Schedule of Events
Graduate School of Education Session
Student Abstracts
Teacher perceptions of low socioeconomic student performances
Many students categorized as low socioeconomic tend to underperform in their academics. Factors contributing to student underperformance include lack of resources, exposures such as gangs and drugs that astray students from focusing on academics, lack of education from the parents, and more. Although these challenges continue to impact many lives, this study is designed to uncover the daily experiences of students living in a low-income household. The purpose of this study is to explore underprivileged and low socioeconomic status students’ performances in a school system. More specifically, this study will focus on teacher perceptions of students who meet the criteria of low SES (Low-SES refers to individuals coming from a low household income). The quantitative survey results from teacher perceptions offer insights about the resources available, or lack thereof, for students living in a low-income household. This study will be conducted with teachers who work at a Title 1 school where the majority of the surrounding community is low-SES.
Student(s):
Estanilao Arevalo
Faculty Mentor:
Dr. Maureen Lorimer
Math Anxiety in First Grade Students
There is increasing evidence that individuals can experience math anxiety as early as first grade (Ma, 1999, as cited in Sorvo, 2017). Research has examined the causes of math anxiety and the emotional and physiological effects of math anxiety. However, the research focuses primarily on adolescents and adults. The purpose of this study is to fill in the gaps of literature by conducting more research on math anxiety in young students. The study seeks to determine if – and to what extent – do first grade students experience math anxiety. The researcher will examine the differences in math anxiety amongst first grade students by evaluating three factors: negative reactions, numerical confidence, and worry. A group of first grade students completed the Mathematics Anxiety Scale for Young Children Revised (MASYC-R) to measure these three factors and the students’ level of math anxiety. The anticipated results of the study are that first grade students experience mild to moderate levels of math anxiety. The researcher anticipates that students with high levels of numerical confidence experience fewer negative reactions and less worry towards mathematics. Lastly, the researcher anticipates that students experience similar levels of negative reactions and worry related to mathematics.
Student(s):
Lauren Balian
Faculty Mentor:
Dr. Lory Selby
The Impact of Digital Success Folders on Students’ Attitudes Towards their Least Favorite Subject
The purpose of this study was to determine if digital success folders are an effective strategy to impact students’ attitudes towards their least favorite subject. Digital success folders are a growth mindset strategy that involves students compiling work samples, writing reflections, and analyzing their growth and attitude towards their least favorite subject. This research sought to find the underlying attitudes that inhibit students from believing in their abilities in undesirable subjects. The research hypothesis was that teaching a growth mindset strategy would improve students’ attitudes towards their least favorite subject. The study consisted of 27 fifth grade students who participated in 15 minutes of daily digital success folder activities for three weeks. In a convergent parallel mixed methods research design, which utilized pre- and post-surveys, quantitative and qualitative data was collected to determine if students reported an improvement in beliefs towards their least favorite subject. The results concluded that the digital success folders, though not statistically significant, still had an impact on students’ least favorite subject, as 56% of participants changed their least favorite subject after the intervention. Furthermore, students preferred a subject more if it was easy to understand and it involved videos. Future research can include whether strategies like digital success folders can be properly implemented into the classroom to promote a growth mindset towards challenging subjects at all elementary school level.
Student(s):
Nicole Cameron
Faculty Mentor:
Dr. Kimmie Tang
English Language Learner students and college-going culture: Examining the strategies, practices, and policies.
English Language Learner (ELL) students are often at a disadvantage when discussing the college-going culture. It is evident that Latino students and their parents hold high educational aspirations. However, they may be unclear on how to achieve these goals and often have less access to resources (Hill & Torres, 2010). Furthermore, when enrolling in a post-secondary institution, academic barriers to college and career readiness, such as low academic achievement and high dropout rate, often lead to a disadvantage for Latino students (De Gaetano, 2007; Espinoza-Herold, 2007). The purpose of this study is to bring awareness to the current strategies, practices, and policies that are designed to promote a college-going culture for high school ELL students. This study utilized a qualitative semi-structured interview approach to gain greater insight from three high school counselors in Southern California. The findings suggest that schools should hire more culturally proficient counselors, teachers, and administrators to serve as advocates for all students as they pursue a post-secondary education.
Student(s):
Aldo Campos-Garcia
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Candidate Preparedness to Support and Advocate for LGBT+ Students
Teacher Candidate Preparedness to Support and Advocate for LGBT+ Students
Students who identify as or are perceived to be Lesbian, Gay, Bisexual, Transgender, Queer, or any of the other identities encompassed in the LGBT+ community, experience school differently than their heterosexual and/or cisgender peers. They encounter harassment and suppression in and around school. They often do not experience the support and advocacy from teachers and staff which can create a more inclusive, understanding, and healthy learning environment for all students. Teachers require more education and training, which called into question the knowledge and comfortability teacher candidates possess in regard to supporting and advocating for LGBT+ students. This research project was undertaken to gauge the overall preparedness of teacher candidates at a religious university in supporting and advocating for LGBT+ students. The research study utilized a mixed-method approach, comprised of an online survey and semi-structured interviews. The questions covered the topics of strategy and resource knowledge, comfortability, and religiosity. Results have shown three major findings: 1) religiosity did not strongly influence the preparedness of candidates; 2) those who attributed more preparedness to their credential program were more prepared overall; and 3) single-subject candidates were statistically more prepared than their multiple-subject counterparts to support and advocate for LGBT+ students.
Students who identify as or are perceived to be Lesbian, Gay, Bisexual, Transgender, Queer, or any of the other identities encompassed in the LGBT+ community, experience school differently than their heterosexual and/or cisgender peers. They encounter harassment and suppression in and around school. They often do not experience the support and advocacy from teachers and staff which can create a more inclusive, understanding, and healthy learning environment for all students. Teachers require more education and training, which called into question the knowledge and comfortability teacher candidates possess in regard to supporting and advocating for LGBT+ students. This research project was undertaken to gauge the overall preparedness of teacher candidates at a religious university in supporting and advocating for LGBT+ students. The research study utilized a mixed-method approach, comprised of an online survey and semi-structured interviews. The questions covered the topics of strategy and resource knowledge, comfortability, and religiosity. Results have shown three major findings: 1) religiosity did not strongly influence the preparedness of candidates; 2) those who attributed more preparedness to their credential program were more prepared overall; and 3) single-subject candidates were statistically more prepared than their multiple-subject counterparts to support and advocate for LGBT+ students.
Student(s):
Mindi Carpenter
Faculty Mentor:
Mindi Carpenter
Teacher Candidate Predparedness to Support and Advocate for LGBT+ Students
Students who identify as or are perceived to be Lesbian, Gay, Bisexual, Transgender, Queer, or any of the other identities encompassed in the LGBT+ community, experience school differently than their heterosexual and/or cisgender peers. They encounter harassment and suppression in and around school. They often do not experience the support and advocacy from teachers and staff which can create a more inclusive, understanding, and healthy learning environment for all students. Teachers require more education and training, which called into question the knowledge and comfortability teacher candidates possess in regard to supporting and advocating for LGBT+ students. This research project was undertaken to gauge the overall preparedness of teacher candidates at a religious university in supporting and advocating for LGBT+ students. The research study utilized a mixed-method approach, comprised of an online survey and semi-structured interviews. The questions covered the topics of strategy and resource knowledge, comfortability, and religiosity. Results have shown three major findings: 1) religiosity did not strongly influence the preparedness of candidates; 2) those who attributed more preparedness to their credential program were more prepared overall; and 3) single-subject candidates were statistically more prepared than their multiple-subject counterparts to support and advocate for LGBT+ students.
