf were conducted. Interview data was transcribed and coded in order to discover emerging themes. The results were compared to existing data from research on novice general education and special education teachers. The analysis of this data will help to inform teacher preparation programs and school districts on potential support practices.

Student(s):
Katherine Copeland

Faculty Mentor:
Dr. Maura Martindale

Department:

Experiencing College in the Here and Now: How Mindfulness and Extracurricular Participation Intersect

View abstract

Implementing mindfulness practice into student routine has the power to influence physical and mental health across all ages. With overwhelming research emerging in support of mindfulness, it is necessary to inspect how increased mindfulness training will influence students’ in other aspects of college life. With research on students’ college campus involvement also pointing to an enhanced college experience, it is necessary to examine how increasing the practice of mindfulness could impact levels of extracurricular activities, resulting in greater student well-being. With a deeper understanding of whether a mindful student utilizes extracurricular opportunities more frequently when compared to a less mindful student, educators can decide whether to increase mindfulness training to impact participation in extracurricular activities. Using a quantitative, cross-sectional survey design, the researcher surveyed a large sample of undergraduate students from a southern California college campus. The researcher expects to accept her hypothesis that mindfulness effects college student extracurricular participation levels, thus rejecting the null hypothesis. Investigating the data collected using Qualtrics Survey Software, the researcher examined the implications of students who live mindful lives by analyzing if mindfulness impacted student extracurricular participation. Further analysis of the intersection between mindfulness and extracurricular participation can highlight the benefit of developing mindfulness training programs on campus. Increasing and expanding the reach of mindfulness to students has the power to not only enhance student success and improve mental health, but also to influence the college experience as a whole.

Student(s):
Cassandra Cowen

Faculty Mentor:
Dr. Maura Martindale

Department:

Exploring the Impact of Quality Afterschool Programs: Implications for Policy and Practice

View abstract

California leads the nation in funding and student participation in afterschool programs (ASPs). Annually, 770 million dollars of state and federal funds are spent on afterschool programs, with 25 percent (n=1,661,374) of California’s k-12 public school students enrolled, and 10.2 million children participating nationally (Afterschool Alliance, 2014). However, despite strong political and parental support, evidence of academic benefit is lacking (Dynarski et al., 2003, 2004). My study builds on existing research by exploring the variance of quality in afterschool programming, using the framework of two primary research questions: What is the role of school leadership in afterschool programming and how does staff professional development impact quality programming? The purpose of this comparative case study is to explore and identify the components of a high quality ASP versus a low quality ASP, based on quality standards established by the state. Qualitative research methodology will be implemented by conducting semi-structured interviews of three multi-level staff members, from each of the two programs studied, to explore the impact of high quality ASPs on California k-12 public school students.

Student(s):
Amy Cranston

Faculty Mentor:
Dr. Micheal Owens

Department:

How Does Early Exposure to STEM Curriculum Affect Student Interest in Post Secondary Education?

View abstract

Science, technology, engineering and mathematics (STEM) education has been a topic of continued nationwide focus in order to maintain/improve the United States’ status as a leader in these academic and career fields. This curriculum direction received support when President Obama sponsored “Educate to Innovate” in 2009 to help boost student interest in STEM fields and cultivate STEM literacy. The purpose of this study is to assess fourth and fifth grade elementary students’ interest in pursuing post secondary education with the possibility of exploring STEM based careers after being exposed to a STEM curriculum for two years. The students surveyed will be part of a convenience sampling; the students attend the STEM academy where the researcher teaches. A five point Likert based survey will be administered within fourth and fifth grade classrooms by the researcher. In addition, a sampling of these participants will take part in focus group discussions where students have an open forum for discussing their thoughts and ideas about attending college and investigating STEM related majors. The goal of this study is show that exposure to STEM based curriculum increases student interest in continuing their education and focusing on STEM based careers. This knowledge can be utilized by schools to continue/increase school district and community support and funding for STEM education.

Student(s):
Julie Day

Faculty Mentor:
Kelli Hayes

Department:

New Teacher Attitudes Towards a Hybrid Learning Induction Program

View abstract

Many factors exist that can limit new teachers from accessing professional development opportunities. One prominent factor is the time required for teachers to attend professional development trainings. This has led to the rise in popularity of online professional development over the last decade. Furthermore, the increase in online learning has led to the creation of hybrid learning programs. A hybrid learning model blends both face-to-face professional development and online professional development. The purpose of this study is to measure attitudes towards a hybrid professional development induction program. Participants in the study were new teachers that were enrolled in a hybrid learning induction program. A 10 question Likert scale survey was used to measure attitudes over four domains. The results will help administrators design effective professional development opportunities for teachers.

Student(s):
Robert Decandia

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Students who are Deaf and Hard of Hearing Transitioning from Middle to High School Placement Trends

View abstract

High school placement for students who are deaf and hard of hearing is dependent on a variety of factors including mode of communication and family background. Students who are deaf and hard of hearing gain their education through a variety of modes of communication, which include: sign language, spoken language, or a combination of both. In a large urban school district in Southern California, there are listening and spoken language programs through the middle school level. However, the option for a listening and spoken language program post middle school is not available. In high school, students have the option of attending a Total Communication program with the implementation of sign language or attending their school of residence with itinerant DHH support. In this qualitative study, an in-depth questionnaire was sent to high school students who are deaf or hard of hearing and their parents. The participants were selected based on the student’s attendance in the listening and spoken language program in middle school. The questionnaire focused on academic and social aspects about the student after their transition from a listening and spoken language middle school program to their chosen high school program.

Student(s):
Kamila Diaz

Faculty Mentor:
Dr. Maura Martindale

Department:

Improvement of Vocabulary in Elementary Students Who Are Deaf and Hard of Hearing

View abstract

It has long been noted that children who are Deaf and Hard of Hearing have struggled with literacy and vocabulary development (Paul, 1996; Nielsen & Luetke-Stahlman, 2002). The current trend in education is 21st Century Learning and bringing technology into the classroom. Many school districts are responding by providing iPads for each student. The research question was: Can an iPad application be used to successfully improve vocabulary scores of students who are Deaf or Hard of Hearing. The research hypotheses were as follows: 1) Students who are Deaf and Hard of Hearing who use the iPad application will learn grade-level and age-appropriate vocabulary, improving by 10% as measured by a formal assessment; and 2) Students who use the application more will learn vocabulary faster.

This quantitative study utilized the iPad application VocabularySpellingCity to systematically teach vocabulary to elementary students who are Deaf and Hard of Hearing. Participants included 6 students: four 3rd graders and two 4th graders. The application provided quantitative data on students’ performance and progress over a three-week period. Pretests and posttests were used to find percentile improvements for individual students. Results were varied.

Student(s):
Melissa Dickerson

Faculty Mentor:
Dr. Maura Martindale

Department:

Business Education Faculty Experiences with Curriculum Reform

View abstract

The U.S. workforce is challenged in two significant ways: low college attainment rates and college graduates lacking the skills necessary to be successful in their careers (Wilkerson, 2012). Research indicates that faculty members have a fundamental impact on student success and persistence (Kuh, Kinzie, Buckley, Bridges & Hayek, 2007; Taylor & Haynes, 2008) and are also responsible for developing and reforming the curriculum. Business education faculty are an especially important subset of higher education faculty due to the fact that business related majors have been the most popular majors for undergraduate students since 1980 (National Center for Education Statistics, 2012). The purpose of this quantitative based research was to examine experiences with curriculum reform efforts to address the skill gaps. Faculty experiences with curriculum reform efforts related to nontraditional students were also examined.

Student(s):
Cathy Duffy, none

Faculty Mentor:
Dr. Edlyn Pena

Department:

The Efficacy of Virtual Education on Learning Outcomes for Students with Disabilities

View abstract

Virtual education is swiftly becoming the favored approach to instruct students. Given the increasing developments in technology and the ability to access the Internet at almost any location, participating in online education is more popular and common. Although traditional brick and mortar placements maintain the status quo for most learners in K-12 learning environments, parents and students are continuously looking for alternatives for various reasons. The catalyst for this study was to explore the impact of virtual education on the learning outcomes of students with special needs from the perspectives of parents. There is a deficiency in the knowledge about how parents feel virtual schools impact academic achievement for K-12 students, especially those with disabilities. Researchers need to investigate the growing trend of students with special needs enrolling in virtual schools in order to provide empirical evidence referencing the impact on learning outcomes based on what parents observe in the home.This qualitative collective case study includes three structured online interviews with three different parents of students with special needs enrolled in a virtual school program that serves the 6th-12th grades.The researcher used a comparative method of data analysis. A comparative case study requires: a within-case analysis and a cross-case analysis.

