Festival of Scholars

Student Abstracts

The Positive Impact of High School Football on Urban Youth

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The correlation between athletics and academics has generated significant attention among educators. Most of the research in this area has revealed negative outcomes between athletic involvement and academic achievement. Despite these results, questions remain. This leaves educators and researchers with no universal conclusion. Further examination is needed to deepen understanding of the relationship between academics and athletics participation. More specifically, this study will focus on how participation in high school football can positively impact student athletes from urban communities. Using a qualitative methodology, a one-to-one interview will be conducted. Data will be collected from a semi-structured questionaire. High school football coaches from varied school districts were recruited as participants for this study. Results emerging from this study will provide valuable insights for educators, counselors, and coaches working with high school ahtletes in urban communities.

Student(s):
Edgar Acab

Faculty Mentor:
Dr. Maureen Lorimer

Identity and Gender Influence on Students Who Participate in The Visual Arts

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For years, studies have debated the beneficial outcomes emerging from arts engagement for adolescents. However, everyone participates in art for a variety of reasons. To understand why some adolescents partake in the arts, this study focused on young high school alumni to uncover how they became involved with, specifically, the visual arts at their high school. The purpose for this study was to determine which factors influenced them to enroll in a visual art class. Based upon significant findings from the literature, gender and culture were two important variables to examine. As a qualitative ethnographic study, data were collected through questionnaires and one-to-one semi-structured interviews. Results indicate that most of the participants did not perceive culture as a leading factor for them to enroll in a visual art class. In fact, the main reason for enrolling in an art class was a desire to learn something new as well as being able to express themselves differently from typical classroom assignments. As well, most participants indicated that gender did not determine how well an individual performed in visual art. Rather, exposure to art overall was key for pursuing and succeeding in the subject matter.

Student(s):
Carolina Alcala

Faculty Mentor:
Dr. Maureen Lorimer

Effects of Cyberbullying on Academic Performance

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Peer victimization and bullying has been a significant problem among adolescents in school and continues to present challenges for educators. Cyberbullying has become more prevalent and increasingly difficult to address due to its differences from traditional bullying—traditional bullying tends to occur at school and the perpetrator is easily identifiable. The purpose of this study is to examine how the effects of cyberbullying impact middle school students’ performance in school. This research study was conducted using archival data from a school-administered student School Climate Survey. Students self-reported on experience(s) with cyberbullying and how it has impacted their school performance. Data was collected from sixth, seventh, and eighth grade students via an anonymous electronic survey. 359 out of 806 possible students submitted responses to the School Climate Survey. The results of this study reveal that the majority of middle school students participating in this School Climate Survey have not experienced cyberbullying. Those who have experienced cyberbullying, reported feelings of depression, anxiety, and isolation at school, have not wanted to attend school, have experienced decreased academic achievement, and have felt distracted/withdrawn at school. The results of this study will provide school districts and schools with significant information regarding how involvement in cyberbullying affects students’ performance in school.

Student(s):
Danielle Berke

Faculty Mentor:
Dr. Lory Selby

Homework: Are Different Procedures Related to Higher Rates of Completion?

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Homework is an integral feature of every educational experience. Because math homework is usually assigned daily, timely completion and submission ensures both teacher and student have tangible evidence of student understanding. In doing so, the teacher is able to determine future learning goals. Assuming homework is important and useful, researching the procedures related to higher completion rates provides new information to support effective classroom pedagogy. The goal of this study is to compare homework collection and scoring procedures to determine if either is connected to higher homework completion rates. To accomplish this, completion rates of two homework procedures was recorded and compared using a high school Algebra 1CP course. In one procedure, homework was assigned and scored daily, giving students a stamp to show their completion points. In the other procedure, homework is assigned daily but not scored until the end of every unit. In this procedure, students complete a unit packet during the duration of the unit and turn it in on the test day. All homework completed during the duration of the unit is given credit, regardless of the specific day it was completed. The completion rates were tallied and averaged to determine whether one procedure indicated higher completion rates. Results from this study will benefit students, parents, teachers, and the community by presenting research-based evidence from a comparison of two homework procedures. Ultimately, these findings foster informed pedagogical decisions for high school classroom teachers.

Student(s):
Alexandria Bonenfant

Faculty Mentor:
Dr. Maureen Lorimer

Mentoring Relationships: A Conduit for First-Generation Low-Income Students College Success

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Current data conclude only half of all first-time freshmen graduate in four years. In contrast, the graduation rate of first-generation low-income students (FGLI) is strikingly low, with 10.9% completing their baccalaureate within six years. However, FGLI students participating in the One Voice Scholars Program – a nonprofit organization dedicated to serving first-generation low-income students– have a nearly 100% completion rate. Thus, the One Voice Scholars’ graduation rate far exceeds the national average. The primary purpose of this research was to understand the relationship between the One Voice mentor and his or her FGLI mentees. Using a semi-structured interview protocol, which integrates a series of flexible and open-ended questions, current and past mentees were asked to identify and describe their relationship with their One Voice mentor. The research also explored the mentoring philosophy, method, structure, and content employed by One Voice Scholars Mentors. Finding provide practical implications toward the development of programming to increase the percentage of FGLI students graduating from college.

Student(s):
Irma Breakfield

Faculty Mentor:
Dr. Diane Rodriguez-Kiino

The Artistic Process: Comparing Two Critique Methods to Promote Self-Awareness

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The art critique is a creative method that can be applied to stimulate critical thinking skills and intuitive exploration while simultaneously promoting independent thinking and awareness. The artistic process can be thought of as the conceptual steps an artist takes to create her/his work. This is not only a part of the experience of being an artist, but it is the foundation of understanding why art is created in the first place. When the class becomes overtly focused on skill building or craft making, the thinking process of art making often becomes unimportant and purposeless. Without purpose students may disregard the significance of the subject because they are naïve to the depth that the subject can reach. The aim of this study is to compare student perceptions of two critique methods to determine which may have greater applicability, meaning, and engagement for students. To begin, students entered into Critique One – WSL (Write, Speak, Listen) – after the completion of the first project. Participants of the study then completed the online survey, which asked specific questions regarding the connection to their artistic process and the specific critique. After project two was completed, the students participated in Critique Two – LSW (Listen, Speak, Write). Participants of the study completed the same survey to determine which critique method was more successful in helping students understand their artistic process.

Student(s):
Julia Bush

Faculty Mentor:
Dr. Maureen Reilly-Lorimer

Engaging Students in Learning Through Choice

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This quantitative study was conducted to survey students about the current engagement levels of learning through the utilization of student choice in the completion of their assessments. This topic is relevant because of the research indicating alternate forms of assessment that leads to increased learning. The study aimed to determine the factors that students find that permit them to illustrate their learning in alternative forms of assessments. Participants in this study took part in a 9 question Likert type survey. Forty-Eight responses were gathered from a suburban Southern California school district. Ultimately, this research hopes to provide a direction for reform in the methods that teachers utilize to illustrate what students were able to learn through non-traditional assessment forms.