Student(s):
Mindi Carpenter
Faculty Mentor:
Prof. Kimmie Tang
Special Education Teacher Perspectives on Job Related Stress and Job Satisfaction
Historically, the United States has experienced a pervasive shortage of Special Education teachers. This coincides with a steady increase of special education students. Moreover, prompted by job-induced stress and low job satisfaction, attrition is a key factor influencing the deficient number of special education teachers available to serve this student population. The purpose of this study is to uncover the perspectives of current special education teachers about the factors they believe are causing feelings of stress and burnout in their jobs presently and ways they feel these stressors could be alleviated. The research questions for this study are: What are the main factors currently causing stress for special educators? How do special educators feel some, if any, of these stressors could be alleviated? To address the questions for this qualitative research, data were collected through an open-ended questionnaire, distributed to elementary school special education teachers from one school district.
Student(s):
Sarah Chinberg
Faculty Mentor:
Dr. Maureen Lorimer
Communication Approaches to Educating Deaf and Hard of Hearing Students
The field of Deaf and Hard of Hearing education is ever evolving in research, theory, and practice. Parents of deaf and hard of hearing children are often faced with many decisions as soon as the child is diagnosed that determine the course of their language development. There have always been many modes of communication, educational styles, and placements that families can choose. From placing their child into a residential school for the Deaf to having them mainstreamed all day into a general education classroom, the options seem limitless and overwhelming. The purpose of this study was to compare data between three schools in California that educate their students using the bilingual-bicultural approach, to the rest of the deaf and hard of hearing students in California. This study followed a quantitative method approach, using a casual-comparative design to compare CAASPP scores of deaf and hard of hearing students across California. The results of this study showed gaps between deaf and hard of hearing students enrolled in bilingual-bicultural programs, and the rest of the deaf and hard of hearing students across California.
Keywords: deaf, hard of hearing, listening and spoken language, bilingual-bicultural
Keywords: deaf, hard of hearing, listening and spoken language, bilingual-bicultural
Student(s):
Danielle Clark
Faculty Mentor:
Prof. Danielle Marie Clark
A Better World: Infusing Social Justice Pedagogy in World Language Classrooms
The current national and global dialogue surrounding social justice is pushing school districts, administrators and teachers to investigate how social justice pedagogy is being delivered within their schools. This study investigates and gains insight into how high school world language teachers are integrating social justice pedagogy into their level one and two curriculum. The main purpose of this study is to gather data regarding the types of tools and resources world language teachers are using in their classrooms to teach social justice while maintaining target language acquisition. From a teacher’s point of view, collected data reflected the perceived benefits to students. Additionally, the types of tools and resources teachers need to incorporate social justice pedagogy were uncovered through interview responses. This case study focuses on one district using a qualitative research method. Data were gathered from world language teachers through individual semi-structured interviews. Preliminary data indicates that social justice teachings can be infused into level 1 and 2 world language classrooms while maintaining target language acquisition. Due to the depth and complexity of class discussions, the reflexive process is often conducted in English. Implications from the study can inform world language teachers of strategies used to simultaneously teach social justice and the target language.
Student(s):
Marlene Didierjean
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Perpectives on Social-Emotional Learning
This study explores elementary educators' perception of social-emotional learning (SEL). This research is ultimately aimed at administrators and school districts in the hope they will recognize the importance of SEL curriculum. Considering high demands and lack of support teachers often face when implementing curricular standards, SEL may provide essential structural support for educators in the classroom. Implementing SEL curriculum has shown to promote students' personal and emotional skills, allowing them to express themselves appropriately, better manage stress, provide a sense of community, and boost their academics. Moreover, the research findings may provide valuable insight for the implementation of new policy and practice among education professionals. The study was conducted in two public Elementary Schools within Southern California. Online surveys and interviews were designed to assess multiple aspects of social and emotional learning, including educators' perspectives of SEL, standards-based curriculum, SEL and distance learning, professional preparation and training, and personal experience with SEL. The data of the surveys in this study were analyzed through an online platform called Qualtrics, and the interviews were conducted to support and build on the data found within the surveys. Together, both surveys and interviews were collected, categorized, and coded to identify themes within the data, looking for relationships among variables. Initial data suggests that teachers believe SEL is a vital component of student learning. However, it can be challenging to implement into the everyday curriculum when educators do not have the proper support or training.
Student(s):
Katie Donahoe
Faculty Mentor:
Dr. Lory Selby
Girls and Single Sex Education: Perceived Advantages and/or Disadvantages According to their Teachers.
Choosing the right school for each student is an important task that depends on many factors. In order to learn effectively, a positive learning environment is a necessity. This mixed methods study provides a specific and unique teacher perspective about the advantages and/or disadvantages of single gender education for middle school and high school students who attend an all-girls school. The intent is to provide parents, teachers, students, and administrators with informative and factual quantitative and qualitative data that can aide in decision making when it comes to educational settings. Results of this study reveal that teachers in an all-girls school setting strongly support single sex education and find many benefits to this type of learning environment. Using surveys and questionnaires, this research study set out to discover what are teacher perceptions of the advantages and/or disadvantages of an all-girl middle school and high school setting. It is the hope that this study will lay a foundation for future research in other arenas of single sex education.
Keywords: Single-sex education, all girls schooling, single gender education
Keywords: Single-sex education, all girls schooling, single gender education
Student(s):
Nicole Dudley
Faculty Mentor:
Prof. Kathleen Merrigan
Distance learning: Educators’ perceptions of the flipped classroom in an elementary school
With increases in distance learning due to the pandemic, teachers are looking for strategies to enhance students' learning and achievement in an online format. One such strategy is the flipped classroom approach. Numerous studies have focused on flipped classrooms in higher education and some in elementary, but new research is needed with the new distance learning. The goal of this study is to explore teachers' perceptions, knowledge, and comfort level in implementing flipped classroom strategies in the current context. A survey was distributed to 20 teachers to gain their perspective of a flipped classroom use during distance learning. A well-designed flipped classroom requires a significant amount of preparation. Flipped classroom delivery relies on technology such as video and audio material to provide the lecture prior to the class session. Furthermore, by providing video-based instructions on concepts where students can move and learn at their own pace independently, the classroom time will then be used to engage students in an in-depth learning process authentically. This process is through the use of class discussions of the topic/concepts addressed in the videos. The findings can help to inform teachers on best practices in using flipped classroom delivery strategies. Specific results and future implications will be shared.
Keywords: flipped classroom, distance learning, Covid-19, student-centered learning
Student(s):
Tiffany Eckmann
Faculty Mentor:
Dr. Kimmie Tang
Determining Factors that Lead to Long Term Teacher Retention
This study explored what factors influence a teacher’s decision to remain teaching long-term and what the relationship between varying factors and teacher retention were. It focused on the factors within the school site, such as administration and peer support, as well as professional development and additional training that might help the new teacher feel more supported and comfortable in their new classroom and new role as a teacher. One-hundred and five teachers, 86 female, 17 male, and two other/nonbinary, answered survey questions ranking which factors kept them teaching for five years or longer. I hypothesized that administration support would lead to teachers remaining in the classroom long-term. Analysis was run on the data collected and results showed that peer support was in fact the factor that led to teachers remaining in the classroom long-term. This was then followed by administration support and then professional developments and additional training. The hypothesis was not supported.