Student(s):
Sucari Epps

Faculty Mentor:
Dr. Michael Owens

Department:

Empowering Students Through Active Learning: Voices From the Classroom

View abstract

Preparing students for success in the 21st century has shifted the focus of science education from acquiring information and knowledge to mastery of critical thinking and problem solving skills. The purpose of this qualitative casestudy was to examine teacher and student perspectives of the relationship between active learning, problem solving, and achievement in science, and the conditions that help facilitate this environment. Adapting a social constructivist theoretical framework, high school science teachers and students were interviewed, school records analyzed, curriculum documents studied, and classes observed. The findings revealed that students were engaged with the material in an active learning environment, which lead to a sense of involvement, interest, and meaningful learning. Students felt empowered to take ownership of their learning, developed the critical thinking skills necessary to solve problems independently, and became aware of how they learn best, which students reported as interactive learning. Moreover, student reflections revealed that an active environment contributed to deeper understanding and higher skills through interaction and discussion, including questioning, explaining, arguing, and contemplating scientific concepts with their peers. Recommendations are for science teachers to provide opportunities for students to work actively, collaborate in groups, and discuss their ideas to develop the necessary skills for achievement, and for administrators to facilitate the conditions needed for active learning to occur.

Student(s):
Sabrina Erickson

Faculty Mentor:
Dr. Janice Tucker

Department:

Fostering Parent Involvement in Elementary Education

View abstract

According to a former elementary school principal, Christine Olmstead (2013), “the importance of parent involvement in schools and its relationship to student achievement have been widely studied” (Olmstead, 2013, p. 28). It is strongly believed that parent involvement does directly effect student achievement. With the proliferation of technology in the twenty-first century, the way educators teach, how students learn, and the way teachers and students communicate have greatly changed. Thus the question arises, which technologies do teachers feel help to foster a stronger sense of parent involvement in schools? This qualitative study will determine which technologies and how implemented will facilitate the best outcome of parent involvement. Results will yield valuable insights that will help both students and educators as new technologies continue to emerge.

Student(s):
Kaitlyn Fargo

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Student Achievement and Parental Involvement in Special Education

View abstract

Student achievement is the benchmark with which educators, administrators and parents evaluate the success of students’ achievement. However, there is little to no research related to evaluating how parental involvement affects student achievement in special education. The purpose of this project is to evaluate parental involvement in the special education classrooms and how it relates to students’ achievement in the elementary school and middle school settings. The methodology used for this study is quantitative. Teachers in a school district that services elementary and middle school were surveyed on how parental involvement in a variety of settings affect student achievement in their classrooms. A Likert-like scale was used to evaluate and extrapolate the interval data evaluating the correlation of parental involvement to student achievement.

Student(s):
Amanda Fleming

Faculty Mentor:
Dr. Maura Martindale

Department:

Familial Experiences in Transitioning From Part C to Part B Children Diagnosed with Hearing Loss

View abstract

Early intervention has been defined as a program servicing families with children aged birth to three, in the natural home environment. Families are eligible for early intervention services if they have a qualifying disability, such as hearing loss, which may have a significant impact to the child’s learning and development (www.InfantHearing.Org; 2014). The purpose of this study was to further explore families’ experiences who transitioned from early intervention services (Part C; ages 0-3) into the preschool setting (Part B; ages 3-21) with children who are diagnosed with a hearing loss (IDEA; 2004). Information shared by participants in this study will serve to broaden the current research on experiences with the transition process when exiting out of early intervention services. Results from this research will help future researchers, parents and families, professionals, and other adults and children with hearing loss learn about the benefits and challenges families face during their journey through the process to transition their young toddlers out of early intervention services. In this qualitative study, three families were interviewed and shared their experiences on four of their children. The information and data gathered in the case studies was then transcribed, coded, and further analyzed. This research included information on families’ background, demographics, their experiences on early intervention services and their infant teachers. Finally, families shared suggestions on what worked best for them during their journey with their child with hearing loss to help future professionals in the field.

Student(s):
Flor Fonseca Covarrubiaz

Faculty Mentor:
Dr. Maura Martindale

Department:

Social Barriers Chinese Female Students Encounter Transitioning to Private High Schools in the U.S.

View abstract

The number of international students studying in American high schools has skyrocketed over the past decade. Among these are Chinese females, a vulnerable population under-represented in the literature. This qualitative study looked at the social barriers these students face when transitioning into private American high schools and considered how such schools can better support them. Seven female Chinese secondary students were interviewed and took part in a focus group using protocols based on Flanagan’s Critical Incident Technique (1954). Findings aligned with Berry’s theory of acculturation (1997) and indicated that students encounter interior, exterior, and institutional barriers which can inhibit their ability to acculturate successfully, including problems with homestay families and racism. Additionally, results pointed to the importance of domestic students and school staff in supporting these students’ emotional and academic needs. Ultimately, international agencies and the schools have the obligation to form stronger partnerships in order to better address the needs of this growing population.

Student(s):
Robin Fontana

Faculty Mentor:
Dr. Janice Tucker

Department:

Recruitment Strategies & Teacher Program Features on Shortage of Male Elementary Teachers

View abstract

The National Education Association currently reports that only nine percent of primary school teachers are men. Since there is a critical shortage of male elementary educators, the following research problem exists: primary students are being denied the educational benefits that male teachers provide (Vail, 1999). Male primary educators provide positive male role models, balance teacher diversity, and combat stereotypical views, and in order for elementary students to receive these educational benefits, additional male elementary educators are needed (Cushman, 2005). Therefore, the purpose of this study was to identify what, if any, recruitment strategies and teacher preparation program-features designed to motivate male students into pursuing careers in elementary education were implemented within high schools and colleges of current male elementary educators. For that reason, this study used concept sampling to determine research site and three male elementary teachers consented and participated in the research. Unstructured interviews with basic demographical and open-ended questions were the qualitative procedures used to guide the study. The findings of this research highlighted that the participants attended three different high schools in three different states and three different colleges in two different states, and not one of the high schools or colleges used any recruitment strategies or teacher preparation program-features to motivate male students to view elementary education as a viable career choice. Further research is needed to determine why these recruitment strategies and teacher preparation program features are not being implemented.

Student(s):
Andrea Frysinger

Faculty Mentor:
Dr. Kelli Hays

Department:

Restraint and Seclusion in the Special Education Classroom

View abstract

Research is emerging on the use of restraint and/or seclusion and its effects on students, while little to no research focuses on educational staff. The purpose of this study is to examine the effects on educators that utilize restraint and/or seclusion on students with disabilities. How do these practices affect school site culture? What is the role of educational leadership in shaping the use of restraint and/or seclusion? What elements of Positive Behavior Support were effectively or ineffectively applied prior to the use of restraint and/or seclusion? In 2009, the United States Government Accountability Office (GAO) released a report detailing the use of restraint and seclusion in U.S. schools through ten specific student case studies that included incidences of death, unlawful restraints and/or seclusions, and aggravated battery. On July 31st, 2009, in response to the GAO report, the U.S. Secretary of Education urged all states to re-examine their policies, statutes, and/or laws on the use of restraint and/or seclusion in the classroom. National scrutiny has been directed at the vulnerable population of students with disabilities and serious behaviors, the educators that work with them, and the techniques employed to manage the aggressive behaviors. Utilizing interviews and document reviews, a qualitative ethnographic methodology will be employed with educators that utilize restraint and/or seclusion on students with disabilities. From the personal perspective of the professional educator, this ethnography will provide deeper insights into the larger issue of why restraint and/or seclusion are used on students with disabilities.

Student(s):
Sarah Galloway

Faculty Mentor:
Dr. Michael Owens

Department:

Connecting Social Behavior to Academic Achievement through P.B.I.S.

View abstract

Twenty-first century education has revolutionized the way educational institutions implement innovative programs to satisfy the responsibilities of all students, teachers and administrators. This study focuses on connecting a positive behavior intervention support program (PBIS) to academic success of a low socio-economic high school. Recently, the educational change with the implementation of common core has caused great debate but in looking to the future, educators must also place a significant value on a social change that will empower the next generation of individuals. Data such as GPA, suspension rates, and attendance will be included from the past three years from the same high school to determine the effects of PBIS over a period of time. Through the analysis of this quantitative data, this research study aims to provide conclusive evidence that clearly identifies a strong correlation between PBIS and student academic success. The results will help educators provide a clear understanding of the value that PBIS will have on a secondary education to improve social and academic goals.

Student(s):
Adrian Garcia

Faculty Mentor:
Scott Mastroianni

Department:

Music as a Tool for Second Language Acquisition

View abstract

In the United States, 91% of high schools require their students to take a second language, while only 18% of adults speak a second language. Evidently, there is a problem with second language acquisition. The purpose of this research is to test the effectiveness of a possible solution: music. This quantitative study aimed to find the effect of music on initial and long-term retention of vocabulary, comparing groups. All three groups were given a pretest of days of the week and months vocabulary in Spanish. The participants were exposed to the vocabulary through spoken word, music, or music with a visual component. There was both initial testing, and a second posttest after two weeks. The results of this study have the potential to help solve the problem of second language attrition, and aid in the language acquisition of countless students.

