4955 research outputs found
Sort by
Service Learning in the Secondary Classroom
Get PDFThis capstone project is entitled “Service Learning in the Secondary Classroom” and explores the question: How can service learning be integrated into high school units to strengthen the connection between the classroom and the community and to make instruction more relevant? This question is answered through the creation of a six to seven week length unit that integrates service learning into a research and writing unit within an upper-level writing course. Specifically, this project is intended for students taking a concurrent enrollment course at their high school through a local community college partnership. Key influences in the creation of this project were Billig’s (2002) findings that detailed the numerous benefits of service learning such as students “gaining more self-efficacy, resilience, sensitivity to multiple cultures, and ability to avoid ‘risk’ behaviors” (p. 186). Additionally, Kielsmeier’s (2010) article “Build a bridge between service and learning” was a key influence in the creation of this project because it described how schools and communities can be brought together through the implementation of service learning
Delving Into the STAR Curriculum and How It Enhances Or Detracts From a Federal Level III Setting
Get PDFThe primary research question of this capstone project is: How can teachers effectively implement the Strategies for Teaching based on Autism Research (STAR) program in a Federal Level III setting classroom? The STAR curriculum was developed based on research done by Joel Arick. Research has demonstrated the effectiveness of the STAR curriculum through seventeen evidence-based practices that are embedded into the curriculum. The professional development for this project focuses on utilizing the STAR curriculum as a road map to guide the instruction occurring in a Federal Level III setting classroom. Participants are provided with four professional developments along with a google folder containing supplemental materials to help provide differentiation to the STAR curriculum. The professional development was intended to help support center-based elementary teachers and support staff better understand how to adapt the STAR curriculum to be effective in their classrooms
Creating Culturally Responsive Curriculum for a Special Education Classroom in a Mostly White School
Get PDFThis study explores the impact of creating a culturally responsive curriculum for a special education classroom in a mostly White school on students\u27 social emotional learning. Research was conducted of scholarly articles related to the impact of culturally responsive pedagogy in special education and general education classrooms. The impact of a culturally responsive classroom was compared to the historical nature of the American classroom and evidence has proven that students who are exposed to a curriculum that allows all students to find a connection with the materials do better not only academically, but socially-emotionally as well. The curriculum created for this project has utilized the Universal Design for Learning (UdL) and applied it to a literature of music unit that allows students to explore not only the variety of literary devices utilized in music, but also teaches students about the appreciation of the cultural history and those who made an impact without appreciation for their talents based on racial injustices of the past. The curriculum that has been developed for this project is intended for a special education 11th/12th grade classroom with students who have a mild to moderate learning disability in the area of reading and/or writing. The curriculum can be expanded to be utilized in a general education classroom as well with further group discussions
Reading Through Music: A Unit of Study Designed for Secondary English Language Arts Students
Get PDFResearch has shown that music can positively impact brain function, improving areas such as memory, attention, and language skills, which are critical for reading comprehension. This capstone explores the intersection of music and literacy, attempting to answer the following question: How can music inspire reading while enhancing reading comprehension and memory retention of the content for secondary students? In the curriculum designed for this project, students engage in a dynamic learning process integrating singing, piano practice, digital music creation using GarageBand, and reading poetry and a short story to promote robust comprehension and retention of content. The unit plan spans 15 days, with eight detailed lessons, including daily routines, reading and learning strategies to support understanding, and practical lessons designed to scaffold student learning of newly acquired music and reading skills. The curriculum incorporates learning and creating music to accompany the reading of texts, providing learners with a rich academic experience and an opportunity to express themselves creatively. As the unit plan progresses, students will inevitably learn advanced music creation using Apple Loops. Students will also memorize and perform selected texts for a final project in their compositions. This project aims to demonstrate enhanced comprehension and retention of the content and show how music can inspire reading and support academic growth in secondary education