Student(s):
Justine Eller
Faculty Mentor:
Dr. Lory Selby
Perceived Barriers Affecting Parental Involvement in K-5 Education Among Latinx Fathers
Latinx students are one of the fastest growing populations in K-12 education and academically continue to underperform compared to their white peers. Research shows that parental involvement in education plays a vital role in the overall development of children, both socially and behaviorally. Parental involvement also has been shown as an effective way to increase student academic performance and help to alleviate the performance gap. Unfortunately, there’s limited literature that differentiates the differences between mother and father involvement. Utilizing a qualitative, phenomenological research design, this study aims to examine the ways in which Latinx fathers are involved in their children’s education, as well as find any barriers that may limit their participation or involvement. My research study questions are: (1) What arethe barriers that Latinx fathers face when trying to be active participants in their child’seducation? (2) How are Latinx fathers participating in their children’s education? A survey and semi-structured interviews were conducted to garner information about Latinx fathers' involvement in their child’s education. The findings will inform educational leaders on ways to increase Latinx father participation, which in turn, may close the achievement gap.
Student(s):
Andres Garfio
Faculty Mentor:
Dr. Kimmie Tang
Students' Perceptions of College Affordability and Impact on Enrollment
Colleges and universities nationwide are vigorously working to find innovative ways of increasing enrollment and revenue after tremendous college enrollment declines and revenue losses experienced during the past year. Economic hardships due to the COVID-19 pandemic hindered students’ ability to pay for college tuition, causing many students and families additional financial struggles. The problem is that universities cannot lower tuition costs or provide large financial aid subsidies, as these adjustments could further decrease the institution’s revenue. The purpose of this study was to collect students’ perceptions of college affordability and how this influences their decisions to remain enrolled at their higher education institution. An online survey was sent to 480 full time undergraduate students to gather their perceptions of college affordability and how affordability influences their decisions to enroll in college. Anticipated results suggest that students would no longer remain enrolled in their college should they no longer find the college affordable. However, students’ opinions about the price of affordability remains a very subjective topic that is difficult for institutional leadership to define when determining how much discounting or financial aid is needed to keep the price of the institution affordable and support continued enrollment.
Student(s):
Brianna Gomez
Faculty Mentor:
Dr. Maureen Lorimer
Undergraduate Student Voices on Restorative Justice in Student Conduct in Higher Education
The “Zero-Tolerance” approach that has been instilled within the U.S. education system has resulted in a school-to-prison pipeline. This “Zero-Tolerance” approach is seen in higher education within the Office of Student Conduct through punitive sanctions such as probation, suspension, and expulsion that result in pushing students out of the school environment. Instead, assigning sanctions rooted in Restorative Justice leads to more reflective and developmental experiences for students without punitive outcomes. Restorative Justice sanctions and practices also allow for more opportunities to educate and welcome the student back into the community in a way that can lead to positive and changed behavior. This study examines undergraduate students’ perspectives and thoughts on Restorative Justice and Student Conduct in Higher Education. The design used for this study was a qualitative, phenomenological method using two focus groups via Zoom. The same questions were asked during both focus groups. The goal of this study is to showcase the importance of aligning the conduct system and assigning sanctions in higher education to foster an educational learning and reflection experience aligned with the overall mission of higher education: to foster growth and development.
Student(s):
Adriana Gonzalez
Faculty Mentor:
Dr. Maureen Lorimer
High School Counselors’ Perceptions and Knowledge on Trauma Informed Practices as they Advocate for Students
The inclusion of trauma informed practices in school settings has become a significant area of focus for educators aiming to support students overcoming adversity. The purpose of this study is to gain insight into school counselors’ prior knowledge and perceptions of trauma informed practices. A qualitative case study was conducted to analyze the individual experiences of Southern California high school counselors in relation to trauma informed practices. Through the collection of individual interviews, the study examined school counselors’ perceptions of their educational preparation, use of trauma informed practices, and prior knowledge of Adverse Childhood Experiences (ACE’s) as they advocate for students overcoming adversity. Results suggest that continued training for school counselors and the entire school community will support curriculum development and coordinated collaboration of effective trauma informed practices.
Student(s):
Vanessa Gonzalez
Faculty Mentor:
Dr. Maureen Lorimer
Administrator Perspectives on Co-Teaching: Helping to Facilitate the Creation of Successful Programs
To align with increased education reforms, school districts are turning toward the practice of co-teaching to service their growing population of students with disabilities within the general education classrooms (Murawski, 2009). The co-teaching model most frequently includes a general education and special education teacher working together, in one common space, to provide instruction to students with and without disabilities (Friend, 2008). Implementing co-teaching programs can be a difficult task to undertake. These programs can only be successful if administrators are taking a direct role in the implementation of all aspects of the co-teaching process (Friend, 2008, 2019). The purpose of this study was to gain insight from administrators about ways to facilitate the creation of successful co-teaching programs, particularly to support the inclusion of students with disabilities in the least restrictive environment. This qualitative study utilized semistructured interview questions that were administered via a focus group session. Participants that were unable to attend a focus group session had the option of responding to the interview questions through electronic means. The primary participants of this study included two middle school principals, one middle school vice principal, and one high school principal. The data collected from this study gives valuable insight into ways districts and administrators can implement successful co-teaching programs at their school site.
Student(s):
Shauna Hadaller
Faculty Mentor:
Dr. Maureen Lorimer
How High School Students are Affected by Anxiety and How They Cope Amidst the Pandemic
The pressure put on students to achieve in a school environment creates anxiety. This becomes especially evident by the time children reach high school age. On top of the stress that students feel in the classroom during normal times, the anxiety has been heightened as a result of the current pandemic. The main purpose of this study was to examine how anxiety impacts students in high school and their coping strategies. This study used a qualitative, phenomenological research design in the form of an eleven-question questionnaire consisting three demographic questions and eight open-ended questions. The survey was forwarded to students via their parents from recruitment emails sent from their 10th grade teachers. The questionnaire was open for two and a half weeks and participants spent no more than 15 minutes responding to the questions. The data was analyzed based on participants’ personal experiences to anxiety in a school-related setting during the current pandemic. The findings can help to inform and support students to refocus their anxiety.
Student(s):
Summer Hall
Faculty Mentor:
Dr. Kimmie Tang
Social Emotional Learning for High School Students Attending a Community School
Social emotional learning for students is typically a high priority in elementary schools. However when students get to high school, social emotional learning is an afterthought. Some high school students who have an emotional disturbance or behavior issues will typically lack important social emotional skills. Students who have been expelled, are not successful at a typical school, or recently released from juvenile hall will attend a community high school in their county. Staff that work with the students on this campus will be participants within this study. Participants will fill out a quantitative survey asking questions about students’ negative behaviors before and after lessons focusing on social emotional learning. The goal of this research is to examine high school student behavior before and after lessons emphasizing social emotional learning.