Student(s):
Alyssa Gogesch

Faculty Mentor:
Dr. Maura Martindale

Department:

How Do Newborns Who are Diagnosed with a Hearing Loss Become Lost to Follow-Up

View abstract

“Preceding the universal newborn hearing screening (UNHS) program, it was uncommon for children to be identified with a hearing impairment prior to 2 years of age, and numerous were identified even later" (Halpin, Smith, Widen, & Chertoff, 2010; Sininger, Martinez, Eisenberg, Christensen, Grimes, & Hu, 2009; Spivak, Sokol, Auerbach, & Gershkovich, 2009). These late identified children had numerous disadvantages and a late start to access sound, language, and early childhood special education (ECSE) services that would place them on par with typical developing children. This action research project encompassed an ex post facto quantitative approach analyzing data on lost to follow-up (LTF) rates for children, birth to three, who were identified with a hearing impairment. The Centers for Disease Control and Prevention (CDC) data lists lost to follow-up rates across the United States of America, varying from 2% to 95.6%. After a hearing loss has been established for a child (birth to three), influencing factors for lost to follow-up, from screening to diagnostic and the contributing components are still unclear. The purpose of this study was to investigate if the availability of services and technology has improved the “lost to follow up” rate, between 2005 through 2012, in the state of California.

Student(s):
Jennifer Grooms

Faculty Mentor:
Dr. Maura Martindale

Department:

Supporting International Student Success

View abstract

International education is important to the world we live in today, as we can see intrinsic value in differences and the societal importance to understand others and form an interconnected society. In recent years the increase of international students to the U.S. higher education system has grown exponentially and it is imperative that educators make every effort to ensure their success. The purpose of this qualitative case-study is to determine the roles educational leaders play in supporting international students’ academic success and retention. This case-study utilized interviews as the primary method to collect data. Semi-structured interviews were conducted, in order to answer the overarching research question: What roles does an educational leader play in helping international students achieve academic success. Three participants were selected at a small liberal arts college in Los Angeles using purposeful sampling. Participants were selected based on the research criteria: educational leaders who have a role in working with international students and who can potentially make systemic changes to help these students achieve academic success. Nine open-ended questions interview questions were utilized, in order to engage the interviewee and elicit their personal perspectives. Three face-to-face interviews with the educational leaders were conducted to discuss their perspectives on campus climate and university support services for international students; and the educators’ role in supporting academic success and retention. The interviews were then transcribed, coded, and analyzed to seek meaningful connections, patterns, and consistency, in order to provide better understanding of international student success.

Student(s):
Marki Hackett

Faculty Mentor:
Dr. Michael Owens

Department:

Fostering Academic Perseverance in the Special Education Classroom

View abstract

Perseverance, academic or social, is directly connected to a person’s belief about his or her own abilities. Dweck (2007) states that through her research she has observed “the most motivated and resilient students are the ones who believe that their abilities can be developed through their effort and learning”. Many students with special needs lack academic perseverance, as they perceive and accept that they have low academic abilities. This study set out to discover how many minutes student perseverance on a difficult math problem increased, in a 4th/5th grade self-contained mild/moderate special day class setting, when the teacher employed and encouraged growth mindset (the belief that intelligence is always increasing with hard work) classroom talk. While being exposed to growth mindset talk and principles, a 5th grade student was timed, twice weekly, while completing an appropriately leveled math word problem. Timing was discontinued when student expressed, verbally or through body language, that they were unable to complete the problem due to its difficulty.

Student(s):
Emily Hartmann

Faculty Mentor:
Dr. Maura Martindale

Department:

Participation in Job Training to Prepare Students with Disabilities for Employment

View abstract

The quantitative study was conducted to survey businesses about the current topic of the participation of post secondary students with disabilities in job training and whether or not it prepares them for employment. This topic is relevant because of the difficulty individuals with disabilities have in being hired for employment, businesses prior knowledge or lack of post secondary job training programs, and the collaboration between job training programs with employers. The study aimed to determine the factors of post secondary students with disabilities who participate in job training and those businesses that hire or do not hire students with disabilities. Participants in this study took part in an online survey. This study asked 16 questions on a Likert type scale. Over 25 responses were gathered from businesses. Ultimately, this research seeks to address the following topic: The Extent of Participation in Job Training to Prepare Students with Disabilities for Employment.

Student(s):
Olga Hernandez

Faculty Mentor:
Mr. Scott Mastroianni

Department:

The Correlation Between Parent Perceptions of Teacher Caring and Student Success

View abstract

“People do not care how much you know until they know that you care” (John C. Maxwell). Countless studies, both in and out of the education field, have been conducted using this quote as a framework. Researchers want to know how students and teachers value caring. Studies show that both parties place a high value on the teacher characteristics that demonstrate caring. However, there have been limited studies concerning parents and the importance they place on teacher caring. This study was conducted with an action research design using quantitative data. The study used an online survey examining how parents perceive teacher caring. The participants involved were parents or guardians of a student at a single high school. The data was then analyzed for relationships between parents’ perceptions of teacher caring and how well they believe their students did in those classes. Understanding how parents perceive caring will help to inform the researchers teaching practices, as well as other teachers, by giving them an idea of what parents deem most important.

Student(s):
Aschli Hicks

Faculty Mentor:
Dr. Lory Selby

Department:

Effectiveness of Admission Criteria in Predicting Associate Degree Nursing Student Success

View abstract

Associate Degree Nursing (ADN) programs have an important role in resolving the California nursing shortage. Before ADN programs can supply sufficient numbers and diversity of graduates to the nursing workforce, they must address their high attrition rates by determining factors that contribute to student success and preventing students from dropping out. The purpose of this study is to compare two admission criteria processes to investigate the difference in their predictability of student success in an ADN program. The purpose of the study guides the research questions of: 1) How do two admission criteria processes compare in predicting on time graduation? 2) How do two admission criteria processes compare in predicting first attempt NCLEX-RN pass rate? 3) What is the difference in impact of the two admission criteria processes on student diversity? The plan is to conduct a correlational study with a prediction research design to examine the strength of associations between multiple predictor variables in relation to the outcome of student success. The statistical analysis of the study will be logistic regression. A convenience sample of seven student cohorts (n = 321) admitted to a Southern California ADN program from Fall 2010 to Fall 2013 is the population that will be used for this study.

Student(s):
Carol Higashida

Faculty Mentor:
Dr. Michael Owens

Department:

Influence of Extracurricular Acitivities on School Engagement, GPA, and Interpersonal Competence

View abstract

Adolescents in the United States spend more than half of their day in leisure activities. (Larsa & Varma, 1999) Many children use their leisure time to sit in front of the T.V. or for other unstructured peer activities including eating out, video games, listening to music, and going to the movies. Developmental scientists and youth policy advocates believe this time can be spent in better ways that would support positive development and avoidance of risky activities such as alcohol and drug abuse, and gang activity. Constructive, organized activities are a much better way for students to spend their leisure time. (Mahoney, 2000) School-based extracurricular activities are constructive and organized activities given through the school that can play a vital role in a student’s life. They include athletics, fine arts, political-student government, vocational, and service clubs. However, more research is needed to accurately measure the influence of extracurricular activities on GPA, interpersonal competence, and school engagement. The question being addressed is what are the effects of high school student participation in school based extracurricular activities on school engagement, GPA, and interpersonal competence? A quantitative research study was conducted to test the hypothesis that high school students who are involved in extracurricular activities for at least two years, will have higher measures for school engagement, GPA, and interpersonal competence. The study consisted of a survey which allowed data collection directly from the students. Their answers to the survey questions provided valuable information about their school engagement and interpersonal competence.

Student(s):
Michelle Horgan

Faculty Mentor:
Dr. Kelli Hays

Department:

Value in Sustained Silent Reading

View abstract

Sustained Silent Reading (SSR) gives students the opportunity to read for pleasure in the classroom. While conducting a literature review on the subject of SSR, it became clear that students lacked a voice in response to their perceived value of SSR in their classrooms and how the SSR program affected their reading habits. As a result, this quantitative study gave students a voice as they participated in a four-week SSR program. At the beginning of the study, students completed a short quantitative survey that captured their current perceptions of SSR and reading habits. The students were then given the opportunity to read for fifteen minutes on every Monday, Wednesday, and Friday for four weeks. At the end of the four weeks, the students completed the same survey and the researcher looked for a change in the students' perceived value of the program and/or their reading habits. It is anticipated that this study will assist classroom teachers in justifying whether the inclusion of an SSR program represents a quality use of instructional time.

Student(s):
Brandon Janes

Faculty Mentor:
Dr. Lory Selby

Department:

Technology Related Professional Development Models in Independent School Settings

View abstract

Lawless and Pellegrino (2007) believed that the “real” digital divide, not addressed in current literature, is students having access to teachers who are skilled at integrating technology into curriculum in meaningful ways. In order to produce skilled teachers, we must not only provide technology related professional development, but be able to look critically at these programs, including the type of professional development and methods used for its analysis and evaluation. This study will examine models of technology related professional development offered at three Los Angeles area independent schools and evaluate their effect of on teacher perception of efficacy in creating and delivering technology infused curriculum. Using a qualitative, case study research design, the goal of this study is to inform independent schools as to how various models of professional development are perceived by faculty members so that new, more effective, or alternative models of technology related professional development may be implemented.