Integrating Language and Content Learning for ELLs: The Role of Functional Grammar
Get PDFWith the ever growing population of English language learners (ELLs) in today’s schools, the implementation of effective instruction to meet their needs is paramount. This capstone explores the promise functional grammar has as a tool to support this instruction, while addressing the following research question: How can functional grammar be incorporated into English language development instruction in the mainstream elementary school classroom in order to meet ELD standards and develop students’ English language proficiency? Within this capstone paper, a literature review outlines what functional grammar is and how it has been shown to benefit ELLs in both their content and language learning. This research inspired the development of a website which provides support for elementary teachers hoping to incorporate functional grammar into their instruction. The website outlines what functional grammar is, how it can benefit ELLs, and provides instructional resources and examples to help teachers integrate functional grammar into their instruction. This work can help support the needs of both students and teachers as they work towards supporting all learners within their classrooms
Success Factors: English Learners Speak About What Worked for Them
Get PDFThis research explores the ways of improving the education of English Learners (EL). The purpose of the study was to uncover the narratives that helped their academic success and the challenges they encountered. Central to this research are the firsthand experiences of seven individuals who have navigated the transition out of EL programs. Their experiences offer valuable insights into the effective methods of instruction and environmental factors that contribute to a learner’s success. This study is focused on the experiences of former English Learner (EL) students in American K-12 education in order to determine the most effective strategies for enhancing communication, customizing instruction, assessing language proficiency, and involving the ELL community. The study used qualitative interviews and thematic analysis to identify best practices and challenges from educators’ and ELs’ perspectives. It can be concluded from the findings that ELLs need to communicate in a safe environment while incorporating visual aids and hands-on activities. Role-plays and debates as
well as the integration of technology are highly beneficial for language learners. Technology- enhanced and project-based assessments are more effective when compared to traditional
assessments. The provision of reading materials and multimedia resources and the involvement of the parents are very critical to the ELs. The research concludes by asserting the significance of organized language development such as language clubs and other out-of-school activities. Modified lessons that match the language skills and multilingual learners’ cultural backgrounds improve language learning. Some recommendations are instruction based on individual learner’s needs and additional materials for English language learning programs. The paper highlights the necessity to develop approaches to EL education from the parameters of a comprehensive work of educators, parents, and community members for academic and individual growth
Exploring the Second Language Learning Experience and its Influence on Willingness to Communicate and Language Use: A Case Study
Get PDFHenchcliffe, C. (2024). Exploring the Second Language Learning Experience and its Influence on Willingness to Communicate and Language Use: A Case Study
The research question guiding this capstone thesis is: How does the L2 learning experience in the classroom affect willingness to communicate and L2 use in adult beginner ESL students? The literature review focuses on topics such as willingness to communicate, L2 motivation, and the classroom learning experience. I also explore ways that willingness to communicate and motivation are measured. To help answer the research question, an eight-week mixed methods case study was conducted with one participant enrolled in a community-based adult beginner ESL class. Qualitative data was collected from structured, post-class interviews with the participant. Quantitative data was derived from weekly classroom observations designed to measure the participant’s engagement throughout each weekly class session. The data analysis suggests that the participant’s willingness to communicate was generally consistent over the course of the study but did vary under certain circumstances. This included such factors as who the participant was partnered with during specific classroom activities or who the lead teacher was during a given class session. The data also showed that, for this case study participant, a high willingness to communicate and high classroom participation did not directly translate to L2 use outside the classroom. The limitations of this study and suggestions for possible future study, such as examining other interrelated motivational factors in second language learning, are also discussed
Reflections on Influential STEM Experiences for Childhood Science Identity Development from East and Southeast Asian(Americans)