Student(s):
Michael Contreras

Faculty Mentor:
Dr. jason Peplinski

Teacher Perceptions of Peer Observation as Professional Development

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This quantitative study was conducted to survey high school teachers about perceptions of peer to peer teacher observation as professional development. This topic is relevant as research suggests benefits from peer teacher observation, yet, not all teachers willingly participate. The aim of this study is to uncover the factors that determine teacher willingness to engage in peer teacher observation. Participants in this study took part in an online survey which included two demographic nine questions on a Likert type scale. Responses were gathered from a suburban Southern California high school. Ultimately, this research hopes to provide insights on the perceptions that inhibit teachers from participating in peer teacher observation.

Student(s):
Lauren Denchfield

Faculty Mentor:
Dr. Jason Peplinski

Faculty Attitudes and the Keys for Open Access in Secondary Education

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This quantitative study was conducted to survey teachers, administrators, and counselors about the current attitudes of offering students open access to Advanced Placement and International Baccalaureate courses. This topic is relevant because of the inequities around student opportunities and support. The study aims to determine how teacher, administrator and counselor attitudes about open access affect student academic performance. Participants in the study took part in an online survey that I asked 10 questions on a Likert-type scale. Responses were collected from a suburban high school in a Southern California school district. Ultimately, this research hopes to provide a direction to increase the frequency of open access programs.

Student(s):
Vanessa Denchfield

Faculty Mentor:
Dr. Jason Peplinski

Value of Homework in Lower Elementary Grade Levels

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The purpose of this research study is to determine the value of homework through the perception of both teachers and parents of first and second grade students from a public elementary school in Southern California. Previous research found that the main purpose of homework at the elementary level is to instill positive character traits or behaviors that will help students as they go through the educational system. However, homework at this level often falls onto the parents and becomes their responsibility rather than the student's. Quantitative data was collected by means of an online survey given to both parents and teachers of first and second grade students. Questions on the survey were geared toward the perception of the effectiveness of homework as well as how much time both parents and teachers spent on homework, either helping at home or grading with intent and purpose.

Student(s):
Sarah Donahue

Faculty Mentor:
Dr. Lory Selby

Exploring a New Program for Elementary English Language Development (ELD)

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Wide ranges of students are getting classified as English language learners (ELL’s). There are currently many programs in place that address the needs of these learners. The purpose of this study was to examine teachers’ perspectives and feelings towards a new ELD curriculum that was adopted by the school district in which they are currently employed. Their perspectives offered insight to whether or not this was an effective program for their specific school site based on the number of students classified as English learners at the school site and the students’ socio-economic status. Twelve teachers participated in 20-30 minute semi-structured interviews and provided their perspectives on the program’s effectiveness and ineffectiveness for their English learner (EL) students. The findings suggest that this program has some effective qualities that targeted the students’ needs, however there were also ineffective qualities where students’ needs were not met completely and other resources were needed.

Student(s):
Alyxandra Dudley

Faculty Mentor:
Dr. Richard Underhil

Student Perceptions of College and Career Readiness Through Career and Technical Education Pathways

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This quantitative study was conducted to survey alumni students of an entrepreneur career and technical education pathway about perceptions of how CTE pathways have prepared students for both post-secondary education and career. This topic is relevant because the population of students who benefit from CTE pathways has changed over time due to the growth in students continuing with their post-secondary education. The study aimed to determine whether career and technical education pathways create opportunities and experiences that translate into usable, marketable skills in both the short term and long term vocational goals of participants. This study asked 10 questions on a Likert type scale and 4 demographic questions. All responses were gathered from the same CTE pathway program in a suburban Southern California school district. Ultimately, this research hopes to provide data to inform and provide teachers and school leaders with important information on student educational and occupational goals through CTE pathway programs.

Student(s):
Kellie Ehret

Faculty Mentor:
Dr. Jason Peplinski

Out With the Old, In With the New or Out with the New, In With the Old: Comparing Traditional and Modern Instruction

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The contemporary California social science teacher is put in a unique situation when it comes to planning instruction. Without a definite, clear set of singular standards defined by the state, social science teachers are faced with many possibilities of what to teach, but limited direction in which method is the most beneficial. The social science field in the public school system is left, then, with the task of determining the best way for teaching, and thus learning, the content. Some make the argument that the “old way” of teaching and learning is the best, where the teacher leads through direct instruction, modeling the proper learning practices, and the students mimic until they master the skill. Others argue for the more modern “new way” of teaching and learning that is Common Core aligned, where learning is inquiry based, collaborative, and involves students participating in a classroom simulation to experience the content first hand. The purpose of this study, then, is to discover how to best instruct students in the social sciences, comparing the instructional strategies of the “old way” and “new way.” This quantitative research study examines the growth of content knowledge in two groups of eighth grade social science students across two curricular units, with both groups learning the same basic concepts. However, each group learns through the “old way” and “new way” between the two units, with the data revealing which method is better in the acquisition of content knowledge.

Student(s):
Katelen Eich

Faculty Mentor:
Dr. Carlos Dominguez

Examining the Support Provided to Deaf And Hard of Hearing Students in the General Education Classroom

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The purpose of this research is to answer the question: are Deaf and Hard of Hearing (DHH) students being appropriately supported by the general education teacher in the mainstream setting? The goal is to speak in-depth with current general education and Deaf and Hard of Hearing teachers who work at an elementary school on the western coast of the United States of America. A qualitative, phenomenological action plan research was done using critical sampling of six educators who had vary ranges of experience working with DHH students in inclusive settings. Semi- structured interviews questions, guided by the researcher, allowed for open ended questions and growing answers. Using a thematic analysis, responses were coded into common themes, categories, or patterns that represented the most beneficial and detrimental areas of having DHH students in the mainstream setting. Results will help create teaching strategies, awareness to needs, and areas seeking improvement to benefit the DHH students and educators.

Student(s):
Deanna Fierro

Faculty Mentor:
Dr. Carlos Dominguez

Teacher Perceptions of Physical Activity Breaks in the Elementary Classroom

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Physical activity breaks can be defined as short movement breaks that get kids moving while in the classroom. These physical activity breaks can be implemented into the classroom in a variety of ways. This study looked at elementary school teacher perceptions of physical activity breaks in the classroom and the effects that they have on their students. This study was done using a qualitative phenomenological research study. Multiple teachers were interviewed in a semi-structured interview format for this study. The findings show that most teachers see positive effects on their students when implementing physical activity breaks in the classroom. The results from this study support teachers and administrators in providing students with a classroom environment that gives all students the opportunity to learn and be successful in the classroom.

Student(s):
Kylie Francis

Faculty Mentor:
Dr. Richard Underhill

Hispanic Students and College Persistence

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Since the turn of the century, Hispanic graduation and college matriculation rates have steadily increased. In fact, since 2012 roughly two-thirds of Hispanic graduates enrolled at a post-secondary institution. While this should be celebrated, the self-efficacy, parent support, perceived educational barriers, and college outcome expectations are lower amongst Hispanic students than other minority ethnicities. All of these factors are contributing to lower post-secondary persistence rates with this population. The purpose of this study was to identify the role high school counseling programs have on Hispanic student postsecondary persistence. Five related research questions connect to this purpose. The first and primary asks what counseling interventions promote Hispanic student persistence beyond one year in college. The others follow inquiring about the differences in persistence and use of an education plan by race, the role of education plans in persistence, and if these are effective for Hispanic students. Data from I-UCPSR’s High School Longitudinal 2009-2013 study was used. Using persistence as the dependent variable, an Independent Variables T-Test, Cross-tab with Chi Square, and Linear Multiple Regression were used to answer the five research questions. Findings suggest there is significance in persistence rates but not in education plan requirements for Hispanic versus non-Hispanic students. While education plans were valuable, the largest beta variable with unique predictive power was the percentage of hours counseling staff devoted to college preparation, choice, and applications. This study suggests there is great importance in counselors devoting their time and energy to a post-secondary focus.

