SUNY Brockport
The College at Brockport, State University of New York: Digital Commons @BrockportNot a member yet
11001 research outputs found
Sort by
Experimental Evaluation of Use of Operant Conditioning to Increase Consumption of Multiflora Rose by a Goat
No full textAs opposition to pesticides increases, the agricultural community has shown interest in using animals to control the spread of invasive weed species. Operant conditioning, which can be defined as changing behavior by changing its consequences (Skinner, 1951) may present a solution. Operant conditioning strategies may be used to teach animals to perform a desired behavior, including but not limited to consumption of an invasive species. This study used operant conditioning of consumption of an invasive species to train a goat for successful behavioral training in consuming invasive species. During the experimental condition, subjects were positively reinforced, which is a procedure whereby when an animal performs a desired behavior the trainer presents a positive reinforcer immediately after it, which increases the probability that the animal will perform that behavior again (Cooper et al., 2020). During the experimental condition, subjects were reinforced with a highly preferred food item each time the target invasive species was consumed. During the control condition, no operant conditioning was used, and subjects consumed vegetation at their discretion. Comparison of results from control and experimental conditions over nine days showed that subjects who were reinforced consumed more invasive species than subjects who were not reinforced.https://digitalcommons.brockport.edu/research_posters/1045/thumbnail.jp
Overcoming Challenges with Mainstream and TESOL Teacher Collaboration
No full textResearch shows a fundamental transformation is needed in the way education is provided to students. The increase in ELL student population creates new challenges and responsibilities for teachers and administrators. Through the theory of cooperative learning, the overarching issue of how to establish successful collaboration between mainstream and TESOL teachers is examined. Studies show that when co-teaching partners have different pedagogical beliefs, successful collaboration can prove difficult to achieve. Moreover, mainstream teachers are unaware of best strategies to incorporate with ELL students. Furthermore, studies inform teachers face difficulty getting vital support from administration to support ELL students. When administrators are uncertain how to effectively support ELLs, responsibility is left solely to the TESOL teacher. In order to address the overarching issue, a full day of professional development is created to support mainstream and TESOL teachers in successful collaboration. Teachers will develop skills and strategies to support mainstream and ELL students. Furthermore, teachers will utilize varied models of successful co-teaching in the classroom. By supporting teachers to create successful co-teaching partnerships, ELL students achieve higher academic success. Studies show ELLs have higher graduation rates and develop advanced English language proficiency when teachers successfully collaborate. Based on results of the study, continuing professional development is vital for all school personnel, including teachers and administrators.
Keywords: English language learner (ELL), co-teaching, mainstream, TESOL, collaboration, co-plannin
Mandatory STEPS Curriculum
No full textStudents on Academic Probation are automatically part of the Strategies to Eliminate Probationary Status (STEPS) Program. Data shows that students who engage with this program are more academically successful in persisting and regaining good academic standing. This proposal takes effective best practices from other institution and intends to add a zero-credit STEPS class, composed of online modules and individual ASC staff meetings to their schedules
New Course Proposal and Application for M Code for SWO210: Applied Statistics for Social Work Practice
No full textThe Undergraduate Social Work Program is accredited through the Council of Social Work Education’s Commission on Accreditation (CSWE). During our most recent self-study for accreditation, we identified several gaps in our explicit curriculum, including insufficiencies in research methodology and information literacy. As a result, the Department is revising our curriculum and plan of study. Central to this revision is the elimination of elementary statistics as a pre-requisite to admission to our major. Instead, we propose teaching a new course, Applied Statistics for Social Work Practice (SWO210) as part of the social work plan of study. In addition to the fundamentals of statistics, students will learn the utility of statistics in practice evaluation, program evaluation, and policy practice with a heavy emphasis on interpreting statistical analyses to assess the literature to use evidence based practices. This allows the department to prepare social work students for evidenced-based generalist social work practice including, but not limited to, CSWE Competency Four: Practice-informed research and research informed practice Budgetary Resources Needed None. Student Learnin
Frequency Factors in Presidential Executive Orders