Student(s):
Sara Harney
Faculty Mentor:
Dr. Maureen Lorimer
Teachers’ Knowledge of Math Strategies May Impact Their Confidence Level in Teaching Math
Educational policies attempt to reform to improve teacher performance and increase student learning, particularly in mathematics. Recent resulting research focus highlighted teacher preparation and confidence in mathematics to bring accountability to teachers in data-driven classrooms. This research study evaluated how teachers’ knowledge and implementation of mathematics instructional strategies learned in preparation programs influences their confidence in the classroom. As a mixed-methods study, this research followed an explanatory, sequential design. Participants were recruited from a pool of K – 8 educators to include teachers of various backgrounds and preparation. First, participants took a web-based Mathematical Strategies and Confidence Survey. The confidential survey asked a variety of Likert Scale and Likert-type questions covering the type of credential program attended, mathematical strategies learned, and instructional confidence level. The data was collected and analyzed before conducting individual semi-structured interviews with the participants. Interview questions further asked about specific instances of instructional strategies utilized in the classroom and resulting confidence. Qualitative data then underwent coding to identify common themes. Finally, the quantitative and qualitative data was analyzed together to triangulate the data and determine the relationship between mathematics instructional confidence and preparation program. The findings have implications for future teachers by helping identify how teacher preparation programs can be improved to provide educators with the necessary skills and strategies to start their career as confident mathematics teachers. Initial analysis indicates teacher mathematics instructional confidence increases with proper exposure and explicit practice with mathematics strategies, and the study also showed confidence increases with years of experience.
Student(s):
Rachel Howe
Faculty Mentor:
Dr. Lory Selby
Sight Word Acquisition with English Learners
Learning sight words is a foundation to literacy. Being literate is an essential skill that supports individuals in leading independent lives as adults. The number of students who are English Language Learners in the United States grows annually. However, these students continue to lack in early literacy skills and in transitioning towards reclassification in their English Language ability. This study compares traditional flashcard drill to incremental rehearsal for students who are English Language Learners. The focus of this study is to determine an intervention to support sight word acquisition for students who are English Language Learners and struggle with sight word acquisition. This study compares the results of incremental rehearsal and traditional drill with students who are in the first grade, and are English Language Learners at a Title One Elementary School.
Student(s):
Jennifer Javadi
Faculty Mentor:
Dr. Lory Selby
Voices from the field: Women of color’s experiences coming from a community college’s STEM program
There’s a growing number of women who is interested in STEM programs and is being transferred from a 2-year community college into a 4-year college. However, many research studies show that the pathways to STEM baccalaureate degrees from community colleges are still not fully recognized. There is still a need and a research gap in understanding about factors that affect community college transfer students’ STEM success such as STEM programs. The research study aims to gain insights on women’s experiences (e.g., overall educational experiences, challenges and/or barriers) in a STEM program at a community college. The research question is, What are the educational experiences and challenges for women of color going through a community college STEM program? The study findings could help inform educators, researchers and institutions especially those that offers STEM program, on how they can better prepare and support women to be successful in their college and future career. Furthermore, future implications will be discussed on how this study could include all STEM programs at 2-year community colleges to participate.
Student(s):
Haida Jimenez
Faculty Mentor:
Dr. Kimmie Tang
Special Education Teacher Shortage and Burnout
There are a multitude of reasons that special education is experiencing a teacher shortage. The issues that cause this shortage include early teacher burnout, universities not producing special education teacher candidates compared to the number of teachers retiring, job roles, and pay. Regardless of the grade level taught, these issues are evident as early as the first year of a teacher’s career. Although there are times when administrators and other personnel see and know the demands of a special education teacher, many times this goes unaddressed. Special education teacher shortages became an issue when many classrooms were filled with uncertified teachers or substitutes. This has been a problem in California and throughout the nation.Students who have completed their credential at a university in Southern California will be participants in this study. Participants will fill out a survey asking questions to uncover their perceptions about special education teacher burnout and special education teacher shortages. The goal of this study is to explore and understand special education teacher shortages and factors that impact teacher burnout.
Student(s):
Nicole Jovel
Faculty Mentor:
Dr. Lorimer, Maureen
Teacher Perspectives On Culturally Responsive Teaching Online
Culturally Responsive Teaching developed out of the need to recognize diversity in the classroom setting. However, the pandemic has changed the typical classroom setting. The expectation of teachers to provide instruction and meet the needs of learners has stayed the same, but the environment has changed. This study aimed to gather information about teacher perspectives and provide insight into implementing CRT practices online. The purpose of this study was to indicate areas of need in CRT online during the current pandemic. The study was administered to 13 participants via an online survey to collect quantitative data on teacher perspectives of CRT online. The ethnicities of participants in the study were not representative of the student population of the school. All participants had either heard of or experienced implementing CRT, and 92% of participants felt confident in their ability to teach online. All teachers indicated the need to change how they taught to fit online learning. Perspectives on CRT through online learning varied. Results showed a larger sample size was needed and necessitates the need for future research to examine student perspectives of their cultural experiences in the classroom. The study suggested future research should focus on whether student and teacher perspectives on implementing CRT online and its effectiveness aligned with one another.
Student(s):
Rebecca Kenyon
Faculty Mentor:
Dr. Lory Selby
Keeping the Beat: Analyzing the Test Scores of One Music Assessment for Second-Grade Elementary Students
Students in lower socioeconomic communities are underrepresented in music programs due to lack of equal access to quality music instruction, materials, and opportunities. Additionally, students in socioeconomically disadvantaged communities who participate in music programs may not be meeting learning standards. This quantitative study will examine the understanding and misunderstanding of music standards in 2nd-grade elementary music classes. To analyze student scores in music classes, I implemented a summative assessment of grade-level music standards to six 2nd-grade classes within the same school district. Out of 148 participants, 75.6% receive free or reduced lunch and qualify as socioeconomically disadvantaged as defined by the school district. The results of this study can be used to initiate change to instructional practices and management strategies in music education to better support students from socioeconomically disadvantaged communities.
Student(s):
Terah Landy
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Collaboration: Perceptions and Suggestions
Collaboration among teachers has been demonstrated to benefit students, teachers themselves, and whole school organizations. Not all collaboration is equal, and the effectiveness of collaboration is often dependent on the presence of various structural and cultural conditions. The purpose of this phenomenological qualitative research study was to elicit feedback from the teachers of a small charter high school that has historically supported and encouraged collaboration- as well as provided time and opportunity for teachers to collaborate- as to the effectiveness of the conditions present. The study focused on two central questions: how do individual teachers experience collaboration and how can collaboration be improved? Teachers completed online surveys measuring their utilization of collaboration time and gauging their perceptions of the school culture as one that seeks to foster collaboration across the disciplines. The participants also shared positive and negative feedback about collaboration at the school. Finally, teachers were asked to provide suggestions for improving the structural and cultural conditions for collaboration. Several participants were selected for one-on-one, semi-structured interviews. A better and more effective collaboration experience for teachers benefits all stakeholders in education, and the study sought to illuminate the perceptions of teachers whose school already provides some of the conditions determined to be beneficial for collaboration. The challenge is to determine what to do next in order to improve upon what already exists; the suggestions from the teachers are intended to help solve that riddle.
Keywords: collaboration; teacher collaboration; structure; culture; cross-disciplinary
Keywords: collaboration; teacher collaboration; structure; culture; cross-disciplinary
Student(s):
Cameron Lang
Faculty Mentor:
Prof. Kathleen Merrigan
The Effects of Food Insecurity on Primary Education
Various economic issues are currently impacting families and youth, but food insecurity, or the lack of ability of food to a family or household, is a very prominent public health problem. According to Gundersen & Zillak (2014), in 2012, nearly 16 million U.S. children, or over one in five, lived in households that were food-insecure, which the U.S. Department of Agriculture defines as “a household-level economic and social condition of limited access to food” (Coleman-Jensen, Rabbitt, & Gregory, 2020). This study aims to explore the effects of food insecurity on students’ focus in the classroom, as well as how teachers best provide educational support to students struggling with food insecurity. Data were collected through the qualitative study method of surveying kindergarten through 5th-grade teachers in a Title I School. This survey was used for collecting information about the focus levels of students with food insecurity and how the teachers can best support these struggling students. Findings suggest that food insecurity has a direct impact on the focus levels of students. Though Free and Reduced Lunch Programs offered by the school provide nutritional support, teachers and other school support resources also provide strategies that address focus.