Student(s):
Jeffrey Fuller, Jamie Alarcon, Carolyn Gass

Faculty Mentor:
Dr. Diane Rodriguez-Kiino

Parent Utilization of Modeled Early Intervention Strategies with Children who are Deaf or Hard of Hearing

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Children with hearing loss are at risk for delayed language development. In an attempt to prevent such delays, or even bridge the gaps, educators are providing early education services to Deaf and Hard of Hearing students and their families. As DHH providers go into the homes and work with the families, they model strategies which show parents how to work with their child. By modeling early education strategies, providers hope to instruct parents on how to be an active participant in their child's continued development. In order to help educators gauge the use of the modeled strategies, parent questionnaires were given to the families receiving such services. These parent questionnaires focused on how often they implemented the modeled strategies. The data was then analyzed in a mixed methods approach to determine the frequency the parents are utilizing the modeled strategies.

Student(s):
Esther Garcia de la Cadena

Faculty Mentor:
Dr. Lory Selby

C.O.D.A Quota

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Since there is so little research regarding CODAs, [child(ren) of Deaf adult(s)] it is unsure if CODAs should be considered bilingual rather than language-delayed. This population does not receive any support or early intervention to be successful when they enter school. There is a scarcity of information aimed at Deaf parents raising hearing children. This does not suggest that Deaf parents are incapable of raising children, but rather highlights the lack of support and education to raise hearing children. The purpose of this research is to develop awareness of hearing children with Deaf parents. Qualitative research will be conducted to discover: (1) What types of special education services were offered and accepted because of a delay in listening and spoken language when they were younger? (2) What recommendations would Deaf parents of hearing adults suggest for other families?

Student(s):
Olivia Hart

Faculty Mentor:
Dr. Carlos Dominguez

Effects of Seating Arrangement on High School Students

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Every classroom consists of some kind of a layout that fits with that teacher's identity and supports his or her subject goals. There are numerous arrangements that a classroom can be setup: rows and columns, pods, horseshoe, stadium seating, circular, etc. The focus of this research was to look at rows/columns and pods configurations specifically. The purpose was to gather additional data to see which of the two focused classroom seating arrangements would be most helpful for students' success. The researcher collected all of the data using a mixed-methods approach of quantitative and qualitative methodologies. With tha quantitative methodology, different assessment scores were compared during each setup for the duration of four modules, 12 assessments. The average of each quiz/test was looked at to decide in which setup students as a class scored higher. A qualitative approach was applied to determine if individuals had a preference for rows/columns or pods. This was done through a short three-question survey where students (N=26) answered and explained their choices anonymously using Qualtrics. The online database provided all of the responses for easier interpretation of which arrangement students favored and why.

Student(s):
Leanna Legere

Faculty Mentor:
Dr. Lory Selby

Effects of Comic Strip Steam Strategy on Science Content Literacy

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With the new Next Generation Science Standards and the Common Core Science Literacy Standards, teachers need to have research-based teaching practices to optimize student learning. STEAM (Science, Technology, Engineering, Art, and Math) is one approach currently used to enhance science content literacy. Although the importance of STEAM has been widely published, few quantitative studies to identify its effectiveness in science have been conducted. This study aims to identify if a correlation between the use of comic strips to teach graph interpretation and high test scores for middles school students’ interpretations of graphs exists. Eighth-grade students will be given a pre-test on graph interpretations and the scores will be collected. Students will then be taught how to interpret graphs using the comic strip STEAM strategy. Lastly, students will be given a post-test and scores will be collected. A One Sample T Test and ANOVA will be conducted to identify the significance of a correlation.

Student(s):
Sarah Lester

Faculty Mentor:
Dr. Maureen Lorimer

Effectively Teach 21st Century Skills

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There has been great debate for many years as to what way of teaching is more effective in teaching students 21st century skills: teacher-centered or student-centered lessons. 21st century skills are defined as skills that consist of, but are not limited to, creativity, critical thinking, problem solving, communication, and collaboration (P21.org, 2011). This topic is widely discussed because these are career skills that students can take with them even if they choose to not continue their education after high school. These skills prepare students not only for college, but also for jobs after high school. A proposed question that I focus on in this qualitative research study is: “How can one as an educator effectively apply 21st century teaching strategies in the classroom?” Some educators argue that a way to effectively teach 21st century skills to students is by teacher-centered lessons (Chall, 2000); however, others propose that 21st century skills are better taught in student-centered structured lessons (Zhao, 2015). I anticipate that my findings will benefit students more in their learning if an educator takes on a student-centered approach.

Student(s):
Ivanna Luna

Faculty Mentor:
Dr. Richard Underhill

How Effective is Homework in Learning?: A Look at High School Mathematics

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With the move towards Common Core standards, and a different style of standardized test, it has become necessary to reevaluate many practices taken for granted. Is homework academically effective enough to justify the time spent by students, teachers, and parents on it? Is homework the most effective use of stakeholders’ time? The purpose of this research was to determine what amount of homework per week is most beneficial for one high school’s AP Statistics course offering. High school seniors enrolled in an AP Statistics course utilized homework and tests, from widely used, and professionally published AP Statistics supplemental material. An experimental group of students alternated between zero and five assignments of homework per week after establishing a baseline of three assignments. A comparison of the mean test scores versus the control group mean test scores was the primary context for analysis. This thesis contributes further to homework research and determined the effectiveness of mathematics homework in a high school setting.

Student(s):
Jeremiah MacMahon

Faculty Mentor:
Dr. Richard Underhill

Cyber Collaboration: How Technology Impacts Collaboration

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Collaboration is a key term in 21st Century education. Even though collaboration is encouraged by scholars and educators alike, fostering positive collaboration between educators in schools is still a challenge. This study investigated the impact of using technology for faculty collaboration in a junior high school. It focused on the comradery of the school and the use of technology in the classroom. The research was conducted using the application Seesaw, an educational collaborative forum that is designed to imitate social media in the classroom. Participants have greater collaborative opportunities because they could communicate asynchronously and at their leisure. Educators were able to ask questions, post resources, and discuss topics of importance for the campus. The study was conducted by colleagues voluntarily joining the collaborative group to discuss pedagogy and give feedback to one another. At the end of the study, the researcher interviewed each participant. Questions were posed about the merit of collaboration, the impact of technology, and the experience of being apart of a digital collaborative group. Finally, participants were asked if the study influenced their use of technology in the classroom.

