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Exploring Career Development Curricula And Experience Of Secondary Transition Students With Intellectual Disabilities: Interviews With Students And Teachers, Anthony Oliver Dosen
Exploring Career Development Curricula And Experience Of Secondary Transition Students With Intellectual Disabilities: Interviews With Students And Teachers, Anthony Oliver Dosen
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was: what kind of job-searching and vocational development skills are being taught to secondary transition students with intellectual disabilities in major American transition programs? The purpose was to determine possible reasons why the employment gap for students with intellectual disabilities remains high following graduation from secondary programs. This qualitative study synthesized past and current research in the fields of job development, customized employment, disability services, and transition education along with detailed, semistructured interviews with current transition students with intellectual disabilities and transition teachers. The author identifies three main themes that emerged from the …
How Does A Targeted Services Intervention Program Focused On Base-Ten Place Value Development Impacts Growth Of Second Graders In Mathematics, Katherine J. Shelley
How Does A Targeted Services Intervention Program Focused On Base-Ten Place Value Development Impacts Growth Of Second Graders In Mathematics, Katherine J. Shelley
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was: How does a Targeted Services intervention program focused on base-ten place value development impact the growth of second graders in meeting district achievement expectations in mathematics? This research was inspired by the importance of helping underachieving students reach grade level expectations in the area of place value and applying this understanding in solving addition and subtraction problems. The research took place during twenty after-school class sessions. Data was collected through assessments, student journal questions, and teacher observations. The data was used to plan instruction throughout the course and to monitor growth and …
Using Evidence-Based Spelling Instruction To Support Elementary Students: A Self-Study, Brigid Ayn Berger
Using Evidence-Based Spelling Instruction To Support Elementary Students: A Self-Study, Brigid Ayn Berger
School of Education and Leadership Student Capstone Theses and Dissertations
Teachers have been slow to adopt research-based best practices for spelling instruction. The purpose of this project was to identify effective spelling practices and reflect on the practical implementation of those practices in a first grade classroom. The research question was, how can teachers use research-based strategies to support elementary students as they develop spelling skills? This paper provides a review of English orthography and developmental spelling instruction before contrasting effective and ineffective instructional strategies. The author, a first grade teacher, conducts a self-study in which she implements formative assessments into her spelling routines and reflects upon the process of …
Teaching Problem Solving In Mathematics: Cognitively Guided Instruction In Kindergarten, Christy Faith Wilson Eckenrode
Teaching Problem Solving In Mathematics: Cognitively Guided Instruction In Kindergarten, Christy Faith Wilson Eckenrode
School of Education and Leadership Student Capstone Theses and Dissertations
The study explores the effects of mathematical conversations, using Cognitively Guided Instruction practices (CGI), on the problem solving ability and academic language usage of kindergarten students. Four treatment groups of students were followed over a ten week period. Students were grouped by the number of minutes that they participated in mathematical conversations per week. Students in the group that had the most minutes per week of mathematical conversations grew by the greatest amount in both problem solving and academic language capacity. Students in the control group regressed in both problem solving and academic language. Students in the group the met …
Response To Intervention In The Kindergarten Classroom, Megan Elizabeth Bauer
Response To Intervention In The Kindergarten Classroom, Megan Elizabeth Bauer
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this capstone was, how can kindergarten teachers support the Response to Intervention (RTI) process? It explores the RTI model, procedures for student identification, developmental appropriateness, and ways to collect and use data to support student growth. The action research study documents the results of interventions performed with five students in a kindergarten classroom. The findings demonstrate that early student identification and structured intervention within the classroom can have positive effects on student growth and success.