Student(s):
Emily Manwell
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Stress, Burnout, and Coping During COVID-19
Stress, burnout, and coping strategies have been widely researched in the field of education. Studies suggest that educator stress and burnout is directly associated with various factors of the profession and multiple strategies are being used to cope with work related stress and burnout. At the height of the Coronavirus pandemic, educators are being asked to shift their pedagogy to accommodate national, state, and local mandates. As a result, more research is needed in order to understand how this shift has contributed the stress and burnout levels of educators. Therefore, utilizing a mixed method design, the purpose of this study was to understand how working during the Coronavirus pandemic has affected the feelings of stress and burnout in 17 elementary educators and identify the major strategies being used to cope with these feelings. The research study questions are: (a) whether elementary teachers’ feelings of stress and burnout have changed while working during a pandemic, and (b) what coping strategies are elementary teachers using most frequently to combat feelings of stress and burnout. Key findings and implications for educators and schools will be discussed. Keywords: stress, burnout, coping strategies, Coronavirus, elementary educator, COVID-19
Student(s):
Courtney Marriott
Faculty Mentor:
Dr. Kimmie Tang
Strategies to Meet the Challenges of Inquiry-Based Teaching from a Science Teacher’s Perspective
In science education, there has been a recent push for teachers to incorporate inquiry into their teaching methods. Inquiry-based teaching is perceived as a progressive way to move towards student-centered instruction and better align with the new Next Generation Science Standards (NGSS). However, there has been some disconnect between what inquiry-based teaching is and what is actually being taught in the classroom. The purpose of this study was to identify the challenges and limitations of inquiry-based teaching from the perspective of science teachers. To address the research questions: What are the specific limitations and challenges that teachers face in implementing inquiry-based teaching in the secondary science classroom? What are some strategies that could overcome these challenges? a mixed-methods research study was conducted. A sample of teachers were surveyed and interviewed to gain their knowledge of inquiry-based teaching, and to identify, if any, the implementation challenges they were facing in the classroom. The results of this research can be used to better support and train science teachers in effective inquiry-based teaching implementation, by addressing the specific challenges and limitations identified in this study.
Student(s):
Eliana Marron
Faculty Mentor:
Dr. Kimmie Tang
The Use of Telepractice As a Method of Service Delivery For Children With Hearing Loss
According to the Centers for Disease Control and Prevention (CDC, 2020), 1.7 per 1,000 babies screened in the United States are born with hearing loss. The Individuals with Disabilities Education Act (IDEA) (2004) mandates that services needed to improve the educational outcomes for these children be provided as appropriate. While mandated by law, children with hearing loss may still encounter barriers to timely and appropriate services. Due to great advances in technology, the use of telepractice as a method of service delivery has become increasing common and widespread. The purpose of this study was to examine the use and efficacy of telepractice as a method of service delivery for children with hearing loss. This qualitative study examined current research in the use of telepractice in service areas typically required by children with hearing loss, namely in pediatric audiological testing, early hearing detection and intervention services, and speech-language pathology services. Results indicate that the use of telepractice as a method of service delivery is effective and comparable to inperson service delivery.
Keywords: Deaf and hard of hearing, telepractice, newborn hearing screening, earlyhearing detection and intervention, pediatric audiology, speech-language pathology.
Keywords: Deaf and hard of hearing, telepractice, newborn hearing screening, earlyhearing detection and intervention, pediatric audiology, speech-language pathology.
Student(s):
Patricia Matsumoto
Faculty Mentor:
Prof. Kathleen Merrigan
Distance Learning and Its Effects on Teacher Burnout
Teacher burnout is a well-studied phenomenon in which feelings of being overworked and stressed cause qualified educators to leave the field. Since the recent COVID-19 pandemic shut down schools in March 2020, teachers and administrators have been scrambling to recreate effective learning environments in an online setting. Now more than ever, teachers are spending hours curating online lessons (e.g., recording lectures) to meet the needs of this moment. It is possible this increase in novel responsibilities is creating a perfect storm of teachers feeling overworked and underprepared, feelings which have been linked to higher rates of burnout and teachers leaving the field. The purpose of this study is to collect data from middle school teachers to uncover feelings and experiences that align with factors that contribute to burnout. This study will use a descriptive-qualitative design to measure three critical areas: emotional exhaustion, depersonalization, and personal accomplishment. To do this, the researcher will survey forty-six middle school teachers across various disciplines using an online version of the Maslach Burnout Inventory-Educator Survey (MBI-ES) and determine if the group is suffering from collective burnout. Such information will lead to a deeper understanding of the causes of teacher burnout and illuminate potential trends in teacher attrition.
Student(s):
Laura Meier
Faculty Mentor:
Dr. Maureen Lorimer
Bilingual Professional Development: Could it Be Beneficial in the Target Language?
Bilingual professional developments (PDs) can help to facilitate classroom pedagogy by providing adequate language development, positive dispositions, appropriate sociocultural practices, and meaningful interventions in Spanish teaching. This study used a qualitative research design approach to explore how bilingual professional development effect bilingual educators. A sample of 5 bilingual educators, including 3 elementary teachers and 2 middle school teachers, were interviewed to explore their PD experiences regarding language development, positive dispositions, and social and cultural interactions. Furthermore, the PD content, resources, relevancy, and translation were assessed to identify the benefits or issues with English language PD in a Spanish language classroom setting. The findings highlight how PD presented in the educators’ second or foreign language could further serve the needs to facilitate teaching and promote pedagogical relevance of Spanish language teaching.
Keywords: Bilingual professional development, bilingual educator, professional development relevancy, language development, Spanish bilingual resources, content translation
Keywords: Bilingual professional development, bilingual educator, professional development relevancy, language development, Spanish bilingual resources, content translation
Student(s):
Rosalinda Melchor
Faculty Mentor:
Dr. Kimmie Tang
Teacher’s Perception of Technology Use in the Classroom
Technology use in the classroom has become more prevalent now than ever before. Because of the ever-increasing use of technology, it is important to understand teachers’ perceptions of technology. Research has shown the effects of technology on students, however there is little research on teachers’ thoughts and feeling towards technology and how it can be utilized. The purpose of this mixed-methods study was to discover and generalize teacher’s perceptions of technology use in the classroom. Participants included 20 elementary teachers in California. A survey was used to gather quantitative data on teachers’ perceptions of technology in the classroom. Interviews were also used to gain a better sense of teachers’ perceptions and find common themes through a qualitative approach. Findings from this study indicated that most teachers perceived technology to have a positive impact on students. The majority also agree technology is often used to engage students.
Student(s):
Kateri Milanesa
Faculty Mentor:
Dr. Lory Selby
High School Teacher Perspectives on Synchronous Online Learning
In 2020, the world struggled to meet the challenge faced by the global pandemic, COVID-19. In response to the pandemic, high schools across the United States were forced to move to an online learning format with little time to prepare for such an undertaking. While previous research hasn’t dealt with teachers being forced to move to online learning due to a pandemic, it has shown that both teachers (and students) want interactive, and engaging lessons, and that the best indicator for student achievement in online learning is their own motivation to succeed. This research aimed to explore teacher perspectives on teaching in an online learning environment and how the move to that environment had affected their teaching strategies and student achievement. In order to do this, teachers actively working in an online learning environment were asked to be participants in the study and complete a survey with open-ended questions about their experiences moving to online learning. The qualitative data gathered from the survey was then coded and analyzed for similarities and correlations in order to find any commonalities or significant insights among the teacher’s responses. The results of this research can inform both future teachers who have to transition from a traditional setting to an online learning environment, and researchers looking into the effects of COVID-19 on student achievement.