Get PDFAsian(Americans) are considered overrepresented in science, technology, engineering, and mathematics (STEM), but disaggregating demographic data shows that Southeast Asian(Americans) are underrepresented, underrecognized, and actively marginalized in the STEM workforce and degrees. The falsely monolithic view of Asian(Americans) has resulted in Southeast Asian(Americans) being unaccounted for in equity and inclusion initiatives. To better understand how to support Southeast Asian(Americans) in STEM, this study focused on childhood science identity development. A weak science identity is a significant barrier that can affect a student’s engagement and persistence in STEM and can be affected by numerous psychological, institutional, social, and cultural experiences. This study answered the research question: How do East and Southeast Asian(American) scientists describe their childhood STEM experiences and their impact on their science identity? Participants identified as East or Southeast Asian(American), were 18-35 years old, grew up in the United States, and worked in or studied STEM. Nine participants completed an online survey with a Student Science Identity Questionnaire (to evaluate childhood science identity development in its dimensions of performance, recognition, competence, and interest) and open-ended questions (to learn about influential childhood STEM experiences). Only one Southeast Asian(American) participant was able to complete the second study method of a semi-structured interview for deeper exploration of their responses. t-Tests determined that there was no significant difference in average childhood science identity strength between East and Southeast Asian(American) participants. Further qualitative analysis showed that the number of positive and negative experiences reported were not correlated to a stronger or weaker science identity. The results of this study show that for both subgroups, interest was the most influential dimension in developing a strong science identity and was sparked in different formal, informal, and non-formal learning environments. Participants advocated for more childhood access to STEM opportunities and resources, especially those that center people of color, and for exposure to interdisciplinary STEM fields. Despite the lack of statistically significant results due to a small number of participants, this study adds to the literature of diverse Asian(American) STEM experiences that counter the monolithic and model minority viewpoints
The Explicit Teaching of Social-Emotional Skills Through Storytelling
Get PDFState testing pressures and loss of academic time due to COVID (2019) have pushed academics forward while leaving behind Social Emotional Learning (SEL). With little time for SEL, teachers need to integrate it through other content areas. However, educators have voiced challenges when integrating SEL within content. Research has shown an increase in the implementation of SEL but also indicates that not all teachers are formally teaching it. Since not all teachers are teaching SEL, some students do not have access to the necessary resources to gain lifelong social-emotional skills. This creates an inequitable learning environment within the classroom. This capstone project integrates SEL and read-aloud while using dialogic reading, explicit vocabulary teaching, and writing prompts to answer the question, How can educators ensure students are benefitting from explicitly teaching SEL through storytelling? This ensures educators are creating a more equitable learning environment in a simplistic way by providing students with the necessary resources to gain social-emotional skills
A Non-formal Environmental Education Curriculum Using Raptor Ambassadors to Foster Meaningful Relationships between Diverse Learners of All Ages and the More-than-human World
Get PDFThis capstone project aimed to create an all ages non-formal environmental education curriculum that intentionally fostered connections between Black and Indigenous People of Color (BIPOC) and environmental education and between students of all cultures and the more-than-human world. Research suggested that BIPOC were underrepresented in environmental education programs because many programs were grounded in cultural narratives that overlooked BIPOC perspectives and epistemologies, an injustice known as “ontological distance.” The author’s experience as an educator at The Raptor Center suggested that ambassador raptors such as red-tailed hawks offered highly-engaging subjects for non-formal environmental education activities, particularly for lessons attempting new or unorthodox approaches. Therefore, this project framed ambassador birds of prey through BIPOC lenses to create a curriculum of learning activities in which BIPOC students of all ages could see themselves represented. The epistemologies of BIPOC cultures often featured “extrarational pedagogies,” which take more holistic approaches to learning about and knowing the more-than-human world than the often rational science-only pedagogies used in the majority of environmental education programs. Research suggested that these extrarational pedagogies – such as emotional, spiritual, intuitive, aesthetic, and creative learning – could not only increase the visibility of BIPOC in environmental education but also increase the effectiveness of conservation messaging by helping students from all cultures feel more connected to and responsible for the natural world, particularly in cities and suburb