Student(s):
Jayme Johnson

Faculty Mentor:
Dr. Michael Owens

Department:

Reading Comprehension Strategies for Electronic and Print Text in Middle School

View abstract

This action research study focuses on the practical issues of teaching English at a school where students complete some coursework on school-issued iPads. There is a lack of studies specifically focusing on the female middle school population that: (1) compare students’ reading comprehension when reading electronic text compared to print; (2) compare the effectiveness of reading strategies across the two formats; and (3) measure student preferences and perceptions regarding both text format and reading strategies. The purpose of this study is to compare the effects on reading comprehension and student perceptions of three currently-used reading strategies (summarizing, underlining key passages, and marking reactions in the margins) across two reading formats, electronic and print. The researcher will determine if there are significant differences in reading comprehension across the two formats when paired with the strategies. The results will allow participants to gain awareness of their own learning preferences, and the researcher to improve practice and make recommendations to students about reading strategies. This quantitative study will be a non-equivalent control group design—students may choose between print and electronic text. As modeled in the studies by Wright, Fugett and Caputa (2013) and Connell, Bayliss and Farmer (2012), participants will take short reading comprehension quizzes after each text, will be presented with one text per session, and will not refer back to the text during the quiz. Participants will also answer survey questions following each reading quiz and at the end of the study about their preferences and perceptions

Student(s):
Michelle Kane

Faculty Mentor:
Dr. Maura Martindale

Department:

Perceptions of Team Teaching

View abstract

The purpose of this qualitative study was to survey teachers and school administrators about the current topic of team teaching and whether or not it impacts student achievement. This topic is relevant because of the difficulty teachers have managing their increasing caseloads, managing their workload, and managing their classrooms. The study aimed to determine perspectives of those who team teach or those who would like to team teach. Participants in this study took part in a voluntary confidential on-line survey. This study asked 10 questions on a forced choice Likert type scale, with no neutral option. One hundred twenty responses were gathered from 2 suburban Southern California school districts. Ultimately, this research seeks to address the following research topic: Perceptions of Team Teaching.

Student(s):
Howard Kaplan

Faculty Mentor:
Mr. Scott Mastroianni

Department:

An Investigation of the Influence of RtI on Special Education Referrals of English Learners

View abstract

A significant challenge in U.S. K-12 public schools is how to educate the growing presence of culturally and linguistically diverse students (Samson & Collins, 2012). Even though the federal government requires that school districts implement programs to support students who are learning English, there remains a sizable disparity in achievement between English learners and native English speakers (National Assessment of Educational Progress, 2009) and evidence supports that there exists a disproportional representation of English learners enrolled in special education programs (Hopstock & Stephenson, 2003). The persistent achievement gap coupled with the disproportionate representation of ELs in special education programs are evidence that schools struggle to effectively address the needs of culturally and linguistically diverse students (Brooks, Adams, & Morita-Mullaney, 2010; Calderón, Slavin, & Sánchez, 2011). The response to intervention (RtI) framework is a school wide intervention program intended to provide targeted, timely interventions to underachieving students as well as a reliable systematic method for identifying students with learning disabilities (Greenfield, Rinaldi, Proctor, and Cardarelli, 2010; Stuart, Rinaldi, and Higgins-Averill, 2011; National Center on Response to Intervention, 2010). Through variance analysis, this quantitative study seeks to determine the influence of the RtI framework on special education referrals of English learners in the elementary school setting in a southern California school district.

Student(s):
Mary Lasure

Faculty Mentor:
Dr. Michael Owens

Department:

Exploring Non-Profit Internship Supervisor Training

View abstract

Internships are an important part of the college experience. Completing an internship positively impacts job attainment, salary, and career satisfaction (Gault, Redington, & Schlager, 2000). Internship supervisor training is an issue that is critical to internship success, yet is an understudied. Research suggests that internship supervisors are an integral part of the intern-supervisor relationship. Especially in non-profit organizations which have limited resources, we need to learn more about how supervisors can impact learning and satisfaction for student interns. By gathering detailed information using a multi-case study format, this study will strive to embark on a greater understanding of the current and future training needs of internship supervisors in non-profit organizations. The research question is: What do non-profit internship supervisors perceive as their training needs? The study will explore (a) whether non-profit supervisors receive training, and (if so), content areas covered and method of delivery; (b) what is the preferred method of delivery; and (c) non-profit supervisors’ perceptions of their future training needs. This study will utilize interviews and survey information from few select cases in Southern California to learn more about this group of internship supervisors. Ultimately, educational leaders can use the information gained to address next steps.

Student(s):
Cynthia Lewis

Faculty Mentor:
Dr. Michael Owens

Department:

Homework In Kindergarten

View abstract

How much homework should kindergarteners receive? The purpose of this qualitative study is to investigate homework at the kindergarten level. With the K-12 Common Core Standards now into effect, kindergarten is more rigorous. Kindergarteners now have more expected of them academically. The study is aimed to research how much homework kindergarteners should receive. In this study both full-day and half-day kindergarten programs are used. The researcher interviewed and surveyed kindergarten teachers from Ventura County. The teacher’s thoughts on homework in kindergarten were then analyzed. The results from this study are still pending. The researcher is hoping to find weather or not kindergarten teachers feel their students should receive homework or not depending on the amount of time they spend in the classroom.

Student(s):
Hannah Lipper

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Perceptions of Leadership Personnel on the Breakfast in the Classroom Program: A Qualitative Case

View abstract

In partial response to poverty, food insecurity, and other risk factors believed to adversely impact academic achievement, school districts have begun to implement the Breakfast in the Classroom (BIC) program. While research identifies health, nutrition, andachievement-related benefits of school meal programs, few studies focus on leaders’ perceptions of the BIC program. The purpose of this study was to examine the perceptions of district and school leaders on the BIC program implemented in their schools, as well as to examine their recommendations for long-term program success.

This case study employed Bolman and Deal’s framework through which structural, human resources, political, and symbolic aspects of the BIC program were examined at two elementary schools. Twelve participants were interviewed. Findings indicated that leaders perceived the BIC program to be a valuable social program with benefits that outweighed its flaws. They recommended the importance of school-site support, implementation differentiation, an improved menu, and the establishment of a food donation program or classroom food storage system to ensure BIC program success.

Student(s):
Kurt Lowry

Faculty Mentor:
Dr. Edlyn Pena

Department:

iPads and cooperative learning during mathematics

View abstract

With technology becoming increasingly available to students, research is emerging as to the impact on student learning. The purpose of this qualitative study is to explore the combination of iPads and cooperative learning by relating it to student experience and perception of academic outcomes. The participants of this study were third grade ELL students from a suburban Southern California elementary school. Students were interviewed after participating in cooperative learning lessons in which iPads were used to support lessons. Results of this study will show if a relationship exists between the use of cooperative learning and iPads in the classroom and student motivation/engagement. The study will also show if there is an association between iPads and cooperative learning on students’ perception of academic outcomes in mathematics.

Student(s):
Marlen Magana

Faculty Mentor:
Mr. Scott Mastroianni

Department:

The Relationship of Psychosocial Learning Attitudes to Academic Achievement in Mathematics

View abstract

What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Hispanic to non-Hispanic students with regard to student self-evaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Hispanics are significantly less prepared than their non-Hispanic peers in terms of the highest level of math course completed. The implications of this study endorse revisions to student mathematics course placement procedures, amplify the importance of implementing instructional practices supported by the Common Core State Standards for Mathematics (CCSSM) and support the development of mentorship and other promotional programs for underrepresented minority (URM) students. The results of this study inform policy makers, administrators, teachers, and other educational advocates whose interests lie in decreasing inequities that exist among students from a diverse range of racial backgrounds.

Student(s):
James Martinez

Faculty Mentor:
Dr. Janice Tucker

Department:

Teacher Perspectives on the Implementation of Gamification in a High School Curriculum

View abstract

In his inspirational and forthright discussion on the problems facing American public schools today, Jamie Vollmer (2010) candidly states, “The industrial era has given way to the knowledge age and every aspect of American life is being transformed” (p. 4). This statement has never held more truth than with the millennial generation who has never known life without technology. Digital natives have been raised with computers, communicate regularly through the use of social media, and are accustomed to instant Internet access and digital stimuli. This realization brings to question the altering paradigm shift of how this generation of students learns in relation to prior generations. In an era where game culture is so influential for 21st century learners, gamification may assist educators with issues addressing student motivation and engagement in the classroom.
The purpose of this interpretive qualitative study is to explore the teacher perspective on the utilization of gamification methods in a high school curriculum, interpret the multi-faceted perceptions educators have towards the uses of gamification, and understand the educators’ viewpoints on the implications gamified frameworks have on student motivation and engagement. Individual interviews of four teachers from a comprehensive public high school in California were conducted as the primary source of data collection. Results express the transformative and adaptive capabilities of gamification and its effects on different student populations.

Student(s):
Jon McFarland

Faculty Mentor:
Dr. Michael Owens

Department:

Soft Skills Used In Negotiating Contract Language Regarding Teacher Evaluations

View abstract

Soft skills are most effective in maintaining a positive climate at the negotiating table. According to Sayg, Geer, van Kleef & De Dreu (2013), “When processes are competitive, parties use deception, voice hostilities, fail to exchange information, and try to exploit one another. When negotiation processes are cooperative, parties share information, make and reciprocate concessions, and refrain from hostile exchanges and deceitful tactics” (p. 145). This study assists district and association level chief negotiators in creating or maintaining an effective negotiating environment at the table. I focused on three expert individuals with experience in public education within Ventura County. Two of the participants were members of the teacher association side of negotiations, one as chief negotiator and the other a president and negotiating team member. The third individual was an expert and chief negotiator for the district. The goal of this qualitative study is to explore the role soft skills play, for both the district and the association chief negotiators, which help reach tentative agreements regarding teacher evaluations. This research will also examine which soft skills are related to a positive negotiation climate. In addition, this study is to provide chief negotiators an opportunity to reflect and adjust their individual soft skills, as it relates to the overall framework of a positive negotiation climate, specifically when negotiating new teacher evaluation language.