No full textAmerican Presidents utilize an array of tools which each have a varying level of political expediency. Some tools may be well recognized and clearly defined yet slower and more cumbersome such as the general legislative process which formally makes bills into laws. Going through such a process can take considerable time because of the amount of checks and balances involved as well as the gridlocked nature of Congress. In contrast, other tools may be less well defined and possess potential to “get the job done quicker”. One can see these more efficient manifestations of power in the Executive Branch of government. For example, the President has ultimate authority over the military as Commander in Chief and accordingly has much more unilateral authority on that front than he does with the legislative process itself. Another integral part of this latter category is precisely the topic of this research paper: Executive Orders. These can be generally defined as binding instructions which the President can issue for implementation by the Executive Branch. There has been significant scholarly study on the subject of what instigates a President to issue Orders at a more frequent rate. Additionally, there has been much dispute over what they are used for in the first place
Using Mathematical Discourse to Connect Exponents to Logarithms with Partner Activities
No full textThis curriculum project provides coherence in topics from 7th grade mathematics through Algebra II and was designed to support teachers as they scaffold logarithmic function connections. The project activities were designed to support mathematical discourse so students have the opportunity to practice topics previously taught and verbalize understandings. With the emphasis on mathematical discourse, it is expected that students will build better conceptualizations of logarithms and their connections across the curriculum
The Effects of Professional Athletes as Role Models on High School Students
No full textProfessional athletes have been around for decades with major mainstream attention. With all of that attention, comes many young eyes who look up to professional athletes as role models. Athletes are not the only role models that the youth look up to, but they are an important one that many do look to up to. Professional athletes are humans who also make mistakes and do not always agree with their position as a role model. This leads to positive and negative athletic role models. The purpose of this synthesis was to review the literature on the effects of professional athletes as role models for high school students
FOUR COMPONENT INSTRUCTIONAL DESIGN (4C/ID) MODEL CONFIRMED FOR SECONDARY TERTIARY MATHEMATICS
No full textCognitive load theory (CLT) was introduced in the 1980s as an instructional theory based on well accepted aspects of human cognitive architecture (Sweller, van Merriënboer, & Paas, 2019). A major premise of the theory is that working memory load from cognitive processes is decreased when domain specific schemas are activated from long term memory. Comprehension, schema construction, schema automation, and problem solving in working memory often create high cognitive load. Hence, schemas transported from long term memory into working memory support learning and transfer of learning (Ginns & Leppin, 2019). One of the key developments from CLT has been the Four-Component Instructional Design (4C/ID) Model generated from evolutionary theorizing (Geary, 2008; Ginns & Leppink, 2019). Since its creation, the 4C/ID Model has been successfully applied to instruction that requires the learning of complex tasks. Van Merriënboer, Kester, and Paas (2006) defined a complex task as having many different solutions, real world connections, requiring time to learn, and as creating a high cognitive load. Based on this definition, the instruction and learning of mathematics is a complex task. For example, different solutions are algebraic, analytic, numeric, and graphic. Relative to real world connections, mathematics is one of the domains in the broader science, technology, engineering, mathematics (STEM) field and is regarded as the language of the sciences. Regarding taking time to learn and creating a high load on learner’s cognitive systems, mathematics teachers deal with the tension between covering all the required standards and taking the time to teach for understanding. Teachers face challenging decisions about instructional approaches, materials, productive struggle, and the amount of classroom time spent on various standards. Better models for instruction that support transfer of learning could help teachers improve instructional decision making. Although the 4C/ID Model has been used in secondary mathematics education (Sarfo, & Elen, 2007; Wade, 2011), it has never been confirmed as a mathematical instructional theory. The purpose of this research report is to present an empirical confirmation of the 4C/ID Model, using data from the Factors Influencing College Success in Mathematics (FICSMath) project from Harvard University
Physical Education Teachers Perceptions in the State of New York about Appropriate Strategies when Teaching English Language Learners
No full textSchools in the United States of America are becoming more culturally and linguistically diverse. It is estimated that by year 2030, English Language Learners (ELL) will make up 50% of the population of public schools across the United States of America (USA) (Culp & Schmidlein, 2012). This means that by next decade almost half of the students in public schools will be learning English as their second language, with a proficiency in a language other than English. Students who are ELL, are also labeled as students who have English as a Second Language (ESL), and Culturally and Linguistically Diverse Learners (CLD), should be welcomed to bring their culture into the classroom (Culp & Schmidlein, 2012). The level of English proficiency of these students varies tremendously and a coordinated process is needed to take place to make sure they have the same chances as their peers to be successful in school. Some of these students may not know any English, while others may know a bit more. Spanish makes up the largest portion of this population comprising of 77% of the students in the United States. The remaining 23% is comprised of students who speak Vietnamese, Hmong, Korean, and Haitian Creole, (Culp & Schmidlein, 2012)