Student(s):
Lauren Martinez

Faculty Mentor:
Dr. Richard Underhill

The Perceptions of Campus Support for LGBTQ+ Individuals at a Small, Private, Religiously Affiliated Institution

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For lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals, the points at which faith, sexuality, and gender identity meet are often filled with tension. At religiously affiliated institutions (RAIs) of higher education, support for LGBTQ individuals can range from optimal to oppositional. The field of higher education has expanded efforts to better support individuals of sexual and gender minorities on college campuses. Much of the progress made has been informed by the results of campus climate assessments. While these assessments have been conducted at a number of institutions, very few have been conducted at and published about RAIs, thus a gap in the research exists. The purpose of this quantitative study was to investigate the differences in the perceptions of the campus support for LGBTQ individuals held by groups of students at a small, private RAI. Respondents completed an electronic survey. The researcher used statistical analysis to uncover differences in perceptions and lived experiences between students from varied demographic groups. With the aim of improving the campus climate for all, implications for the inclusion and strengthening of supportive practices were revealed. This research contributes to the growing body of knowledge around supporting LGBTQ individuals in higher education. Findings emerging from this study also enhance understanding of the intersectionality of LGBTQ individuals and supports needed, particularly when it comes to the intersections of faith, sexuality, and gender identity.

Student(s):
Brook Masters

Faculty Mentor:
Dr. Maureen Lorimer

General Ed. Teacher Views on High School Inclusion of Students with Moderate to Severe Disabilities

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Students with moderate to severe disabilities are being included in general education classes more than they ever have before. "Evolving legislation, policies and public attitudes are challenging secondary (and even postsecondary) schools to think differently about where students with developmental disabilities spend their day and the ways in which their participation and learning is supported" (Carter, Asmus & Moss, p.14). Some high school teachers are finding themselves teaching students with moderate to severe disabilities for the first time. The purpose of this study was to gather the views on inclusion of students with moderate to severe disabilities in high school general education elective classes by surveying the general education teachers. Nine different general education teachers were asked to participate. The goal of this research project was to gather strengths to capitalize on, weaknesses to improve on and be able to strengthen the inclusive program with the feedback that is given. It is hoped that other districts or schools can benefit from this research if they plan to implement an inclusive program at their high school.

Student(s):
Felicia Mata

Faculty Mentor:
Dr. Lory Selby

Effect of Site and District Policy on the Integration of Self-Directed and Self-Regulated Learning Pedagogy

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Modern educational pedagogy is increasingly concerned with preparing students to be effective practitioners of 21st century skills. The purpose of this research is to uncover policies that encourage or inhibit the inclusion of pedagogical strategies that utilize and promote the growth of self-direction and self-regulation. This qualitative study provided an open-ended survey to respondents recruited from online professional development communities. Responses were coded to reveal recurring themes and factors which will be inductively analyzed. Analysis results will be used to inform professional development in the use of SDL and SRL and to provide guidance to teachers, school sites, and districts to better support 21st century learning.

Student(s):
Rory McAllister

Faculty Mentor:
Dr. Maureen Lorimer

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

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Gamification, or using game elements in non-game environments, is a growing trend in education used as a means of addressing issues with student demotivation and disengagement. Yet, the links between motivation and applied gamification have much to be explored in the literature. Furthermore, scholarly research on gamification lacks attention to its usage in secondary educational settings. This qualitative study involves interviews and document analysis of ten high school teachers who were currently using gamification methodology to disseminate curricular content. The results of this study have led to the inception of different motivational models of gamification frameworks and an evidence-based theoretical matrix that explains students’ gamified experiences. Implications for educators of 21st century learners are offered. Moreover, the possible impact gamification can have for future secondary school leadership and suggestions for future research are also provided.

Student(s):
Jon McFarland

Faculty Mentor:
Dr. Edlyn Pena

The Impact of Using Google Docs on Virtual 5th Grade Students’ Writing and Their Writing Process

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With technological developments made every day, it is imperative that we use it to our advantage to prepare the future generation to be successful in the 21st century. Students attending a virtual academy are already using technology to complete their daily lessons online and attend live class instruction. However, due to their unique school setting, an additional challenge to the writing process presents itself; as a result, they do not have the constant feedback on their writing from their teachers, nor do they have to turn in numerous drafts. This study will look at the impact of using Google Docs on 5th grade virtual students enrolled in an online independent study charter school in California and their writing process. Numerous studies have shown the benefits of using technology with students in terms of student likeability and engagement, as well as the benefits of Google Docs in terms of collaboration. After using Google Docs as a word processing program to write, share, and peer edit their document, participants were asked to complete an online survey and attend an online group interview session. The data from this survey was analyzed and the group interview was transcribed and coded. Conclusions were made based on students’ input. The results of this study will provide a possible 21st century solution in helping virtual students’ writing.

Student(s):
Samantha McGeachy, Dr. Michael Owens

Faculty Mentor:
Dr. Lory Selby

I Got Your Six: Student Veteran Perception and Utilization of Informal Social Support

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Student veterans are a unique population in higher education. Compared to other students, they have drastically different experiences and face very different challenges. Student veterans tend to have higher GPAs and are more likely to graduate compared to other subpopulations of students. Nevertheless, many researchers have examined this population from a deficit perspective, only focusing on their struggles or shortcomings. Social support has been identified as a contributing factor to student veteran academic success; however, many researchers have used quantitative measures of student veteran social support, which frequently fail to convey the intricacies and the impact of relationships. In general, informal social support has been largely ignored in previous studies and much of the existing research highlights the shortcomings or gaps in formal social support. Through qualitative measures, this asset-focused study examines how student veterans perceive and utilize informal social support while enrolled in higher education. Data were gathered through semi-structured interviews of 11 student veterans and analyzed holistically to understand informal social support from the student veterans’ perspective.

Student(s):
Shannon McGraw

Faculty Mentor:
Dr. Maureen Lorimer

Empowering Enrollment Management Professionals to Achieve Enrollment Goals: A Qualitative Study of Leadership

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Tuition accounts for 80-90% of private school revenue (SSATB, 2012), yet enrollment management professionals are often not afforded the authority to effectively and successfully achieve enrollment objectives (Hossler & Kalsbeek, 2009). Past research and literature on enrollment management practices has focused primarily on institutions of higher education with little research completed at the private secondary school level. The purpose of this study was to build conceptual knowledge of enrollment management practices in private secondary schools with regard to how data and information gathered by enrollment management professionals was shared with school leadership, how that data and information was used by school leadership, and the degree to which enrollment management professionals were empowered to act as expert transferors of knowledge. This qualitative, multi-case study utilized data collected from nine semi-structured interviews at three Catholic secondary schools in the Western United States (one enrollment management professional, one president, and one principal at each) and document analysis of enrollment manager job descriptions from each school. The research found that school leaders (presidents in particular) moderated communication modes as well as the authority and influence granted to enrollment management professionals to effectively achieve enrollment management objectives. Implications from this study showed 1) school leaders need comprehensive enrollment management training, 2) school leaders must model a campus-wide enrollment management mindset, and 3) school success should be tied to the empowerment of enrollment management professionals working with supportive and informed leaders.

Student(s):
Cristy McNay

Faculty Mentor:
Dr. Michael McCambridge

Faculty Perceptions of Course Evaluation Processes

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Course evaluations are an important tool used to evaluate faculty teaching effectiveness and course efficiency. Data are used to modify course curriculum and for faculty promotion and tenure. Course evaluation research is available on increasing student completion rates (response rates), but little research exists on gathering faculty feedback on course evaluation processes. The purpose of this research study is to explore faculty perceptions of the course evaluation form and processes. The researcher conducted semi-structured interviews with faculty to gain insight on the design, implementation, and influence of course evaluations. The interview protocol consisted ten interview questions and participants were recruited through purposeful sampling. Insights gained and themes from the interviews will be discussed and made readily available to attendees.