Student(s):
Mark McLaughlin

Faculty Mentor:
Dr. Michael Owens

Department:

Significance of the Independent School Entrance Exam

View abstract

The ISEE exam is well known within the independent school world as a strong litmus test for how well new students will perform. Similar to an ACT or a SAT exam for college, the ISEE is used by admissions’ teams for top-tier K-12 independent schools in the United States to select new students. The ISEE reports that it measures both aptitude and achievement to help admission teams select students who will be successful. The underlying assumption, therefore, is that young students’ aptitude and achievement at the point they take the exam is static. The purpose of this study was to investigate the currently held beliefs as to the legitimacy of entering ISEE scores as valid predictors of academic success. I used a qualitative case study research methodology to explore if the ISEE exam is a valuable predictor of academic achievement or if other more significant qualities exist. I used a constructivist perspective to explore whether admissions teams should review the weighting of these scores in their current admissions’ policy.

Student(s):
Jason McMaster

Faculty Mentor:
Dr. Edlyn Pena

Department:

Understanding the Role of Enrollment Managers at Private Schools

View abstract

The value of enrollment management is often overlooked when compared to the day-to-day activities of a school. Leaders frequently view the employee in charge of recruitment, enrollment, and retention of students as a job easily filled by a friendly clerk, rather than a skilled professional who masterfully draws, welcomes, influences, and eventually convinces a family to apply, enroll, and remain in a private school. Because private schools must continually seek ways to maintain the financial and brand health of the institutions they represent, and given that enrollment management is responsible for 80-90% of a private school’s annual revenue, understanding the role enrollment managers play in the success of the schools they serve is imperative. This qualitative case study used a narrative approach from an interpretive lens and involved data collection via semi-structured interviews and document review. The purpose was to examine the roles, experiences, and challenges of an enrollment manager at a private, Catholic, all-girls’ school in Southern California. Faculty and staff interviews were used to discover perceptions of enrollment management practices and possibilities for improvement. Findings inform school leadership, enrollment managers, and stakeholders about opportunities to further professionalize and support enrollment management efforts at a private school.

Student(s):
Cristy McNay

Faculty Mentor:
Dr. Edlyn Pena

Department:

Suspensions: K-8 vs. Middle School

View abstract

With an effort to reduce suspensions, schools are reexamining all of their practices including grade configurations. Grade configuration refers to the grades that are available at each school. Currently, the largest school district in the United States, New York School District, is in the process of eradicating middle schools and moving towards K-8 schools. The idea is that K-8 schools are better and safer learning environments for students in grades six to eight.
The purpose of my research study is to compare K-8 school and middle schools in one area suspension rates. I will use the existing suspension data from one southern California school district and compare the seventh grade suspension rates. The data will be categorized by student gender, ethnicity and the type of school students attend. I will then use descriptive statistics to determine what differences, if any, there are between student suspensions in two different types of schools. By conducting this study, I hope to provide a direction towards a better grade configuration.

Student(s):
Cindy Medrano

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Hearts and Minds: Teacher Beliefs on the Purpose of Evaluation

View abstract

The focus on teacher quality and effectiveness is unparalleled, yet the voice of teachers is missing from research on evaluation. Using a qualitative instrumental case study design, 13 teachers from 11 schools in a large, urban southwestern school district participated in interviews focused on their beliefs about the purpose of evaluation.
The study revealed several key findings: teachers who participated in the study endorsed a growth model of evaluation, accepted a high level of accountability, desired support and fair treatment in evaluations by trained and knowledgeable administrators, distrusted district leadership on evaluation reform, and supported the protective role of their union while maintaining high professional standards. Rather than confirming a common belief that teachers are the source of the problem, teachers demonstrated thoughtful consideration of complex issues, a desire to embrace the work of reform, and a sense of dedication to the children they serve. The findings are significant for designers of evaluation systems, and educational leaders tasked with teacher development and collective bargaining.

Student(s):
Nicolas Mize

Faculty Mentor:
Dr. Janice Tucker

Department:

First Generation CalWORKs students at a California Community College

View abstract

First-generation college students are the fastest growing population entering the California Community College system; yet they have the lowest completion rate compared to non-first-generation students. Students in this unique population come from all walks of life and tend to experience a multitude of educational challenges. It is imperative that post-secondary educational systems find new innovative ways to assist students to navigate through the learning pathways to success. The purpose of this study is to explore programs perceived by first-generation CalWORKs College students to understand what is beneficial in assisting them to overcome barriers that affect academic engagement leading to college success. The overall goal of this study is to investigate and present ways in which we as post-secondary educators can better serve and meet the needs of first-generation CalWORKs college students in order to enhance student success. The researcher used a qualitative narrative approach by conducting in-depth first-person interviews with current first generation CalWORKs students to gather information about their perspectives, personal experiences, and issues of concern and possible solutions to their academic challenges.

Student(s):
Letty Mojica

Faculty Mentor:
Dr. Edlyn Pena

Department:

African American Sense of School Belonging in Predominately White Independent Schools

View abstract

Ethnic diversity in independent schools is a relatively new concept. Historically, independent schools have served an affluent, white population (Brosnan, 2011). As an alternative to public schools, independent schools provide a network of educated, wealthy proprietors with premiere access to select opportunities. Due to a limited number enrolled in such schools, the experience of African Americans offers a distinct voice. The purpose of this research is to explore school belonging of African Americans in predominately white independent schools (PWIS). This qualitative case study will be rooted in the experiences of 6-8 African American students who have graduated from a PWIS. The findings from this study will ultimately serve to equip PWIS with tools to best serve their African American population.

Student(s):
Betrina Moore-Southall

Faculty Mentor:
Dr. Michael Owens

Department:

First-Generation College Students: Success Stories

View abstract

While a great deal of research has been done to support the dismal reality that first-generation college students are greatly underprepared for college level work compared to non-first-generation college students, this study focuses on the success stories to discover what factors make first-generation college students succeed despite the odds stacked against them. For the purpose of this study, I am defining success as a first-generation college student who has successfully obtained a bachelor’s degree from an accredited university. Community colleges are the only higher education system in the United States that is most accessible to all and where many of their student body consist of first-generation college students. The purpose of this study is to identify the experiences of first-generation college students who have successfully trasferred from a community college to a four-year university and obtained a bachelor's degree. This study seeks to answer the following questions: 1) What are the commonalities that first-generation college students experience that contribute to the successful completion of their bachelor’s degree? and 2) What are community colleges doing to address these issues? This study utilized a narrative approach in order to capture the essence of the educational journey from the participants' perspective, showing how they navigated their way through the college system. Participants who fit the criteria of the study were selected through purposeful sampling and data collection was conducted through a series of semi-structured interviews. The interviews were reviewed, transcribed, coded, and analyzed.

Student(s):
Elynar Moreno

Faculty Mentor:
Dr. Edlyn Pena

Department:

Perception of Preparedness of General Education Teachers for Teaching Students with a Hearing Loss

View abstract

The U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs (2009) reported that approximately 87% of students who are deaf and hard of hearing spend a portion of the school day in models of inclusion in general education classrooms (Bernsdsen & Luckner, 2012). The inclusion of students who are deaf and hard of hearing in general education classrooms impacts the curriculum and the instruction delivery but also teachers’ roles and preparation. The lack of information regarding the perception of preparedness of general education teachers when working with students who are deaf and hard of hearing is essentially departmental for the successfulness of inclusion in the general education classroom. When implementing the inclusion model, professionals often overlook other factors related to this model, such as, teachers’ attitudes, background knowledge, experience and access to support. Bernsdsen and Luckner (2012) reported that general education teachers do not feel they have the appropriate training and knowledge to work with students that have a hearing loss. The purpose of this quantitative study was to analyze general education teachers’ perception of preparedness for teaching students who are deaf and hard of hearing. An in-depth questionnaire examined teacher’s perceptions of their preparedness, knowledge on hearing loss and supportiveness provided to general education teacher when working with this population.

Student(s):
Maria Nanez

Faculty Mentor:
Dr. Maura Martindale

Department:

Teacher Perception of The Common Core State Standards

View abstract

This is a quantitative study aimed at collecting information on both parent and teacher perception on the Common Core State Standards and its role in improving the American education system and to find out whether or not the Common Core State Standards are universally accepted across the nation. The research group was secured through a Charter School in the San Fernando Valley where both parents and teachers throughout this region are surveyed using a Likert scale model in the form of a questionnaire. There are a total of 15 questions in the survey that takes approximately 10 minutes or less to complete.
There were at least 100 respondents in this survey to clarify and understand both parents and teachers perceptions of the new Common Core State Standards. In the end, I wish to build a better dialogue, specifically within the community, state leaders, and among parents who are all affected. As a result, this research is intended to push for better education policy and build trust across communities and state lines to achieve unity on an issue that I hold dear to my heart. That is to provide quality education to all students in order to prepare them for the future.

