Education Commons^™

Post Hoc Analysis On The Effect Of Early Intensive Behavioral Intervention Provided To Preschool Children On The Autism Spectrum, Catherine R. Maxwell Dumont

Dissertations, Masters Theses, Capstones, and Culminating Projects

Early Intensive Behavioral Intervention (EIBI) provides a framework for educators to assist children diagnosed with autism spectrum disorder (ASD) to increase independence and positive social skills in the classroom (Reichow, 2012). Preschoolers with ASD who do not have access to programs tend to display negative and socially inappropriate behavior, such as acts of aggression, withdrawal, and inability to attend to lessons. Studies on program effectiveness documented that preschool children who received EIBI scored higher on IQ, language comprehension, imitation, expressive language, nonverbal communication, play, stereotyped behaviors and adaptive functioning compared to preschool children who do not receive EIBI. The literature …

Elements Of A Strategic Implementation Plan: Implications For Enhancing Combination Classes Using A Multiage Framework, Tracy Harding

Dissertations, Masters Theses, Capstones, and Culminating Projects

Combination classes are often created out of financial necessity rather than a desire to engage students in multiage learning. Teachers assigned to these classrooms come from the general teaching pool and may not have specialized training around the intricacies of multiage teaching.

A review of the literature indicates that the United States has a long history of multiage classrooms. When the practice of graded schools took over, however the multiage school remained as an approach to teaching children (Anderson, 1992). Progressive education programs often use a multiage classroom paired with looping, students remaining with the same teacher for more than …

Increasing Phonemic Awareness In Kindergarten Students: Using Ipads In Language Arts Centers, Michelle Harrison

Dissertations, Masters Theses, Capstones, and Culminating Projects

Language arts teachers find that students at any elementary grade show a wide range of abilities, specifically in the area of phonemic awareness. Student abilities are not evaluated accurately using paper pencil tests.

A review of the literature addresses teaching approaches and effective use of technology in an elementary classroom. Implications of the research suggest that student engagement with technology have an impact on their learning (Kearsley & Shneiderman 1998). The research indicates that, if teachers do not monitor progress,students often view the use of iPad apps as games, not educational opportunities. Research findings emphasize that in order for students …

Creating A Positive Emotional Climate In An Elementary School Classroom, Nicole Good

Dissertations, Masters Theses, Capstones, and Culminating Projects

All teachers create an environment in their classrooms that sets an emotional tone for students. Teachers may find it hard to choose the right classroom management strategies to create a positive classroom climate for their students. As a result, teachers have expressed an interest in this topic for over 40 years. The purpose of this research is to identify aspects of successful classroom management systems in order to assist teachers in creating a successful learning environment and a positive emotional climate for learning. The research literature revealed that classroom management is instrumental in establishing a climate for learning that is …

Exit Tickets' Effect On Engagement And Concept Attainment In High School Science, Amy Mastromonaco

Dissertations, Masters Theses, Capstones, and Culminating Projects

Many high school students struggle to stay engaged in their science class. As a result, student learning often suffers. The purpose of this study was to implement one additional strategy (Exit Tickets) to the teacher’s pedagogy in order to help better engage students and promote student learning. The teacher then evaluated the efficacy of the strategy by: comparing both participant behavioral engagement and assessment results prior to and during/after the implementation of the Exit Tickets. The data was disaggregated to compare students who were typically behaviorally disengaged to those who were consistently behaviorally engaged so as to better determine the …

Effective Practices For Developing Academic Language And Writing Skills In English Language Learners In The Elementary School Setting, Jenna N. Emadzadeh

Dissertations, Masters Theses, Capstones, and Culminating Projects

With an increased population of English Language Learners (ELLs), educators are in need of programs and strategies that help their students learn academic content while learning to understand, speak, read, and write English (Duessen, Autio, Roccegrandi & Hanita, 2014). ELLs face several obstacles while learning in an elementary school classroom.

Studies have shown the positive effects of word analysis and vocabulary learning strategies on student achievement (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively & White, 2004). Project GLAD is a model of professional development in the area of language acquisition and literacy that focuses on such instruction. According to Echevarria …

The Ideal Role Of Resource Specialist Programs: Explicit Intervention For Student Success In Reading, Theresa Alastuey-Boles

Scholarly and Creative Works Conference (2015 - 2021)

Reading is a challenging subject area for many students. When students are faced with learning disabilities or other special needs, this challenge becomes even greater. The role of Resource Specialist Program (RSP) teachers is to plan and intervene using explicit instruction for these students with special needs. The problem is two-fold, RSP teachers lack appropriate time to plan and provide explicit reading instruction to students. In addition, they are unable to have ongoing communication with general education teachers regarding what reading content is being covered in the general education setting and which accommodations are recommended by the RSP teacher to …

Effectiveness Of Intentional Multi-Age Programs: Informing Public Schools About Combination Classes, Tracy Harding

Scholarly and Creative Works Conference (2015 - 2021)

In a public school setting, multiage or combination classes are becoming increasingly prevalent. In most cases these classes are created out of necessity rather than a desire to engage students in multiage learning. Teachers are pulled from the general teaching pool and often do not have specialized training around the intricacies of multiage teaching.

A review of the literature indicates that the United States has a long history of multiage classrooms, with the first schools being all-inclusive and taught by one teacher. Over the years, the practice of graded schools took over, however the multiage school never went away (Anderson, …

The Effects Of Yoga Practice And Classroom Management In An Elementary School Setting, Gail L. Willits

Scholarly and Creative Works Conference (2015 - 2021)

Overall performance and well-being among student populations can be attributed to a decrease in stress and anxiety levels. Recent studies show a strong correlation between stress reduction using yoga movement, breathing and meditation. A calmer, focused and attentive classroom promotes an environment where both teacher and student experience less disruption. Limited research also supports a positive effect of yoga practice among students exhibiting symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Inattentiveness, impulsive and adverse behaviors can be successfully treated with yoga. Short interventions can offer students the coping skills needed to promote better self-esteem and confidence in learning and achievement …

Building Depth Of Understanding In And Appreciation Of Mathematics Based On Adolescent Brain Research, Catherine Janes

Scholarly and Creative Works Conference (2015 - 2021)

Math instruction offers both challenges and rewards to students. The standards movement has brought positive outcomes to education. However, teachers are restricted by the specific and mandatory Common Core State Standards in mathematics. Teachers tend to focus on transmission of knowledge, rather than building deep knowledge using a constructivist approach to mathematics. Students’ creativity and problem-solving skills are not activated with common teaching practices. When students are engaged in mathematics they are recognizing patterns, making connections on their own, coming up with creative solutions, and discussing mathematical ideas with peers and adults. The purpose of this study is to find …