Student(s):
Melinda Medlen

Faculty Mentor:
Dr. Diane Rodriguez-Kiino

Counseling and Guidance in K-8 Catholic Schools

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School counselors have become an essential part of almost every school system in America at all grade levels. They provide many services ranging from academic to social and emotional well being. Catholic schools provide students with a quality education based on faith, values, and academic excellence. However, the students in most Catholic K-8 schools have no exposure to school counselors at all. The purpose of this research study was to find out what the benefits would be to Catholic K-8 schools if they implemented a comprehensive school-counseling program. A qualitative research study was conducted using in depth interviews from five school principals of K-8 Catholic schools. From the data that was collected, three common themes emerged. There is a definite need for counseling support in these schools. The administration, faculty, and staff are not trained as counselors and do not have the time to act as such. There is very limited funding and support made available to K- 8 Catholic schools for any type of counseling programs or resources.

Student(s):
Andrea Medrano

Faculty Mentor:
Dr. Carlos Dominguez

The Effects of Small Cooperative Groups on Life Science Students’ Self-Efficacy

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Due to incorporating large amounts of memorization and complex concepts that build upon themselves, science, especially human anatomy and physiology, can be a challenging course for students. Little evidence exists as to how small cooperative study groups can benefit life science students’ self-efficacy at the high school level. To examine this further, students were divided into groups of three and tasked with utilizing their group members to complete guided study tasks and master the material for a unit based on the brain. Should all students within the triad show mastery of the content on a practice exam, the triad was awarded the opportunity to achieve a “free pass” for the unit exam. The intent of the triad grouping was to motivate students to cohesively work together and ensure the success of each classmate within the triad. Before and after implementing a triad study group and unit exam, students completed an online survey addressing their self-efficacy in the unit of study. The data gathered will provide insight into the self-efficacy beliefs, study habits, and confidence of the participating students. The purpose of this qualitative study was to assess if grouping students into triad study groups to help them master the content will elevate their self-efficacy in a rigorous life science course.

Student(s):
Erin Miles

Faculty Mentor:
Dr. Maureen Lorimer

Increasing Career Planning Readiness in Middle School Students: Teacher Perceptions

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“Building a Bridge to Your Future”, a curricular framework for middle school students, was designed to increase 8th grade readiness to engage in 9th grade career planning. The purpose of this study was to examine the effectiveness of this curriculum in meeting its objective. Using a qualitative research design, I assessed 8th grade teacher perceptions of students’ thoughts and beliefs about career planning at the beginning and end of the curriculum, to explore whether there had been any significant or noticeable changes in career readiness. Via essay prompts and 30-minute semi-structured interviews with teachers, I gleaned an understanding of student differences in readiness to engage in career planning.

Student(s):
Karen Miles

Faculty Mentor:
Dr. Diane Rodriguez-Kiino

Degree Aspirations of Children of Immigrants: A Quantitative Study

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The United States of America has a beautifully diverse population, including many immigrants from other countries. It is crucial to understand how immigrant families, especially children, adapt to their new country and how immigration effects their educational goals. The purpose of this study is to identify what factors impact children of immigrants' degree aspirations and what degree the students realistically believe they can attain. In order to identify factors that influence educational aspirations of children of immigrants, data were gathered from a secondary database entitled The Children of Immigrants Longitudinal Study. A random sample of 5,262 children of immigrants completed a survey that provided information regarding their personal experiences and beliefs. For the present study, data were collected from 85% of the original respondents who were approaching graduation or had dropped out of high school. Results supported the rejection of the null hypothesis. The findings of this study showed a strong significance for the impact of gender, ethnicity, grade point average, and parents' education level on children of immigrants' degree aspirations.

Student(s):
Lydia Olivo, Gema Sanchez, Lorelle Dawes

Faculty Mentor:
Dr. Diane Rodriguez-Kino

Teachers' Perceptions of Cooperative Learning and Personalized Learning

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This quantitative study was conducted to survey teachers about attitudes in regards to cooperative learning and personalized learning in the classroom and its effect on student academic achievement. This topic is relevant because of the inequities around teacher professional development trainings and support in the classroom. This study aims to determine teachers’ perceptions about specific pedagogy in the classroom affecting student academic performance. Participants in the study took part in an online survey; 13 questions were asked on a Likert-type scale. All responses were collected from one middle school in a suburban Southern California School district. Ultimately, this research hopes to provide a direction to increase cohesive professional development trainings.

Student(s):
Marianna Orsini

Faculty Mentor:
Dr. Jason Peplinski

The Rise of the Relentless: The Youth in Care Perspective on College Success

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The impact of growing up in foster care creates a plethora of barriers, inhibiting a youth in care’s chances of attending college and finding academic success. It is estimated that, upon aging out of care, 65% of youth in care will emancipate into homelessness, less than 3% will graduate from college, and 51% will be unemployed (Children Uniting Nations, 2015). Several major factors serve as barriers, including home mobility, school mobility, mental health concerns, social difficulties, lack of financial support, and lack of access to college (Ferrell, 2004; Day et al. 2012; Zetlin, Weinberg, & Shea, 2006). The literature has shown that the education and foster care system will need to broaden their focus to meet the educational needs of youth in care, which historically have not been met (Zetlin, 2006). In this narrative qualitative research study, the researcher collected data using a questionnaire and in-depth interviews of ten former youth in care who were enrolled or graduated from college. Guided by a resiliency and strengths perspective framework, the researcher gathered data about personal experiences, barriers, supports, personal strengths, and possible solutions to help foster youth find success in higher education. Findings from the study included identified obstacles faced, supports that aided former youth in care to overcome obstacles, and recommendations for the future in order to better the educational and foster care system.

Student(s):
Theresa Plante

Faculty Mentor:
Dr. Edlyn Pena

Communication In Support of Students with Disabilities: Attending Career Technical Education

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This qualitative study investigates information sharing practices concerning Students With Disabilities (SWD) between two Southern California comprehensive high schools and an offsite career technical school. The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model serves as the theoretical framework. The twelve participants included Special Education teachers, Career Technical teachers and Administrators of Curriculum and Instruction. Findings included: organizations operate separately, resulting in minimal teacher input in IEP development and implementation; lack of professional development for teachers and counselors; and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

Student(s):
Christine Powell

Faculty Mentor:
Dr. Therese Eyermann

Student Perceptions about Physical Activity Breaks in the Classroom

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Due to the increased interest in physical activity breaks in the classroom, recent research has examined the benefits and possible setbacks of physical activity breaks in the classroom, as well as the teacher’s perceptions of them. Research in the area of student perceptions of physical activity breaks in the classroom is lacking; therefore, the purpose of this study was to examine students’ perceptions of physical activity breaks in the classroom and to determine if and how students feel physical activity breaks affect them academically, behaviorally, socially or even at all. Data was collected and analyzed through the use of semi-structured interviews of 30 elementary school children who had participated in physical activity breaks prior to the study. The findings indicated that students generally enjoy physical activity breaks but the type of activity that they like to participate in varies greatly. Participation weighed heavily on the activity that the students were asked to do. These findings have practical implications for teachers when considering using physical activity breaks in their classrooms; however, more research in the area of student perceptions is needed.