Student(s):
Thithien Nguyen

Faculty Mentor:
Jason Peplinski

Department:

Factors Affecting Female Interest in STEM Careers

View abstract

Research studies have shown that men predominately hold jobs in science, technology, engineering and math (STEM) fields. Despite the assumption that this may be due to lower scientific or mathematical abilities, studies have shown that this is due to a decline in female interest in these areas after the middle school years. Possible reasons include stereotypes from media, lack of exposure to these careers, effects of marketing and social pressures during this time. This quantitative research study evaluated these factors via a survey of high school language arts teachers in a local school district. Factors were analyzed to determine their order of significance. Results will help to inform those working with middle school students to create programs that will inspire young females to ultimately pursue further education in STEM areas.

Student(s):
Marcia Nogueira

Faculty Mentor:
Dr. Lory Selby

Department:

Factors Affecting Female Interest in STEM Careers

View abstract

Student(s):
Marcia Nogueira

Faculty Mentor:
Dr. Lory Selby

Department:

Implementing Effective Problem Based Learning to Improve Content-Area Learning

View abstract

The purpose of this qualitative action research study was to develop effective implementation of the Problem Based Learning (PBL) teaching model. PBL is a teaching method in which students acquire knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Participants for this study were high school students enrolled in a biology course. Students were organized into mixed-level groups and worked cooperatively to analyze and solve a real-world problem related to biology. Participants cited specific examples of their experiences during PBL they felt improved their content-area learning. Data sources analyzed in this case study included the following: a teacher journal, student journals, a focus group interview, and audio recordings monitoring student conversations during PBL. The data was analyzed to identify critical factors within the PBL teaching model that were effective in improving content-area learning.

Student(s):
Alex Pacheco

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Understanding How Leadership Styles Influence Teacher Motivation

View abstract

Research examining teacher motivation supports the need for teacher engagement as a means to improve student learning (Czubaj, 1996; Wlodkowski, 2003; Yates 2007). Czubaj (1996) concluded that motivation is a cycle whereby motivated teachers motivate students. Researchers have previously studied teachers’ motivation to attend professional development programs, as well as the impact of some leadership styles on teacher motivation, there remains a gap in the literature in fully describing how leaders influence teacher motivation. To further examine this gap in the literature, the purpose of this study is to describe how leadership styles influence teacher motivation. A qualitative, instrumental case study will be conducted in order to seek to answer the primary research question -- How do leadership styles influence teacher motivation? Participants will be currently employed teachers and school leaders from two K-12 public schools, in a medium size district, within the central region of California. School leaders will be defined by their position as the lead school administrator at a school site, commonly known as the principal. Data collection will be done through questionnaires, one-on-one interviews, observations, and review of relevant documents brought to light by participants. Questionnaires will provide descriptions the principal’s actions and behaviors, and the perceived impact on teacher motivation. The primary method of data collection will be through one-on-one, semi-structured interviews conducted with the school site leader and at least five (5) teachers from each school. The results of this study seek to provided a greater understanding of how leadership styles influence teacher motivation.

Student(s):
Mark Palmerston

Faculty Mentor:
Dr. Michael Owens

Department:

Success Among Latino Male College Student Leaders

View abstract

The cutting-edge research presented in this poster will focus on the factors and experiences that contribute to success among Latino male student leaders in college. This study is important because of the declining numbers of Latino males in higher education. Latino males represented nearly 55% of Latino college students in 1976 compared to 12.8% of Latino students in 2010 (NCES, 2010). This growing gender gap in the Latino college student population is now known as “the Vanishing Latino Male” phenomenon (Saenz & Ponjuan, 2009). Higher education institutions are trying to figure out ways to close the achievement gap, including involving and engaging students on campus. The audience will engage in case study analyses of the ways in which Latino males engage as college student leaders through the interview data of eight first generation Latino male student leaders. The audience will explore themes about how Latino male student leaders make meaning of leadership, namely by empowering others, evolving their leadership identity, building their social networks, and taking responsibility for their leadership development. Audience members will learn about the myriad of pathways that the students embarked on that led them to college and college student leadership, such as participation in high school co-curricular activities and pre-collegiate programs, familial support, role models, and peer relationships. Implications for policy and practice will be highlighted with the audience.

Student(s):
Damien Pena

Faculty Mentor:
Dr. Gail Uellendahl

Department:

Afterschool Programs and their Effect on Student Academic Achievement

View abstract

The purpose of after school programs is to provide additional academic support to students to help raise their academic grades in their areas of struggle. Yet what has not been identified is how the pairing of physical activity and a nutritious snack, accompanied with academic support can benefit and gear students to make even greater academic gains. This study aims to show how the After School Education and Safety Program (ASES), impacts a Southern California Junior HS located in a low income-community. Thirty students will be asked to participate in this study. Fifteen student will be currently involved in the ASES program, and fifteen will not have any after school support. The academic progress of these thirty students will be monitored over a period of a month in order to evaluate the effectiveness of the program. A survey will be given to all thirty students at the beginning and end of the month period, where they will be asked questions based on a Likert scale, regarding their attitudes and feelings on their academics, as well as their social well-being at the school. The purpose of this study is to compare the academic results between students who participate in the after school program and students who do not. The GPA of students will be documented and calculated from a grade check given to students to be completed by their teachers. Results of this study will help schools to design and implement effective after school support.

Student(s):
Hektor Perez

Faculty Mentor:
Scott Mastroianni

Department:

How I Got to College: The Foster Youth Perspective

View abstract

Foster youth have long been thought of as an at-risk group. The Angel Foster Family Network published a statistic showing only 54% of foster youth will earn a high school diploma, and only 2% will earn a bachelor degree or higher (Friends of Foster Families, 2014). Even with advances in legislation such as Assembly Bill 12, the California Fostering Connections to Success Act, more support is still needed, especially when it comes to education. The literature has shown that the educational/foster system will need to broaden their focus to meet the educational needs of foster youth, which historically have not been met (Zetlin, 2006). Therefore, it is imperative to find ways to innovate the education/foster system to help foster youth find success.
In this narrative qualitative research study, the researcher used both questionnaires and interviews of three former foster youth enrolled in or graduated from college. The researcher gathered data about personal experiences, concerns, and possible solutions to help foster youth find success in education. The overall goal of the qualitative research study was to answer the question: how can foster youth be better supported in attending and graduating from college? The data obtained from interviews were transcribed and coded into emerged themes. In addition, former foster youth interviewed identified roadblocks and supports to success, and offered solutions to overcoming obstacles, including building strength-based activities, and connecting foster youth to needed supports, in order to ensure that all foster youth have the tools to succeed and attend college.

Student(s):
Theresa Plante

Faculty Mentor:
Dr. Edlyn Pena

Department:

A Narrative Study Exploring Self-Authorship in Undocumented Latina/o College Students

View abstract

College degree attainment is increasingly important. College graduates stand to earn significantly more money and have more job security than high school graduates (Carnevale, Rose, & Cheah, 2011; Gonzales, 2009, Matthews, 2012). One student population who is capable of college degree attainment but who is underrepresented and understudied is the undocumented student population (Gonzales, 2009; Perez Huber, Malagon, & Solranzo, 2009). In addition to using critical theory, critical race theory, and Latino critical theory to explore experiences of oppression and discriminatory practices, this narrative study also used Baxter Magolda’s (2004) self-authorship theory to investigate the role self-authorship plays in helping undocumented Latina/o students persist through college. A total of six participants participated in two semi-structured interviews and self-reflection journal entries. Participants’ narratives demonstrated progression towards self-authorship and illuminated shared experiences, including feelings of frustration and fear, self-determination, and the reliance on institutional agents and peer networks. The themes garnered from these narratives have implications for colleges, especially academic advisors, and inform directions for future research.

Student(s):
Anna Poetker

Faculty Mentor:
Dr. Edlyn Pena

Department:

Special Education Students and Career- Technical Education; Increasing Participation

View abstract

Special education students will continue to lag behind their peers in general education in both academia and career and technical skills unless they can achieve success in career-technical curricular options available to all students. The purpose of the study will be to explore, through personal interviews, the perspectives of three former special education students who participated in Career-Technical education while in high school and to identify factors and supports that contributed to their success. The study will also identify unintentional barriers to participation in Career-Technical Education. The researcher seeks to understand how CTE can augment a student’s high school experience, as well as to understand how a career-technical curriculum might affect a student’s overall post-school employment. The researcher will use a qualitative ethnographic-case study approach for the research. In this study, data will be interpreted through a sociocultural perspective with a focus on humans in society within a cultural context. This researcher will explore the role of school and community culture as possible contributing factors to enrollment of special education students in Career-Technical education courses.

