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Creation of a Hip-Hop Studies Minor
No full textAn interdisciplinary and interdepartmental minor to be housed in the Department of Modern Languages and Cultures. It approaches Hip-Hop both as a product of African-American culture and also as an international phenomenon that seres as a voice for the voiceless throughout the world
Dan Burns, interviewed by Joe Hickey
Get PDFDan Burns enrolled at SUNY Brockport after graduating from high school in 1964, but dropped out after a year and a half. He then worked in a tin can factory, at a funeral home as an apprentice, and at an Ossabaw writers and artists colony as a maintenance worker, before returning to Brockport and completing his degree in History in 1979. He student taught in Rio de Janeiro through Brockport, then taught in an American school in Asuncion, Paraguay for four years. He then worked at the Lakeside hospital, Lakeside nursing home, and as environmental services director for the Mariette Corporation before retiring. As of the fall of 2019, he now volunteers at the link center at the Brockport community library and at the Emily Knapp museum, and takes classes at Brockport through the lifelong learning program
Tarsia Puzzle: An Interactive Activity for the Middle School Mathematics Classroom
Get PDFTarsia Formulator is a software package that enables teachers to create and customize engaging mathematical jigsaw puzzles to fit into their instruction. From arithmetic to calculus content, students have engaged in learning mathematics using this instructional practice. The goal of the activity is to assemble the puzzle so that a particular shape will be formed. Teachers design the puzzle to support specific learning objectives and student’s problem solve to match questions and answers which appear on different cards. This Curriculum Project presents Tarsia Puzzles designed to support the instruction and learning of middle school mathematics
The Effects of Structured Physical Activity Programs for Gross Motor Development in Preschoolers.
Get PDFThe purpose of this synthesis was to review the literature on the effects of structured physical activity programs on the gross motor skills of preschooler. It was determined that the benefits of physical education for children in elementary school has been well-documented and include acquiring gross motor skills more rapidly as well as improved cognitive functioning. However, the benefit for preschoolers from organized physical activity or a motor program is not as prevalent in research and discussion. A structured motor program is defined as a motor planning program designed by an expert in Motor Development, Physical Education or Physical Activity. Results indicate that preschoolers who participated in structured physical activity programs scored higher on validated gross motor skill and object control tests than those who did not participate in structured programs. The results also indicated that preschoolers who participated in structured programs demonstrated greater spatial memory, attention performance and cognitive functioning. This synthesis also determined that preschool teachers are not being supported or prepared to teach structured motor programs. Undergraduate programs are not providing classes on motor development or physical activity, schools are not providing the appropriate resources or trainings and the guidelines for physical activity are either not being followed or teachers are unaware they exist
How to Create and Sustain Effective Two-way Bilingual Programs
No full textOver the last few decades, the population of English language learners (ELL) students in the United States of America has increased immensely, which has caused problems in their academic success Many factors contributed to the problem, including unequal educational opportunities. Studies have shown that ELL students do not have access to the same educational opportunities compared to non-ELL students (Linville,2017). There is a large gap in academic achievement between ELL and non-ELL students in the United States (Campbell, Hespe & Martz, 2016). To address such a problem school districts have looked towards implementing bilingual and TESOL programs within their schools (Campbell, Hespe, & Martz,2016). However, these programs have caused a lot of controversy among the people in society.There is a popular belief in the United States of American that mono-lingual classrooms are the only way for ELL students to be successful (Dubetz & J. de Jong, Ester, 2011). In my paper, I will prove how to create and sustain bilingual programs through following research based practices and creating my product that is geared to help teachers and school building leaders
Proper Diagnosis and Placement for English Language Learners
No full textAbstract
The growing number of English Language Learners (ELLs) in the United States is a fast approaching educational shift that cannot be ignored. Because of this and many other factors that can affect a child’s education, schools need to be ready for the learners that are entering our schools. The unique experiences of an ELL can make it challenging to determine if they are truly making academic gains, or are learning disabled (LD). This is not an easy determination to make, and is one that should not be taken lightly. The misdiagnosis of ELL students can be life changing for the students that it affects. As educators it is our job to ensure that all students are provided any and all means necessary for them to be able to learn. How can educators ensure this when they are not given proper training, or are unaware of how these students acquire language? If students are not being given fair and equitable assessments to determine the delay in content mastery, how do we know that it is due to a learning disability or not? These are a few of the many emerging concerns that drive the research and supports that have been created in this project. The overall goal is to meet the needs of our diverse learners through being aware and culturally responsive.
Keywords: English Language Learner, Zone of Proximal Development, learning disability, language acquisition, misrepresentation, special education
The Impact of Athletic Performance on Academic Achievement of Division I Student-Athletes
No full textWhen considering Division I student-athletes, their athletic abilities are the first thing that comes to mind, when it comes to their academic responsibilities, things are often overlooked. Today the NCAA oversees a four billion dollar athletics industry in the United States made up of over 75,000 student-athletes participating in 36 different sports at the Division I level. Considering a small percentage of these student-athletes go on to compete at the professional level, the ultimate goal of attending college is to graduate and move onto a career rather than participate in athletics. With that being said, between the large time commitments and the overall importance placed on athletes, academic eligibility and academic performance can be extremely stressful for both the athlete and coach. In order to determine ways to better support Division I student athletes, their time commitment, academic support system success and impact on grade point average were all evaluated. The overall purpose of this synthesis project was to review the literature on the relationship of athletic participation on academic achievement of Division I intercollegiate athletes. Results indicated the average Division I student-athlete can have a time commitment of nearly 40 hours per week between academics, athletics, leisure activities, socialization and other maintenance activities. Along with that, results noted that while academic support systems have improved greatly, there is room for improvement and until the academic gap is closed they will not be adequate. Finally, there was a variance in results on the impact on grade point average, so it was concluded more research is needed to draw conclusions
ACEs and Trauma-Informed Teaching in the English Classroom
No full textAdverse Childhood Experiences (ACEs) plague our population. When people experience trauma through ACEs, they tend to cope through their trauma negatively. Many of these negative coping mechanisms tend to include risky behaviors which can lead to detrimental health issues in later adulthood. English teachers have the ability to educate students on ACEs by using Critical Literacy Pedagogy and Trauma-Informed Teaching. Students can analyze characters in novels and use ACEs as a lens to understand what the characters are experiencing. Teachers can help students make connections between informational articles and the text to help understand ACEs and healthy ways to cope through trauma
English and Literacy Integration in Career and Technical Education (CTE)
No full textWith the rise of enrollment in Career and Technical Education programs, the demand for English and literacy has increased. English and literacy integration in programs are vastly different from the traditional English classes that students receive at their home schools/districts. The purpose of integration in a Career and Technical Education (CTE) program allows the material to stay relevant to the students’ area of study. The goal is to help students become ready to enter the workforce or attend a post-secondary college or program by being better readers, writers, and communicators within their field of choice. Integration of any academic subject requires a lot of planning and involvement with both program and academic instructors. Without program teacher involvement and support, the integration is not as effective as it could be when relating the academic subject to the Career and Technical Education (CTE) programs. This makes co-teaching a valuable resource to both academic and program teachers alike