Student(s):
Leeann Pugh

Faculty Mentor:
Dr. Richard Underhill

How do Teachers Motivate High School Students in a Foreign Language Class?

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Many students take a foreign language because they want to learn it to be well prepared to travel and work internationally. Others take a foreign language because it is a requirement for college acceptance or college graduation. Such students decide to take a world language to meet these requirements, but they have no intent to learn the language which makes it difficult for the teacher to motivate them to acquire the language. A person must have the desire and self-efficacy to learn a language. If students do not have self-efficacy, then how much can the teacher motivate them? Motivating these students is the teacher’s burden. How do teachers motivate high school students taking a foreign language class? This study is a qualitative study in which I will interview six foreign language teachers at a local high school in Southern California. In this study, I am trying to find ways in which teaches motivate high school students in a foreign language class. Teachers will be video recorded twice and then interviewed. The interviews will be no longer than 40 minutes and they will be semi-structured interviews.

Student(s):
Laura Rico

Faculty Mentor:
Dr. Richard Underhill

ELEMENTARY SCHOOL TEACHERS ATTITUDES TOWARD THE TRANSITION TO COMMON CORE MATH

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In recent years, education in the United States has made numerous shifts and changes to curriculum. In 2002, No Child Left Behind (NCLB) was an initial attempt to close the achievement gap however, it was obvious that lowering expectations led to the decrease in academic performance. In 2009, the Common Core State Standards(CCSS) were adopted and implemented in 45 states nationwide in an effort to create both common and equal standards that will increase academic expectations. The purpose of this quantitative study was to better understand upper elementary school teachers’ attitudes and opinions toward the CCSS, specifically in mathematics (CCSSM). This case study collected data via teacher survey conducted on an electronic survey platform and distributed to teachers in grades three through five at three different elementary schools in one school district. The survey included nine multiple choice questions based on a Likert scale that which were analyzed upon survey completion. As a controversial topic in education, the study will provide insight into the amount of preparation and support given to upper elementary school teachers including whether additional professional development and training is needed in the district to improve teacher success inside the classroom.

Student(s):
Ashley Rodrigues

Faculty Mentor:
Dr. Lory Selby

Meeting the Needs of Deaf and Hard of Hearing Indigenous Mexican Students and their Parents

View abstract

Thousands of Indigenous Mexicans reside in Ventura County, California. Within that population, there is an emerging group, which are the Deaf and Hard of Hearing (DHH) Indigenous Mexican students attending their neighborhood public schools and their local Deaf and Hard of Hearing programs, total communication and spoken language. This qualitative, narrative study illustrates the experiences of educators for the Deaf and Hard of Hearing, from Ventura County Public Schools, working with Deaf and Hard of Hearing Indigenous Mexican students and their parents. Teachers for the Deaf and Hard of Hearing from two Ventura County Public Schools participated in an open-ended interview. Through the findings of this study, educators for the Deaf and Hard of Hearing have expressed limited knowledge in working with the growing population. As a result, DHH teachers are struggling to help Indigenous Mexican students with hearing loss excel academically and to effectively collaborate with their parents. Also, the study provides recommendations for DHH teachers and their districts to successfully meet the academic, cultural, and social needs of their Deaf and Hard of Hearing Indigenous Mexican students and their parents.

Student(s):
Melody Rodriguez

Faculty Mentor:
Dr. Richard Underhill

The Impact of the TRAP Paraphrasing Strategy on 7th-Grade Reading Comprehension in History

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Reading comprehension, a learned strategy, is a large focus area for many students throughout their school-aged years. Although reading comprehension skills are included in state and national standards as early as second grade, many students in 7th grade continue to struggle with this skill. Annual tests assess students’ abilities to read and comprehend English and Language Literacy, yet more than half of the students in California failed to meet these standards on the 2015 Smarter Balanced Assessment Consortium (SBAC). While many strategies enhance and measure reading comprehension among learners, each educator must determine the strategy that is most effective for his/her classroom. One measure of proficient reading comprehension is the ability to paraphrase. The goal of this mixed-methodology case study was to examine how explicit strategy instruction, specifically the TRAP strategy (Think before you read, Read a paragraph, Ask myself ‘what was this paragraph mostly about?’ and Put it into my own words), impacts the ability to paraphrase among 7th-grade History-Social Science students. The strategy was implemented in four phases; beginning with the rationale for reading comprehension, followed by teacher think-alouds to model the strategy, practice with teacher direction, and finally ending with independent student use of TRAP. To assess student progress, a pretest and posttest were given, and teacher observations were conducted throughout the implementation process and coded for analysis. Findings from this research study may enhance the field of reading comprehension as TRAP may be another viable strategy to support adolescent learners in a whole classroom context.

Student(s):
Chelsea Roth

Faculty Mentor:
Dr. Maureen Reilly Lorimer

Kindergarten Social Skills: The Effects of Daily Second Step Behavioral Intervention

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Since the implementation of educational decrees such as Common Core and No Child Left Behind, academics at the kindergarten level have been a controversial and well-researched topic. Many researchers have indicated a significant and threatening decrease in both unstructured playtime and social skills, directly impacting future academic and social success (Caprara, Barbaranelli, Pastorelli, Bandura, Zimbardo, 2000; as cited by Kwon, 2014). The purpose of the current study therefore attempted to determine how effective direct teaching of social skills could be on students at the kindergarten level. Second Step, a district-adopted social skills curriculum, was taught to one kindergarten class over the period of five weeks. Quantitatively tracking data on social skills (i.e. hand raising, sharing, following directions), the researcher endeavored to answer the following question: How does daily implementation of the Second Step program impact kindergarten students socially? Findings were then analyzed for their significance, as the lens of an educator was utilized to determine the importance and influence of social skills.

Student(s):
Kellie Ryan

Faculty Mentor:
Dr. Lory Selby

Examining the Relationship Between Educators' Experience with and Attitudes Towards Retention

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This quantitative study was conducted to survey teachers regarding their experience with and attitudes towards retention of students. Participants included educators from two contrasting schools in a suburban Southern California school district. School A is a high-achieving Title 1 school. School B is a fundamental school. The goal of the study was to explore the relationship between an educator's personal experiences with retention, both as a teacher and as a student themselves, and their attitude towards retaining students. Participants partook in an online survey. This survey asked five demographic questions, and eight questions using a Likert-type scale. There were over 30 responses gathered, with a response rate exceeding 90%. Ultimately, the researcher hopes to improve instruction for students by adding to the body of research regarding teacher attitudes towards retaining students.

Student(s):
Gillian Sanhamel

Faculty Mentor:
Dr. Jason Peplinski

Listening & Spoken Language Specialist Professionals: Serving Students Who Are Deaf & Hard of Hearing

View abstract

Deaf education is a specialized field within the narrow field of special education, yet the demographics of Deaf and Hard of Hearing (DHH) students are largely unrepresented. This qualitative study aimed to research the Listening and Spoken Language Specialist strategies used by professionals working with students who are DHH as well as attempted to form a description of the demographics of these students in Southern California. How are the strategies used by LSLS professionals benefiting students who are Deaf and Hard of Hearing and can the DHH-specific demographics of these students be better represented? The research study involved the collection and analysis of recorded semi-structured interview responses from participants who were professionals with Listening and Spoken Language Specialist (LSLS) certifications from the Southern California region. The interview responses covered demographics of the students they work with, and the types of strategies they use during sessions with students who are DHH.