Student(s):
Christine Powell

Faculty Mentor:
Dr. Michael Owens

Department:

General Education Teacher Perceptions of Self-Advocacy Skills for Students with Hearing Loss

View abstract

In the general education classrooms, students with hearing loss often need academic accommodations to be successful. The purpose of this study was to research perceptions of self-advocacy skills held by general education teachers for students with hearing loss. Sixty-four general education elementary teachers at a Southern California school district were surveyed to explore their perceptions of the (a) importance of self-advocacy skills, (b) skills taught to students, (c) skills used by students, and (d) benefits associated with teaching self-advocacy skills. Basic statistics (frequencies, medians, means, and standard deviations) were used to analyze how participants responded and aided in establishing an overall picture of general education teachers' perceptions. The analysis is expected to show that general education teachers believed self-advocacy to be important; however, they may not intentionally teach those identified skills. The significance of the findings is expected to show that more investigation is needed regarding the discrepancies among self-advocacy skills identified, taught, and used.

Student(s):
Leeanne Powers

Faculty Mentor:
Mr. Scott Mastroianni

Department:

The Role of Daily Text Message Reminders on Physical Activity Levels

View abstract

The motivation of participating in daily physical activity has decreased rapidly in high school students over the years. Due to this decrease in physical activity levels there has been a distinct increase in childhood obesity levels. There have also been significant increases in the use of technological devices among the youth. This quantitative study was conducted to survey the parents of high school students regarding their children’s physical activity levels and personal mobile device usage. It also looked into the same physical activity levels and personal mobile device usages the parents participated in daily. The topic is relevant because there has been a constant increase in childhood obesity along with a decrease in physical activity levels leading to multiple health issues among the youth. The research was aimed to determine if implementing a daily fitness plan through text message reminders would increase self-reported physical activity levels of students. Participants in this study took a 17-question online Likert-type survey. In this survey, the participants were asked 4 demographic questions and 13 questions focused on the research question. All of the participants were parents of students from a suburban California School District. Ultimately, the research was conducted in hopes of finding a solution to the low physical activity levels of students.

Student(s):
Lauren Rasmussen

Faculty Mentor:
Dr. Lory Selby

Department:

The Effect of Incentive Based Running Programs on Cardiovascular Fitness Scores in Middle Schools

View abstract

Physical education (PE) plays an important role in the child’s physical, cognitive, and social development. Running is a common activity used in PE to develop the students’ cardiovascular endurance. Intrinsic motivation towards participation in physical activity is not inherent in adolescence. External incentives may play an important role in participation and motivation. This topic is relevant because of the decreasing engagement of physical activity among adolescence and the varying curriculum implementation among physical education programs. The purpose of this quantitative study was to determine the differences in middle school students’ aerobic capacity (VO2 max) between a school with an incentive based running program and a school without an incentive based running program. Body Mass Index (BMI) and one mile run times were collected from middle school students in order to compare aerobic capacity data between two middle schools from two suburban California school districts. The first, Alpha Middle School, implements a running program called “The Mile Club” and provides prizes to students who complete certain mile totals. The second, Beta Middle School, conducts PE without an incentive based running program. Employing a pre-test post-test research design, this study will compare changes in students’ VO2 max between these two schools. Ultimately, this research hopes to provide a direction for reform in physical education curriculum development.

Student(s):
Alexander Roth

Faculty Mentor:
Dr. Lory Selby

Department:

The Impact of Note Taking Methods on Student Achievement

View abstract

Note taking is a skill that transcends many educational environments. For such a common task, a wide variety of styles exist, all of which aim to improve student learning. The question thus arises, what style of note taking is the most effective in fostering abilities of content area learning? What is the ideal type of note taking system that will best suite the needs of diverse learners in the classroom such as English Learners? The purpose of this study is to determine which style of Cornell notes is most effective in improving student learning. This study will compare test scores of high school students under three Cornell note-taking conditions: completely blank, partially blank and lastly, completely filled in. Information will also be gathered surrounding the special population of English learners. Results will show if there is a correlation between the type of notes a student takes and test scores.

Student(s):
Nicole Schmitz

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Integrating Physical Activity into English Language Development Sessions

View abstract

The purpose of this qualitative study is to explore the effectiveness of incorporating physical activity into English Language Development lessons while observing whether there is a change in academic motivation, behavior, and engagement. Often the only scheduled physical movement that students have during the school day includes recess, lunch, and Physical Education. Even with these scheduled breaks, students are usually eating food during recess and lunch. This can be detrimental to student motivation, engagement, and learning within the classroom environment. The purpose of this qualitative, action research is to study the integration of physical activity into the regular scheduled English Language Development sessions with 1st grade students. Data collection includes video, pictures, field notes, and interviews. The physical activity will be implemented over a three week period. The outcomes from this study may provide the students with increased academic motivation, improved behavior, and enhanced student engagement during English Language Development lessons. This study will not only benefit students, but also the teachers who are looking for new ways to keep students engaged throughout the learning process by keeping it fun and exciting with scheduled physical activity breaks.

Student(s):
Rachel Shimanovsky

Faculty Mentor:
Mr. Scott Mastroianni

Department:

The Integration of Inquiry Based Instruction to Prepare and Train Social Studies Teachers

View abstract

Social Studies instruction at the elementary level has been marginalized by high-stakes testing resulting in students having a minimal exposure to Social Studies until they reach the high school level. With the implementation of Common Core and the creation of the College, Career, and Civic Life (C3) Framework for Social Studies students will be required to move from rote memorization to critical thinking and inquiry. In order for this educational shift to be successful teachers need to be properly trained and supported on inquiry based instruction in Social Studies. The purpose of this qualitative study is to discover and identify the needs of high school teachers to implement inquiry based instruction in Social Studies. Teacher interviews will be utilized to assist in discovering Social Studies teachers’ experiences with curriculum trainings and inquiry based instruction. The researcher used a combination of a basic, interpretive and narrative qualitative approach where interviews were used to discover the experiences of teachers with inquiry based instruction. A questionnaire and semi structured interview questions were used to gather data about personal experiences of three teachers with inquiry based instruction for Social Studies.

Student(s):
Jennifer Smith

Faculty Mentor:
Dr. Edlyn Pena

Department:

The Impact of Music on the Academic Achievement of Students with Special Needs

View abstract

This quantitative study was conducted to survey parent knowledge on the benefits of listening to music and music instruction for children with special needs. This topic is relevant due to the dearth of research in this particular area; most of the current research has been undertaken from the perspective of musicians or music teachers. The present study aimed to determine whether and how much parents of students with special needs intentionally play music for their children as well as whether students with special needs are enrolled in music lessons. Participants in this study were involvd in an electronic survey. This survey, comprised of sixteen questions on a Likert-type scale, began by asking about parent experience with music as well as that of their children. The following questions asked whether music was used in the following ways: to help soothe a child, to aid a child in focusing attention, or to assist a child in learning mathematical skills. The final questions of the survey asked about parent knowledge of instructional strategies. The results of the study are meant to contribute to the body of existing academic research in relation to the connection between music and learning.

Student(s):
Lindi Soltani

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Instructional Methods for Promoting Reading Comprehension in Non-Verbal Students with ASD

View abstract

Quality reading instruction has become a pivotal focus within classrooms; yet, students with ASD present difficulty with reading comprehension. Currently, there is little research for the development of reading comprehension for non-verbal students with ASD. This case study examined the interventions and instructional strategies special education teachers employ to elicit reading comprehension in non-verbal students with ASD. Supports and challenges associated with eliciting reading comprehension in non-verbal students with ASD were also examined. Semi-structured interviews were conducted with participants. Each participant also participated in a classroom observation and collection of artifacts. Results were analyzed using a social justice framework and through a disability interpretive lens. Nine instructional practices emerged: visuals, choices, differentiation, modeling, repetition, technology, movement and music, high-interest materials, and fine motor activities. Factors that supported reading comprehension strategies included teacher advocacy, classroom environment, access to technology, and collaboration with the speech pathologist. Challenges included the characteristics of ASD, perceived cognitive functioning of students, technology dilemmas, teacher preparation programs, administrative supports, lack of professional development, and inappropriate curriculum. Implications for practice are discussed and include changes to teacher preparation programs in terms of instructing a non-verbal population and changing epistemological perceptions. Further implications include the importance of administrative and district personnel in supporting the implementation of strategies within the classroom. A final implication examined is the importance of augmentative and alternative communication (AAC) systems in classroom instruction.

Student(s):
Melissa Spence

Faculty Mentor:
Dr. Edlyn Pena

Department:

Yoga and Pilates in a High School Physical Education Class

View abstract

Physical Education (PE) is an integral part of a student’s education. The problem is that there is a lack of student participation and enjoyment in high school physical education. Students who participate in athletics, dance, or marching band are exempt from taking PE in high school. The students who are required to take PE are uninterested in learning football, soccer or other team sports typically taught in a PE class. If we design our high school PE program around what is trending, would students enjoy the class more and still receive the daily physical activity that they need? The purpose of the study was to collect and report high school student’s perceptions of physical education and their interest in incorporating yoga and pilates into the curriculum. This research will impact physical education in a way that may influence change in the high school PE curriculum. This research study explored the possibilities of changing the focus of sport driven physical education to health related fitness education and implementing current fitness trends into the curriculum. The aim of this qualitative study was to understand high school student’s perceptions of physical education and whether or not they enjoyed yoga and pilates. Tenth through twelfth grade students were observed and interviewed while participating in yoga and pilates. Participants were observed and interviewed to gain a full understanding of their thoughts about yoga and pilates in a PE setting. This information was reviewed, analyzed and found to have common themes.