Keywords: Online learning, teacher perspectives, qualitative research, survey, secondary education
Keywords: Online learning, teacher perspectives, qualitative research, survey, secondary education
Student(s):
Sean Miller
Faculty Mentor:
Dr. Kimmie Tang
Integrating Outcomes for Middle Level Learners with Media Arts and SEL During COVID 19
Middle level learners have faced great challenges academically, socially, and emotionally during the COVID-19 pandemic. The purpose of this study was to examine the role artmaking has played in student’s lives, in and out of school, during distance learning. Specifically, the study examined outcomes for students in three key domains: arts integration, media arts, and social-emotional learning (SEL). The narrative study utilized interviews, questionnaires, journals, and document analysis of student artwork to examine the intersection of these three key domains and outcomes from seven middle school students participating in an integrative media arts course during distance learning. The results of this study provide insights into potential connections between technology, social-emotional learning, and arts integration. Additionally, the study’s findings provide considerations for how art educators and general education practitioners might leverage artmaking as a tool for processing and reflection in times of crisis.
Student(s):
Hilary Morefield
Faculty Mentor:
Dr. Maureen Lorimer
Finding the Critical Influences that Foster Resilience for Southeast Asian American Students in Higher Education
The purpose of the study is to better understand the specific needs of first-generation Southeast Asian American (SEAA) students in the higher education setting. Currently, many higher education institutions lack support programs designed to meet the needs of SEAA students. This is because of the misconception of the model minority stereotype that most Asian American students excel academically (Wallitt, 2008). This deficit-based mindset needs to be re-examined when advising and examining students' needs (Yosso, 2005). Based on recent data, there are “fifty-seven distinct ethnic groups'' within Asian American and Pacific Islanders (AAPI). Yet, less than 1% of these research articles focus on AAPIs (Museus & Vue, 2013). The data also show a high number of SEAA students struggle to graduate secondary education, and only a few students continue their educational journey to higher education (Maramba, 2011). Therefore, this study strives to understand the background of SEAA college students, the challenges they face, and examine what factors assist SEAA students in building resiliency to persist in higher education. This qualitative study applied the Interpretative Phenomenological Analysis (IPA) approach by utilizing criterion and maximum variation sampling methods (Seidman, 2019). A total of five SEAA undergraduate and graduate students, attending university or college, completed demographic questionnaires and were interviewed about their lived experiences of their educational journey. The result of the study strives to provide educators with insights into SEAA support programs, broaden the policy and practices serving SEAA students, and review future AAPI educational data and research with analytical perspectives.
Student(s):
Jaine Park
Faculty Mentor:
Dr. Maureen Lorimer
Critical Thinking, Cooperative Learning, and the Virtual Learning Environment at the Elementary Level
The pandemic that began at the end of the 2019-2020 academic school year has highlighted gaps in the United States’ educational system and forced educators to abruptly reevaluate their practices in relation to the technology-driven society students are growing into. Teachers are expected to provide learning opportunities where academic and higher-order thinking skills can be developed in conjunction with virtual learning as they would in the traditional learning environment. A key strategy that bridges the gap between these skills is cooperative learning; however, determining how to implement this strategy in the virtual environment is the posing challenge educators are facing. This mixed-methods study examined teachers’ perspectives and experiences with implementing cooperative learning activities with students in the virtual learning environment in order to develop higher-order thinking skills, specifically critical thinking. The present study used 15 general education teachers that taught kindergarten through 5th grade at a selected suburban school site in southern California. Participants completed a survey that focused on their perceived experiences with these aspects of learning using a 5-point Likert scale. Two teachers participated in a 1:1 interview that asked them to build on their responses from the survey. The data from these methods were organized into 4 themes that included teachers’ perspectives, motivation, experiences, and perceived barriers with implementing cooperative learning with virtual students. Initial analysis suggests that teachers agree with the benefits of cooperative learning activities; however, it is suggested that there are mixed perspectives in regard to the challenges with implementation in the virtual environment.
Student(s):
Sophia Pertusati
Faculty Mentor:
Dr. Lory Selby
Parents’ Perceptions of Homework During Remote Learning
Homework continues to be a popular topic of conversation in communities, schools, and in students’ homes. During the transition from in-person learning to remote learning, due to the recent pandemic, parents took on a larger role in the education of their children. More research is needed to understand parents’ perceptions of homework during remote learning. The primary objective of this non-experimental, quantitative study was to gain the perspectives of parents of children in third through sixth grade on homework during remote emergency learning. The analyzed data reveals that majority of third through sixth grade parents believe that homework during remote learning aligns with what the students are learning in class. Parents say that while homework seems to align with what is being taught, it still requires some sort of guidance for students to appropriately complete assignments. The findings can help to inform educators how to better support students and provide more meaningful and effective homework.
Keywords: parents’ perceptions, homework, remote learning, distance learning, COVID-19, pandemic, third grade, fourth grade, fifth grade, sixth grade
Keywords: parents’ perceptions, homework, remote learning, distance learning, COVID-19, pandemic, third grade, fourth grade, fifth grade, sixth grade
Student(s):
Heather Pezel
Faculty Mentor:
Dr. Kimmie Tang
The Impact of Social and Emotional Exercises to Reduce Test Anxiety among 7th-Grade Mathematics Students
Test anxiety has been a widely studied issue in the education field and in classrooms. For many years, studies have shown that the implementation of social and emotional exercises can help reduce social anxiety in students. Studies have also shown that social anxiety can be reduced in students by implementing social and emotional curriculum and practices at school. The purpose of this study is to determine whether the implementation of specifically defined social and emotional practices can help reduce test anxiety among 7th-grade mathematics students. To address this question, I recruited three 7th-grade mathematics classes to conduct the test. To assess student test anxiety, I used two separate tests and two separate post-test questionnaires. The first test was given without the implementation of social-emotional exercises, and the second test was given after the implementation of social-emotional practices. As a result of this study, educators may have a better understanding of the influence of social and emotional practices on test anxiety.
Student(s):
Nelson Pyle
Faculty Mentor:
Dr. Maureen Lorimer
High School Students’ Perceptions about Distance Learning
During the outbreak of the COVID pandemic, students have had to shift their learning from in person to distance learning. Gathering student feedback about this experience will generate valuable information for educators and policymakers. The purpose of this research is to discover high school students’ perceptions towards the strategies and programs teachers use to motivate and support successful outcomes during distance learning. Likewise, uncovering the benefits, challenges, and recommendations associated with distance learning will provide important insights for learning and teaching. This research study uses a mixed-methods approach with a phenomenological design. The instruments used to collect data in the study include an online Qualtrics survey and a focus group interview using Zoom. The participants were given twenty questions to answer. Five questions were open-ended and eleven questions were close-ended (checklists). Results from this study will help educators design more effective and engaging lessons that encourage deeper levels of learning.