Student(s):
Crystal Smith

Faculty Mentor:
Dr. Carlos Dominguez

Structure or Freedom: How Student Creativity is Effected

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Students are expected to produce authentic and creative work, showcasing comprehension, application, and synthesizing of the learned material, while following a project’s structure and criteria. When faced with creative challenges, students are observed to either flourish or hesitate. By alternating the structure of project-based-learning objectives, student progress was documented to determine the most beneficial environment to maximize creation. In this narrative action research project, the researcher altered the instruction and project expectations of two projects for students in a Visual Arts class. The goal of this study was to determine if student creativity thrived under more structure given towards the entirety of the project, or if the students required a more freeform approach towards their end product. The data obtained from the researcher’s observations followed seven students’ progress through each project, analyzing their work ethic and the final authentic product which correlates to the output of individualized student creativity.

Student(s):
Holly Smith

Faculty Mentor:
Dr. Carlos Dominguez

The Impact of National Curriculum Changes in Social Studies at an Independent Study Charter H.S.

View abstract

National curriculum changes in the United States have called for an implementation and incorporation of inquiry-based instruction in Social Studies curriculum. Much of the available research on curriculum implementation has focused on the traditional comprehensive public school setting and there is a lack of information on curriculum implementation and levels of hierarchy within the independent study setting. The purpose of the study was to discover and identify how national curriculum changes in Social Studies have impacted local site curriculum changes in regard to curriculum implementation for teachers and administrators in an independent study charter high school setting. The study also examined how curriculum changes were communicated among levels of hierarchy within an organization. This qualitative single case study used data collected from 8 educators (five teachers and three administrators) to address this problem. Through semi-structured interviews and surveys, observations and document collection, this study found that educational preparation, ongoing support and professional development, and communication were important to the implementation of curriculum changes. The implications from this study showed 1) that there is a lack of familiarity and comfort level with Social Studies curriculum implementation and communication at the independent study charter high school setting, 2) areas of policy and practice should be addressed to effectively implement Social Studies curriculum at the independent study charter high school setting, and 3) a comprehensive training process for newly hired teachers, stronger involvement of administration, and a clear governance structure are areas that are worth consideration for change.

Student(s):
Jennifer Smith

Faculty Mentor:
Dr. Michael Owens

Student Teachers Attitudes Toward Using The Professional Development School Model

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The use of the Professional Development School (PDS) model allows student teachers to be mentored and learn along side current classroom teachers. In a PDS model student teachers work with their mentor teachers for a longer period of time, while they co-teach in the classroom. Research has shown that the PDS model provides benefits such as using a variety of teaching practices, begin teaching with a better understanding of school routines, and are able to reflect more on their teaching, after learning from someone who is already in the profession. Research has also shown that student teachers expressed concerns with during their experience as a student teacher, such as not getting along with their mentor, and feeling overwhelmed with work (Han, 2008). The purpose of this study is to determine the student teacher attitudes’ toward the PDS model. This study will compare short answer questions to see if there are commonalities between participant answers. The results of this study are to be used to inform future student teachers about being involved in a PDS model, as well as provide information to PDS programs to help with potential concerns.

Student(s):
David Sparks

Faculty Mentor:
Dr. Lory Selby

Promotion of LGBTQ Acceptance in High School

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To a high school student, attaining peer acceptance can consume a full class period, a whole day, and even the entire high school experience. Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) young adults struggle even more to “fit in” with their heterosexual peers within the high school setting. From a legal standpoint, legislation has been passed to protect students regardless of race, sex, gender, etc. Despite these measures, recent literature indicates a lack of tolerance across high school campuses exists. The goal of this study is to explore how educators are abiding such laws and uncover differing practices educators use to promote positive acceptance of high school LGBTQ youth within their individual classrooms. Data collection is twofold: survey and optional post-survey interview. By surveying staff from one high school in the local area, the overall objective was to gain information to better understand the culture of LGBTQ youth tolerance and acceptance on one specific high school campus. This study is designed to expand the understanding of a timely subject that has existed throughout history, and promotes additional understanding through applied research. Findings emerging from this study will provide valuable insight for educators and administrators at this school site. As well, results are intended to promote self-awareness, acceptance, and affirmative practices for local, regional, and state educators.

Student(s):
Stephanie Stevens

Faculty Mentor:
Dr. Maureen Lorimer

Psychosocial Factors and Hearing Aid Usage Amongst Hard of Hearing Adolescents in General Education

View abstract

Technological advancements in hearing technology, early hearing loss identification, and early intervention practices have allowed students with hearing loss to develop cognitively, academically, and socially parallel to their typically hearing peers. As a result, the majority of students with hearing loss are placed in general education settings. However, these students are often the only students in the class, if not the school or even the district, with a hearing loss. Consequently, as these students enter adolescence a decline in the use of hearing aids is typically observed by itinerant deaf and hard of hearing teachers. Educational literature supports that it is not uncommon for these students to reject the use of hearing aids, despite the benefits, in efforts to fit in with their typically hearing peers. Due to the limited literature available exploring hard of hearing students' decisions to use or not use hearing aids, this study aimed to explore potential causes. The design of this quantitative study explored the relationship between student hearing aid use and psychosocial factors to determine whether a correlation exists. Student questionnaires, datalogging reports of hearing aid use, and observational checklists were used to collect data and potential correlations were analyzed. It was expected that students with low levels of hearing aid use would be directly correlated with low levels within the psychosocial domains: self perception, relationships, social competence, and self-advocacy.

Student(s):
John Thomas, Melissa Wolny

Faculty Mentor:
Dr. Maureen Lorimer

Experiencing the Imposter Phenomenon as a Female Doctoral Candidate

View abstract

High achieving women often experience strong feelings of fraud and fail to internalize their successes, leading to poor psychological well being (Clance & Imes, 1978; Parkman, 2016). This study sought a greater understanding of the experiences female doctoral candidates have with what is commonly referred to as imposter feelings (Clance & Imes, 1978). The purpose of the study was to gain insight into the effects of the imposter phenomenon (IP) in high achieving women, so as to understand and encourage effective coping strategies. The research followed a narrative design that included the voice of high-achieving, female participants. Via semi-structured interviews, three females from a private, four-year university contributed to this study, ultimately creating an awareness of imposter feelings and accompanying academic solutions.

Student(s):
Shannon Trefts

Faculty Mentor:
Dr. Diane Rodriguez-Kiino

Teacher Attitudes Towards Classroom Pets and Mascots and Their Effectiveness on Student Behavior

View abstract

This quantitative study was conducted to to determine teacher attitudes, willingness, and knowledge of classroom pets and implementation of alternatives to classroom pets in the form of class mascots. This topic is relevant due to the limited amount of classroom pets and mascots, despite the extensive positive research regarding the benefits of classroom pets. This study aimed to understand teacher attitudes towards classroom pets and mascots. This study asked 10 questions on a Likert-type scale. This researches eventual goal is to provide schools with knowledge of teacher’s attitudes and skill level when dealing with classroom pets and mascots.

