Education Commons^™

Gateway Reads: Finding Texts That Matter To Students, Anne Smith

Honors Program Theses and Projects

No abstract provided.

Literature Of The First Encounters: Using Self-Immersion In The Scholarly Study Of First Encounter Texts To Develop A Fifth Grade Text Set, Angela Skrabec

Honors Program Theses and Projects

This interdisciplinary research project integrated training and techniques from two disciplines: English and Elementary Education. The purpose of the project was to immerse myself in the scholarly study of First Encounter (encounter between the natives and English settlers in the New World) texts in order to create a fifth grade text set, a selection of approximately 20-25 quality children’s books that represent a diverse range of reading levels and genres. My research entailed reading a variety of First Encounter literatures and using New Historicism to analyze each as part of my English scholarship. In addition, after reviewing research on literacy …

How Does Tutoring To Develop Conceptual Understanding Impact Student Understanding?, Kelsey Cummings

Honors Program Theses and Projects

No abstract provided.

The Effects Of Elementary School Teachers’ Instructional Practices On The Self-Confidence Of College Students With Dyslexia, Christina Miceli

Honors Program Theses and Projects

When learning to cope with dyslexia, it is not uncommon for a child to develop a lack of self-confidence when falling behind academically in comparison to his or her same-aged peers. The teaching style and method of instruction in the classroom directly affects a dyslexic student’s self-confidence (Burden, 2009). Teacher responses collected through a questionnaire and voice recorded interviews were compared to college students with dyslexia’s survey and interview responses. This research determined there are discrepancies that exist among students self-identified with dyslexia, their descriptions of the impacts of elementary school teachers, and the perceptions of the strategies, attitudes, and …

Exploring Similarities Between Instruction In Grade 7 Ela And Mathematics Classrooms, And The Possible Benefits Of Interdisciplinary Instructional Comprehension Strategies, Danielle Caron

Honors Program Theses and Projects

This study took place in an English language arts (ELA) and mathematics classrooms at a suburban junior high school in southeastern Massachusetts. Surveys indicated that mathematical problems elicit nervousness more often than reading assignments do, and mathematical vocabulary is harder for students to understand than vocabulary of other subject. This research focused on integrating reading comprehension-strategies of vocabulary integration, graphic organizers, and visual aids within a mathematics curriculum to combat student apprehension. The purpose of this study was to provide evidence-based, interdisciplinary mathematics and ELA lesson plans in alignment with Common Core Standards to a seventh grade algebra class. Pre-assessment …

Preventive Counseling Without Borders: Using Mobile Devices For Teaching, Training, And Wellness Promotion, Maxine L. Rawlins, Elizabeth Hughes

Counselor Education Faculty Publications

Despite documented benefits regarding the utilization of technology in counseling, it has been underutilized by school, mental health, and student affairs counselors. Even less information has been available regarding the professional use of mobile devices by counselors in this area. This interactive presentation examines the utilization of iPads in Preventive Counseling for instruction, training, social marketing, and wellness promotion. This practice-focused workshop reflects the presenters’ yearlong exploration of the iPad and selected apps for use in teaching, training, and wellness promotion. The workshop revisits the evidence-based Indivisible Self Wellness Model (Myers and Sweeney, 2004) and uses it as the conceptual …

Using Student Feedback To Fuel The Family Project, Susan Eliason

Faculty Scholarship (SoTL)

The author shares her desire to create with students more authentic assignments that enhance learning through the use of the project approach.

Refreshed & Humbled: Altered Assumptions About Power And Payoffs, Roben Torosyan

Faculty Scholarship (SoTL)

The author starts with a focus on a long-term, shifting relationship with work-study students serving as students consultants in his class, then takes an outward turn as he describes how he included graduate student voices from around the country as he wrote an external grant to support partnerships between research and teaching intensive institutions.

Sharing Power To Promote Deeper Learning, Maura Rosenthal

Faculty Scholarship (SoTL)

The author explores her partnership with an entire class during the semester to solve a problem in the book club learning activities she had planned. She addresses her experience of sharing power with students and how doing so alleviated the “tug-o-war” she had previously experienced between pulling students towards learning course content and their resistance.

Peer Assisted Learning: Unexpected Benefits For All Stakeholders - Students, Peer Leaders & Faculty, Marybeth Tobin, Caitlin Golden

Faculty Scholarship (SoTL)

The authors share their experience in co-leading a peer-leader program and the unexpected benefits that inure to students, faculty and especially, peer leaders. They share the value of peer leader feedback in their efforts to continually improve the program and in informing their own pedagogy in an entry-level financial accounting course.

Developing Student-Faculty Partnerships At Bridgewater State University, Lee Torda, Karen Pagnano Richardson

Faculty Scholarship (SoTL)

The introduction frames the essays included in this issue as developing student-faculty partnerships with a range of collaborative relationships. The first three essays explore partnerships that are program-based partnerships. The next four essays explore various kinds of student-faculty partnerships that unfold within classroom-focused experiences. In the final section, three essays that focus on partnerships beyond the boundaries of the classroom and the campus are shared. All ten essays contribute to chronicling multiple versions of the development of student-faculty partnerships at Bridgewater State University.

Chaos In The Promiseland: Mentorship As Partnership In Undergraduate Research, Lee Torda, Marjorie Howe, Kirsten Ridlen

Faculty Scholarship (SoTL)

The authors write about their experience co-creating a writing and travel experience in Israel. They explore how they all negotiated respective expertise and inexperience while traveling, reading, and writing in a study abroad/undergraduate research opportunity.