Student(s):
Janett Quintanilla-Cosio
Faculty Mentor:
Dr. Maureen Lorimer
Educators’ Training and Experience Working with Twice Exceptional Student Populations
Twice-exceptional students are those who have exceptional ability (e.g., been identified as gifted) and a disability. This mutually exclusive diagnosis often goes unidentified until students reach high school and beyond. The issue with this delayed diagnosis is that they are not receiving the special education services they are entitled to and are precluded from gifted educational opportunities. In addition, the social emotional implications are far reaching with long lasting implications in students' mental health. The purpose of this study is to gain insight from general education and special education teachers about their knowledge, training, and work experience with twice-exceptional student populations. This non-experimental quantitative research study was conducted using a survey method. Participants were asked to reflect on their training, experience, and observations in grades 6-8. The findings and implications on future teacher preparation and training will be discussed. Additionally, the information gained from the results would assist future educators, researchers, and districts to better support and advocate for students who may be twice exceptional.
Student(s):
Vanessa Renteria-Bautista
Faculty Mentor:
Dr. Kimmie Tang
Students’ Attitudes Toward Biology After Implementation of Inquiry-Based Learning
High school students in classrooms across the world are less motivated to learn science due to lack of interest (Kuo et al., 2018). In this technologically advancing society, it is imperative that students are scientifically literate because they will be making decisions that impact the rest of the world. This mixed methods study aimed to explore the role of the inquiry-based learning (IBL) strategy in improving nine high school students’ attitudes in a biology class in Southern California. Five consecutive inquiry-based lessons were implemented over the course of two weeks. A survey measuring student attitude toward science was implemented as pre- and post-tests. Moreover, the students were given open-ended questions to assess their perceptions of the inquiry content at the end of each lesson. For the quantitative data, a paired samples t-test was used for the survey and contingency tables and descriptive data were used to analyze the remaining data. The qualitative, open-ended question data was coded. The results showed that students preferred IBL over traditional learning in biology. Students’ perceptions showed that the process of inquiry was more engaging that traditional immersion in the content. In conclusion, IBL was shown to have a positive impact on student attitude and interest in science.
Student(s):
Melissa Rimpa
Faculty Mentor:
Dr. Kimmie Tang
Hamilton and Historical Empathy: Teacher’s Perceptions on Their Place in the History Classroom
For years, history class has been perceived as boring or not connected to the present. Students have been trained to come to class, take notes, possibly ask questions, and prepare for a “use it then lose it” assessment. Traditional lecturing methods have been proven to be ineffective in engagement and knowledge retention. Teachers are turning towards new methods to engage students in history and get them to critically think about the world around them. Two strategies recently used to engage students in U.S. History classrooms is through the use of Hamilton: An American Musical and historical empathy. Due to the lack of knowledge about teachers’ perceptions of their use, the purpose of this study is to explore how and why teachers use Hamilton and historical empathy or why they exclude them from their classrooms entirely. This qualitative phenomenological study will employ a teacher perception survey, a follow-up interview, and a researcher reflection journal.
Student(s):
Haley Rollins
Faculty Mentor:
Kathleen Merrigan
The Effect of Mindfulness Coloring on the Level of Test Anxiety Experienced by Fourth Grade Students
The study The Effect of Mindfulness Coloring on the Level of Test Anxiety Experienced by Fourth Grade Students was done to provide further evidence on whether or not mindfulness coloring can affect the level of test anxiety experienced by fourth grade students. The students first completed a mathematics pop quiz, and immediately after answered a survey about how they felt during the quiz. The following week, students were instructed on mindfulness coloring and practiced using it before formative assessments as a way to relax. On the third week, students first participated in a mindfulness coloring activity and then took another mathematics pop quiz. After the pop quiz, the students took the survey again to answer questions about how they felt during the quiz. The results from the first and second survey will be compared to analyze whether or not there was any change in the students’ level of anxiety during the quizzes after having been trained in mindfulness coloring. The hypothesis is that there will be some evidence of a difference between the pre-survey and post-survey results that suggests mindfulness coloring did reduce the level of test anxiety the fourth grade students experienced during the test, but the results will not be significant.
Student(s):
Kelsey Rouse
Faculty Mentor:
Dr. Lory Selby
How Cultural Influence Impacts Career Exploration of Asian American College Students.
Career choice and career exploration can be a challenging experience for college students. However, Asian American college students can face additional pressure to decide on a career path influenced by cultural factors. Specifically, ethnic and social identity, racial stereotypes, the model minority myth, and expectations from family members and peers can affect the Asian American college students’ career path and college major decision-making process. In the area of career counseling and advising in a college setting, awareness of varied cultural factors is critical. To effectively engage with Asian American college students, college student personnel must consider these tenets in order to help them thrive in their desired career path. Using the narrative perspectives of Asian American college students from one university, the purpose of this qualitative study is to deepen understanding on how cultural factors influence career exploration. Through one-on-one interviews, Asian American college student participants will be asked questions to discuss and reflect on their experiences of how cultural factors influence their career path. The qualitative anecdotal data will be analyzed to explore the diverse and shared perspectives of each participant.
Student(s):
Courtney Sabile Craig
Faculty Mentor:
Dr. Maureen Lorimer
Using Music Interventions to Enhance Language and Literacy Development Skills in Deaf and Hard of Hearing Students
Many deaf and hard of hearing students are falling behind academically due to language and literacy delays. These delays are a direct result of prelingual hearing loss which affects the deaf and hard of hearing (DHH) student population both academically and socially. Alongside traditional speech therapy interventions, there is extensive research on the direct correlation between music therapy and phonological processing skills, which are crucial foundational skills for language and literacy. Though music interventions appear to be an excellent option for this student population, little research has been conducted on music therapy and how it could benefit those students who are deaf and or hard of hearing.
The purpose of this extended literary review is to discover a possible solution to improve deaf and hard of hearing (DHH) student’s language and literacy development through music intervention programs. This review will also discuss the implications of music training and DHH students who use cochlear implants, and dive into questions of whether or not music training can help DHH students’ language development.
This literary review examined mostly quantitative studies on the subject of music interventions and DHH student language development. The research design of this review used a qualitative research approach to examine pre-existing data on the effectiveness of music intervention programs on language development in deaf and hard of hearing students.
Keywords: deaf and hard of hearing, prelingual hearing loss, cochlear implant, phonological awareness, speech perception, language delay, cochlear implant electrodes, mild to profound hearing loss.
The purpose of this extended literary review is to discover a possible solution to improve deaf and hard of hearing (DHH) student’s language and literacy development through music intervention programs. This review will also discuss the implications of music training and DHH students who use cochlear implants, and dive into questions of whether or not music training can help DHH students’ language development.
This literary review examined mostly quantitative studies on the subject of music interventions and DHH student language development. The research design of this review used a qualitative research approach to examine pre-existing data on the effectiveness of music intervention programs on language development in deaf and hard of hearing students.
Keywords: deaf and hard of hearing, prelingual hearing loss, cochlear implant, phonological awareness, speech perception, language delay, cochlear implant electrodes, mild to profound hearing loss.
Student(s):
Ellie Sanders
Faculty Mentor:
Dr. Merrigan
Using Popular Culture As A Pedagogical Tool
For decades, popular culture has emerged as a cultural phenomenon in American society. Popular culture can be found in most peoples’ daily lives. People are generally bombarded by popular culture on smart internet devices, books, music, television, and so on. Popular culture is defined as TV shows, books, toys, etc. that are popular among ordinary people in a particular society (Popular culture, 2020). The purpose of this comparative quantitative study was to find if other teachers across all subjects in grades 6-8 use popular culture as a pedagogical tool in their classroom. The research question is, “How do school teachers feel about using popular culture references as a pedagogical tool in education?”. Data was collected from a convenience sample of teachers who completed a survey on their use of and attitudes toward using popular culture as a pedagogical tool. Findings showed a wide margin of teachers, across multiple grades and subjects, are in favor of using popular culture as a pedagogical tool. Teachers prefer to specifically use images, music, or video depending on their grade level and subject. The overwhelming majority of teachers claim to see a positive benefit when using popular culture references as a pedagogical tool.