Student(s):
Pamela Trimberger

Faculty Mentor:
Dr. Jason Peplinski

Effective Communication Perspectives from CLD Parents of DHH Students in the IEP Process

View abstract

The Individuals with Disabilities Education Act mandates parent participation in the development of a plan that is individualized to a child’s specific educational needs regardless of language, religion, or culture an integral part in. However, some early research has shown that culturally and linguistically diverse (CLD) families “have a long history of trust issues with schools and school personnel in the United States for different reasons” (Bennett & Zhang 2003). Very little research has been done in the last 20 years on the realities of collaborative relationships with CLD families and no research has been done that focuses on the unique needs of the deaf and hard of hearing (DHH) community. Research that has been conducted in the DHH field indicates “parental communication skill is a […] significant predictor for positive language and academic development” (Calderon, 2000). This qualitative study aimed to begin investigations of the perceptions of DHH families and learn effective communication strategies used by educators during the IEP process. Parents were interviewed about communication with teachers, the school, and translation services during their child’s IEP meeting. Answers and perspective shared by parents were used to contribute to the limited research concerning participation of culturally and linguistically diverse families in the IEP process.

Student(s):
Vanessa Van Niman

Faculty Mentor:
Dr. Lory Selby

The Impact of Technology on Social Development and Cognitive Growth

View abstract

The purpose of this study is to determine if computer play/use fulfills social and cognitive developmental growth skills compared to manipulative non-technological play. The research question is: What impact does computer use in a kindergarten classroom have on student social interaction and social play? The study will also evaluate methodologies to integrate technology and incorporate social skill development/cognitive growth in positive and meaningful learning experiences. The researcher will use a qualitative research case study method to conduct the research. A questionnaire used for semi-structured interviews will be designed by the researcher and administered to eight kindergarten teachers at four schools in a Southern California School to collect the data. The researcher’s objective is to consider instructional strategies indicated by the kindergarten teachers from their own classroom experiences that will foster developmental growth and benefit all students.

Student(s):
Tamara Wenguer

Faculty Mentor:
Dr. Carlos Dominguez

Improving Teaching Practices Through the Study of Adolescent Development

View abstract

Many teachers overlook the importance of knowing their students and focus solely on the basic knowledge that students need to learn in order to get to the next level of their education. It is the teacher’s duty to not only teach but to also assist in the journey of development and growth students go through, as this is the basis for positive working relationships with our students. The purpose of this study is to explain how adolescents develop physically, cognitively, socially and personally to deepen understanding, and from this, develop teaching practices to give students the best chance at success. We began by looking at adolescent development from two different standpoints, books and articles found in the Cal Lutheran database and CDC surveys which focused on different aspects of adolescent development. We took these findings from each and compared the themes found in both. Then, researched how teachers can use this information to appropriately and efficiently teach their students. We found that risk-taking behavior, leadership and peer relationships were the three factors that strongly affected student learning. Teaching performance expectations are important in the classroom and go hand in hand with the prevalent factors found in adolescent development. For example, TPE #8: Learning about students, is one of the most important because in order to successfully teach your students, you must know them, which could be something as simple as greeting them at the door. These findings provided the foundation for Phase 2 of our research, which will include interviews with adolescents.

Student(s):
Bailey Wineman, Chandler Ramirez

Faculty Mentor:
Dr. Michael McCambridge

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Schedule of Events

Graduate School of Education Poster Symposium

Student Abstracts

The Positive Impact of High School Football on Urban Youth

Identity and Gender Influence on Students Who Participate in The Visual Arts

Effects of Cyberbullying on Academic Performance

Homework: Are Different Procedures Related to Higher Rates of Completion?

Mentoring Relationships: A Conduit for First-Generation Low-Income Students College Success

The Artistic Process: Comparing Two Critique Methods to Promote Self-Awareness

Engaging Students in Learning Through Choice

Teacher Perceptions of Peer Observation as Professional Development

Faculty Attitudes and the Keys for Open Access in Secondary Education

Value of Homework in Lower Elementary Grade Levels

Exploring a New Program for Elementary English Language Development (ELD)

Student Perceptions of College and Career Readiness Through Career and Technical Education Pathways

Out With the Old, In With the New or Out with the New, In With the Old: Comparing Traditional and Modern Instruction

Examining the Support Provided to Deaf And Hard of Hearing Students in the General Education Classroom

Teacher Perceptions of Physical Activity Breaks in the Elementary Classroom

Hispanic Students and College Persistence

Parent Utilization of Modeled Early Intervention Strategies with Children who are Deaf or Hard of Hearing

C.O.D.A Quota

Effects of Seating Arrangement on High School Students

Effects of Comic Strip Steam Strategy on Science Content Literacy

Effectively Teach 21st Century Skills

How Effective is Homework in Learning?: A Look at High School Mathematics

Cyber Collaboration: How Technology Impacts Collaboration

The Perceptions of Campus Support for LGBTQ+ Individuals at a Small, Private, Religiously Affiliated Institution

General Ed. Teacher Views on High School Inclusion of Students with Moderate to Severe Disabilities

Effect of Site and District Policy on the Integration of Self-Directed and Self-Regulated Learning Pedagogy

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

The Impact of Using Google Docs on Virtual 5th Grade Students’ Writing and Their Writing Process

I Got Your Six: Student Veteran Perception and Utilization of Informal Social Support

Empowering Enrollment Management Professionals to Achieve Enrollment Goals: A Qualitative Study of Leadership

Faculty Perceptions of Course Evaluation Processes

Counseling and Guidance in K-8 Catholic Schools

The Effects of Small Cooperative Groups on Life Science Students’ Self-Efficacy

Increasing Career Planning Readiness in Middle School Students: Teacher Perceptions

Degree Aspirations of Children of Immigrants: A Quantitative Study

Teachers' Perceptions of Cooperative Learning and Personalized Learning

The Rise of the Relentless: The Youth in Care Perspective on College Success

Communication In Support of Students with Disabilities: Attending Career Technical Education

Student Perceptions about Physical Activity Breaks in the Classroom

How do Teachers Motivate High School Students in a Foreign Language Class?

ELEMENTARY SCHOOL TEACHERS ATTITUDES TOWARD THE TRANSITION TO COMMON CORE MATH

Meeting the Needs of Deaf and Hard of Hearing Indigenous Mexican Students and their Parents

The Impact of the TRAP Paraphrasing Strategy on 7th-Grade Reading Comprehension in History

Kindergarten Social Skills: The Effects of Daily Second Step Behavioral Intervention

Examining the Relationship Between Educators' Experience with and Attitudes Towards Retention

Listening & Spoken Language Specialist Professionals: Serving Students Who Are Deaf & Hard of Hearing

Structure or Freedom: How Student Creativity is Effected

The Impact of National Curriculum Changes in Social Studies at an Independent Study Charter H.S.

Student Teachers Attitudes Toward Using The Professional Development School Model

Promotion of LGBTQ Acceptance in High School

Psychosocial Factors and Hearing Aid Usage Amongst Hard of Hearing Adolescents in General Education

Experiencing the Imposter Phenomenon as a Female Doctoral Candidate

Teacher Attitudes Towards Classroom Pets and Mascots and Their Effectiveness on Student Behavior

Effective Communication Perspectives from CLD Parents of DHH Students in the IEP Process

The Impact of Technology on Social Development and Cognitive Growth

Improving Teaching Practices Through the Study of Adolescent Development