Student(s):
Krystle Sundberg

Faculty Mentor:
Dr. Jason Peplinski

Department:

Understanding the Effects of Technology on Academic Achievement and Motivation in Special Education

View abstract

This qualitative study was conducted to understand how technology can help increase student academic achievement and motivation, especially in special education classrooms. This topic is relevant because of the recent advancements in technology. Many general education classrooms have technological devices for students but not all special education classrooms have access to the same technology. The purpose of this study aimed to understand how technology can be an effective tool in education, and how it can affect students in special education classrooms. The participants in this study were special education students between the ages 8-12. Participants in this study took part in using a computer-based program following classroom instruction. At the conclusion of the study, participants were asked a series of questions. The instrument used in this study contained 15 open-ended questions asked in a one to one setting. Ultimately, this research hopes to provide a platform for integrating technology into curriculum in special education classrooms.

Student(s):
Sean Tran

Faculty Mentor:
Mr. Jason Peplinski

Department:

The Effectiveness of The Daily Five

View abstract

Along with the implementation of the new Common Core State Standards, our expectations for students are increasing and new curriculum, methods, and techniques are being adopted. The purpose of this quantitative study was to explore kindergarten, first, second, and third grade teachers’ perceptions on the effectiveness of a literacy block organization method called The Daily Five. An electronic survey was sent to teachers within a local school district to determine whether The Daily Five is perceived as an effective strategy to use with primary students within a structured literacy block. The results reflect whether primary teachers have seen motivation and independent work skills increase, decrease, or stay the same while utilizing The Daily Five in the classroom. This research will inform and strengthen future practices.

Student(s):
Alison Trembley

Faculty Mentor:
Dr. Lory Selby

Department:

Mindfulness Practices Affect Behavior of Students in Elementary Schools

View abstract

Research on mindfulness-based activities with school age children is becoming more prevalent in today’s society. This study uses empirical evidence utilizing mindfulness techniques in order to promote positive behavior, specifically students with defiance symptoms. Mindfulness allows educators to successfully manage a classroom efficiently by responding to unsettling behavior issues. The purpose of this qualitative study is to evaluate mindfulness techniques in an elementary school classroom. In order to study how mindfulness affects student’s behavior in a 1st and 2nd grade classroom, mindfulness techniques were implemented within the first 5-10 minutes of a regular school day for 3 weeks. Students were observed during the mindfulness technique sessions and interviews followed. The behaviors of the students were assessed prior to the 3-week mindfulness session and the resulting field notes were compared with the observations and following interview notes. The results of this study may provide relevant information as to how mindfulness techniques can promote positive behavior in an elementary school classroom.

Student(s):
Maryrose Vigorita

Faculty Mentor:
Mr. Scott Mastroianni

Department:

Teacher Preparedness in Integrating the Engineering Component in STEM Curriculum

View abstract

Education is undergoing a nationwide change now focusing on introducing students at the elementary level to the science, technology, engineering, and mathematics (STEM) disciplines to prepare them for college and careers in these fields. The education community faces the challenge of incorporating engineering into the early grades without detracting from standard curriculum learning and instruction. Math, science, and technology components have been taught in standard curriculum and are not new but the incorporation of engineering as a learning platform for these disciplines is a new concept. The purpose of this study was to examine how teachers are being prepared to integrate the engineering component in STEM curriculum. A survey of K-5 education professionals in a targeted district examined the level of preparedness of current teachers and teacher candidates, using a quantitative approach to develop an understanding of how prepared teachers are to incorporate the NGSS (Next Generation Science Standards) outlined engineering model into the K-2 and 3-5 grade band curriculum. Results of this study are expected to lead to further research and development of preparation and professional development programs for educators in engineering and STEM disciplines.

Student(s):
Candy Wallace

Faculty Mentor:
Dr. Lory Selby

Department:

« Back to Schedule

Schedule of Events

Graduate School of Education Poster Session

Student Abstracts

Redefining Family Engagement for Immigrant Latino Families

Effective Methodology for Teaching High Frequency Sight Words

Math Through Movement: Kinetic Learning in High School Algebra

Reading Apprenticeship Impact on Student Success in Community College Developmental Math

Professional Development in Educational Technology

Effects of Accelerated Reader Program on Literacy Attitudes of Third Grade Students

Music in the Spanish Langauge Classroom.

Improving Science Knowledge by Using Culturally Based Activities in Hawaii

Exploring the Training and Experiences of School-Based Mental Health Professionals

Factors affecting persistence of International Students in Liberal Arts Universities.

Examining Effective Classroom Behavior Management of Teacher Candidates

Necessary Supports for General Education Teachers Success in Inclusion of Students with Hearing Loss

Efficacy of Interactive Notebooks in First Grade Language Arts

Educators' Perspectives of Their Roles In Battling Obesity: A Qualitative Study

Parents’ Perceptions: Early Identification, Amplification, and Intervention

Learning Shifts of High School Administrators who Moved from Traditional Schools to Charter Schools

Investigating the First Year Deaf and Hard of Hearing Teachers' Experiences

Experiencing College in the Here and Now: How Mindfulness and Extracurricular Participation Intersect

Exploring the Impact of Quality Afterschool Programs: Implications for Policy and Practice

How Does Early Exposure to STEM Curriculum Affect Student Interest in Post Secondary Education?

New Teacher Attitudes Towards a Hybrid Learning Induction Program

Students who are Deaf and Hard of Hearing Transitioning from Middle to High School Placement Trends

Improvement of Vocabulary in Elementary Students Who Are Deaf and Hard of Hearing

Business Education Faculty Experiences with Curriculum Reform

The Efficacy of Virtual Education on Learning Outcomes for Students with Disabilities

Empowering Students Through Active Learning: Voices From the Classroom

Fostering Parent Involvement in Elementary Education

Student Achievement and Parental Involvement in Special Education

Familial Experiences in Transitioning From Part C to Part B Children Diagnosed with Hearing Loss

Social Barriers Chinese Female Students Encounter Transitioning to Private High Schools in the U.S.

Recruitment Strategies & Teacher Program Features on Shortage of Male Elementary Teachers

Restraint and Seclusion in the Special Education Classroom

Connecting Social Behavior to Academic Achievement through P.B.I.S.

Music as a Tool for Second Language Acquisition

How Do Newborns Who are Diagnosed with a Hearing Loss Become Lost to Follow-Up

Supporting International Student Success

Fostering Academic Perseverance in the Special Education Classroom

Participation in Job Training to Prepare Students with Disabilities for Employment

The Correlation Between Parent Perceptions of Teacher Caring and Student Success

Effectiveness of Admission Criteria in Predicting Associate Degree Nursing Student Success

Influence of Extracurricular Acitivities on School Engagement, GPA, and Interpersonal Competence

Value in Sustained Silent Reading

Technology Related Professional Development Models in Independent School Settings

Reading Comprehension Strategies for Electronic and Print Text in Middle School

Perceptions of Team Teaching

An Investigation of the Influence of RtI on Special Education Referrals of English Learners

Exploring Non-Profit Internship Supervisor Training

Homework In Kindergarten

Perceptions of Leadership Personnel on the Breakfast in the Classroom Program: A Qualitative Case

iPads and cooperative learning during mathematics

The Relationship of Psychosocial Learning Attitudes to Academic Achievement in Mathematics

Teacher Perspectives on the Implementation of Gamification in a High School Curriculum

Soft Skills Used In Negotiating Contract Language Regarding Teacher Evaluations

Significance of the Independent School Entrance Exam

Understanding the Role of Enrollment Managers at Private Schools

Suspensions: K-8 vs. Middle School

Hearts and Minds: Teacher Beliefs on the Purpose of Evaluation

First Generation CalWORKs students at a California Community College

African American Sense of School Belonging in Predominately White Independent Schools

First-Generation College Students: Success Stories

Perception of Preparedness of General Education Teachers for Teaching Students with a Hearing Loss

Teacher Perception of The Common Core State Standards

Factors Affecting Female Interest in STEM Careers

Factors Affecting Female Interest in STEM Careers

Implementing Effective Problem Based Learning to Improve Content-Area Learning

Understanding How Leadership Styles Influence Teacher Motivation

Success Among Latino Male College Student Leaders

Afterschool Programs and their Effect on Student Academic Achievement

How I Got to College: The Foster Youth Perspective

A Narrative Study Exploring Self-Authorship in Undocumented Latina/o College Students

Special Education Students and Career- Technical Education; Increasing Participation

General Education Teacher Perceptions of Self-Advocacy Skills for Students with Hearing Loss

The Role of Daily Text Message Reminders on Physical Activity Levels

The Effect of Incentive Based Running Programs on Cardiovascular Fitness Scores in Middle Schools

The Impact of Note Taking Methods on Student Achievement

Integrating Physical Activity into English Language Development Sessions

The Integration of Inquiry Based Instruction to Prepare and Train Social Studies Teachers