Student(s):
Joshua Schleien
Faculty Mentor:
Dr. Lory Selby
A Student’s Perception of Their Mindset and Motivation
There are several studies that focus on children’s mindsets and mindset intervention; however, few studies have focused on a student’s perception of their own mindset. This study was aimed to understand the significance of analyzing a student’s perception of their own mindset and what motivates them to learn. This study used a mixed-method approach that allowed for a thorough understanding of student mindsets and motivations using a survey and interviews, which allowed for a narrative that analyzes students’ perceptions. Furthermore, the interviews allowed the researcher to ask clarifying questions and was a holistic approach to data collection, which is ideal for the participant’s developmental age. Over a two-week period, 54 fifth grade students participated in the survey and six students were then interviewed. After the data was collected and analyzed, the research findings suggested that the majority of students perceived that they had a growth mindset and are intrinsically motivated.
Student(s):
Jenna Sergott
Faculty Mentor:
Dr. Lory Selby
Tools and Strategies for Teaching Multicultural Education in Elementary Schools
Elementary school teachers are given the essential task of educating young children on a variety of subjects, including multicultural education. To effectively integrate multiculturalism into classroom content, teachers need tools and strategies to confidently teach a variety of cultures. Teachers need to be able to teach a diverse group of learners who stem from different cultures and backgrounds. Furthermore, educators need to intentionally teach students about multicultural education so young students can develop into moral citizens and learn how to work with a variety of people. The purpose of this study is to provide concrete strategies for elementary school teachers on how to productively integrate multicultural education into their classrooms. This qualitative study, based on naturalistic inquiry, includes survey and interview responses from current elementary school teachers at a public school in Southern California. The data collected focuses on teacher perceptions of multicultural education in elementary schools, multicultural practices incorporated in the classroom, and resources for implementation of these practices. Ultimately, this study will shed light on how to effectively teach multicultural education in elementary schools.
Student(s):
Alicia Spadaro
Faculty Mentor:
Dr. Maureen Lorimer
Feedback and Distance Learning During the Time of COVID-19
As teachers across this nation are dealing with the complexities of teaching during the COVID-19 pandemic, it seems fitting that this study addresses the one of the struggles within distance learning: feedback. Teachers are finding it difficult to monitor students’ progress as easily as they have done in previous years, because some of the time teachers are unable to even see their students’ faces, which makes it increasingly difficult to monitor the students’ engagement and non-verbal communication that goes on from student to teacher. The purpose of this case study was to gauge the experiences of freshmen students on how feedback affects growth in the areas of grammar and spelling, and perception of the Quality of Education during distance learning during the COVID-19 pandemic. Since the focus of this qualitative research was on the quality of a specific phenomenon, this method allowed for a greater emphasis on holistic description (Mertler, 2019, p. 77). The participants of this study were purposefully selected due to their proximity and specific issues within the distance learning model. The participants were five focus students from cohort B of the freshman class at a small charter school in the southwestern United States with a total student population of 257 students. A preliminary review of data has suggested that feedback has increased engagement, perceived quality of education, and grammar and writing skills. Purposeful feedback seems to improve the students’ perception of Quality of Education and grammar and writing skills.
Key Terms: Feedback, Class Climate, Quailty of Education
Key Terms: Feedback, Class Climate, Quailty of Education
Student(s):
Leonard Vasquez
Faculty Mentor:
Prof. Kathleen Merrigan
Music and Lyrics: Does Music Inclusion Enhance Mastery of Mathematics Standards?
Since the implementation of the Common Core State Standards in 2009, teaching mathematics has become increasingly more difficult for teachers to teach and has placed a tremendous strain on students, as well. The amount of new content that needs to be mastered in one academic year requires an extremely fast pace that many students struggle to keep up with. The purpose of this action research study is to determine whether or not the inclusion of music when teaching mathematics in the second-grade classroom provides academic or emotional benefits to students. Because this study utilized both student attitude surveys and student assessment data, it was both a qualitative and quantitative study. Data was collected from a classroom of only eight in-person participants and sought to answer the following question: Does the inclusion of music when teaching mathematics provide academic or emotional benefits to students? While there were improvements in student scores overall after the intervention thereby answering the research question positively, all students had already met standards prior to said intervention. There were also minimal changes in student responses to the attitude survey at the end of the unit. Because of these outcomes, further research is recommended to further explore whether or not the inclusion of music when teaching mathematics provides benefits to elementary students.
Keywords: Common Core State Standards, Mathematics Instruction, Second Grade, Music Inclusion, Elementary Mathematics, Music Intervention.
Keywords: Common Core State Standards, Mathematics Instruction, Second Grade, Music Inclusion, Elementary Mathematics, Music Intervention.
Student(s):
Julia Weinrott
Faculty Mentor:
Dr. Kathleen Merrigan
Supports for Success: Moderate to Severe Autism and Distance Learning
Due to the drastic spread of COVID-19, the educational system has experienced turmoil in a way that is causing educators to be forced to provide instruction over an online platform. With mandated school closures and a sweep of distance learning, students with moderate to severe Autism Spectrum Disorder (ASD), often referred to as autism, are faced with their biggest challenges to date. Though distance learning is not a new concept in the world of education, many students with autism have never experienced a virtual environment. The change is harsh. Without a clear decision of how instruction will look moving forward, it is imperative to understand which supports are necessary to facilitate meaningful learning to students with moderate to severe autism. The purpose of this qualitative study is to discover which evidence-based practices best aid students with moderate to severe autism by surveying five moderate to severe special education teachers currently serving students with autism during distance learning. The implications of this study can lead educators to understand which evidence-based practices can be implemented to best assist students with autism in an online environment.
Student(s):
Kelsey Wiksell
Faculty Mentor:
Dr. Maureen Reilly Lorimer
Vocabulary words: The impact of semantic mapping strategy in a first and second grade special day class.
Reading in the first and second grades has always been an issue of concern countrywide. Many schools in the United States invest large amounts of money and time to improve the reading levels of students in elementary and high schools. However, limited attention has focused on the challenges facing Hispanic students that are enrolled in special education programs. The purpose of this study was to examine the effectiveness of the semantic mapping strategy on improving the reading vocabulary among Hispanic students enrolled in the special education setting, in the first and second grades. An action research study was conducted in an attempt to answer the question: Will the semantic mapping strategy improve vocabulary understanding among Hispanic students in the special education setting in first and second grades? A nonprobability/nonrandom sample of six participants, including three students in first grade and three students in second grade, were recruited for the study. A pre-and post-tests were administered to examine the role of semantic mapping strategies on students’ understanding of vocabulary words. One of the key findings of this study was that the semantic mapping strategy had a positive impact on students’ understanding of vocabulary words, as all participants experienced growth in their post-test scores. Future implications for this study will be discussed to include how educators can implement more evidence-based strategies such as the semantic mapping to help students in the special education programs to understand, improve and retain their vocabulary words.
Student(s):
Galia Yonay
Faculty Mentor:
Dr. Kimmie Tang