Learning To Soar: Partnering With Underrepresented Students In Research, Jennifer Manak, Jenny Olin Shanahan

Faculty Scholarship (SoTL)

The authors examine the mentor relationships that developed within the SOAR (Student Opportunities as Apprentice Researchers) program. The program matches underrepresented students with faculty in research partnerships that facilitate faculty scholarship and improve the retention and success of students from underserved groups.

Students As Partners With Faculty In A Teacher Education Program, Karen Pagnano Richardson, Deborah Sheehy, Misti Neutzling

Faculty Scholarship (SoTL)

The authors share their experiences of working with student partners within a Physical Education Teacher Education Program. Through partnership they more deeply understand how their role as professor was a barrier to open and honest student-faculty communication.

Co-Creating Equity And Justice: Student And Employee Partnerships For Racial Justice, Judith Willison, Laura Boutwell, Mark Conrad, Sabrina Gentlewarrior, Richardson Pierre-Louis, Colleen Rua, Jeff Saint Dic

Faculty Scholarship (SoTL)

The faculty/staff authors and current Bridgewater State University Undergraduate students: Jessie Barbosa, Ye Chen, Ruby Lila De La Rosa, Marvin Ezhan, Danielle Marie Galstian, Frank Iaquinta, Tashima Point du jour, Brian Owusu, Marina Smoske, Jovan Taylor; Bridgewater State University Alumni, Class of 2015: James Gouzias, Kasheida Hector, Julian Millan, Michael Molyneaux, Jamaal Rodney-Bonnette, share reflections on partnerships between campus staff, faculty and students to put on three specific social justice events designed to initiate discussion and raise awareness about racial justice.

Learner Empowerment: A Collaborative Approach To Peer-Assisted Learning In Global Languages, Minae Savas, Dorie Aucoin, Fernanda Ferreira

Faculty Scholarship (SoTL)

The authors share the trajectory of the Peer-Assisted Learning (PAL) program in the Foreign Languages Department, which has undertaken a series of projects to build an encouraging and non-judgmental learning environment, specifically in language learning, and to incorporate a partnership between learners, tutors, supervisors and professors.

Creating A Learning Environment With Shared Responsibility For Assessment, Anne E. Doyle

Faculty Scholarship (SoTL)

The author focuses on her work with her Introduction to Linguistics course. She shares her journey as she discovered that her goals were best served when she maximized the possibilities in her classes for partnership through inviting discussion about the focus and purposes of key assessment in the course.

Professional Learning Community: Thriving While Facing The Challenges Of Faculty Life Together, Deborah A. Sheehy, Heidi R. Bohler, Karen Richardson, Ann Marie Gallo

Movement Arts, Health Promotion and Leisure Studies Faculty Publications

Researchers have begun to focus attention on the participation of teacher educators in communities of practice (CoPs) and the role that participation plays in improving the quality of teacher education. This case study explores an inter-university CoP (sustained for over 10 years) that includes four faculty members at three universities, who work collaboratively on teacher education program development (e.g., accreditation), research, and service. This exploration is situated in the literature on CoPs, professional capital, and teacher educators’ involvement in CoPs. In this paper the evolution of this inter-university CoP and each CoP member’s personal meaning is shared. Key influences of …

Bridgewater State University Factbook, 2014-2015, Office Of Institutional Research, Bridgewater State University

Factbook

No abstract provided.

Common Data Set, 2015-2016, Office Of Institutional Research, Bridgewater State University

Common Data Sets

No abstract provided.

Sustainability In The Curriculum And Teaching Of Economics: Transforming Introductory Macroeconomics, Madhavi Venkatesan

Economics Faculty Publications

Present models of economic growth primarily focus on the role of expenditures as captured in the commonly cited economic indicator, gross domestic product (GDP), where GDP is defined as the sum of final goods and services sold within a country’s natural borders. Noting that a country’s expenditures are referred to as “aggregate expenditures” and that the majority of spending is specific to consumption or consumer spending, especially in the United States where this spending category is nearly two-thirds of annual GDP (other expenditure categories for GDP include investment spending, government spending and foreign spending as proxied by net exports), there …

Designing Social Change: Inquiry-Based Practice & Teaching, Donald Tarallo

Art and Art History Faculty Publications

This paper shares an exploratory and inquiry-based graphic design project and the resultant pedagogic approach that offers arts and design educators ideas on teaching to instigate positive social change. The author summarizes a year-long fellowship project where he worked as a change agent in service to a partnership of six non-profit, after-school arts programs in Providence, Rhode Island who are organized as the Providence Youth Arts Collaborative (PYAC).

The intention of this project was two-fold. The primary effort was to investigate ways graphic design can be strategically used to seed interest and empower youth to make positive choices with how …

Guide To The Nicholas Tillinghast Collection, 1840 - 2008, Orson Kingsley

Archives & Special Collections Finding Aids

Nicholas Tillinghast (1804-1856) was the first principal of the State Normal School at Bridgewater, serving from the school’s opening in September 1840 until failing health compelled his resignation in July 1853. His term saw the successful transition from the experimental status of the state normal schools in Massachusetts to their status as permanent State institutions. This was exemplified by the dedication in 1846 of the first State Normal School Building in America. The school, under Tillinghast, was based upon the “fine art of teaching,” not the “lecture-examination” or “recitation-examination” model common at the time.

The collection has two main categories. …