14809 research outputs found
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The Challenge of Playing a Man: Playing Jackie in Stephen Adly Guirgis's The Mother F*cker With The Hat
No full textThis is about the Journey as an actress having to switch a gender role for a character while acting, and truly bringing it to life rather than making them or yourself into a mockery. Along this journey I gained the skills to execute the challenge in to playing the role of a man through free training provided to me by nonprofit organization that was offered for me from highschool, and being brought up in a poor neighborhood an organization like that can benefit a student and their future success.Purchase College SUNYTheatre and PerformanceBachelor of ArtsThome, Andrea C
Creating Meaningful Literacy Instruction with ELLs
No full textThe composition of student populations in K-12 schools is changing across the United States, as many schools now have more students who speak languages other than English as their primary language. Therefore, the overarching question that guides this research is: how can teachers create meaningful instruction to develop literacy skills with ELLs? The three challenges teachers face when promoting literacy with ELL students are: how to effectively scaffold instruction without diluting content for their native English speaking peers, how to best prepare teachers already in the field to modify their instructional practices, and how to use data to guide instruction. To mitigate these challenges, this capstone includes a professional development to enhance and promote meaningful lessons for ELLs in mainstream classrooms. While the research prioritizes the teacher's side of education and instructional practices from their perspective, a potential avenue for future research is to study these challenges from the student perspective.SUNY BrockportDepartment of Education and Human Developmen
Implementation of a Virtual Escape Room Into a Pulmonary and Critical Care Fellows National Course: A Pilot Study
No full textIn lieu of PDF, content can be accessed via the publisher's link (open access): https://journals.sagepub.com/doi/10.1177/23821205251388211Background: Escape Rooms in medical education have been shown to improve learner satisfaction and reinforce knowledge in pulmonary and critical care medicine, yet virtual escape rooms (VER) as instructional strategies have remained understudied. Objective: We aimed to evaluate participants' perception and knowledge acquisition after completing a VER as part of a national fellows' course. Methods: We designed a prospective study conducted during the 2022 CHEST Pulmonary and Critical Care Medicine Fellow's Virtual course. This was a 2-day back-to-back national course targeting pulmonary and critical care fellows. The course had 5 virtual and 1 VER session, each lasting 50 min. A pre- and post-course knowledge assessment included 9 clinical questions (1 for each of the 5 virtual sessions and 4 for the VER session). A summative score and an individual session score were obtained. Participant's VER perceptions were analyzed using a 5-point Likert scale (1 = strongly disagree and 5 = strongly agree). Results: Fifty-nine (34.5%) of the 165-course participants completed the pre-test, and 29 (17.8%) completed the post-course test. Higher clinical knowledge assessment total score and VER scores were seen in the post-test compared to the pre-test (77.8 ± 14.9 vs 59.6 ± 23.1 P < .001) and (77.3 ± 26.6 vs 62.5 ± 32.5, P < .05) respectively. VER perceptions in the course were positive across participants and sustained after deployment. Conclusions: Implementing an educational VER in a national pulmonary and critical care fellows' virtual course may promote knowledge acquisition and could potentially lead to a positive perception among participants. Longitudinal studies in various contexts are required to further elucidate direct causality between gamification and learner centric outcomes.VoRUpstate Medical UniversityPublic Health and Preventive Medicin
Strengthening Effective ENL & Mainstream Teacher Collaboration to Benefit English Language Learners & Their Success in the Classroom
Get PDFEnglish as a New Language (ENL) teachers dedicate themselves to providing academic and linguistic support to their English language learners (ELLs) as they navigate their educational journeys in the classroom. Due to recent regulations and trends, this support includes helping ELLs within integrated, mainstream classroom settings, which requires effective collaboration between ENL and mainstream teachers. However, research has indicated that ENL and mainstream teachers face significant barriers to effective collaboration, including ENL teacher role confusion that reinforces unequal educator power dynamics, rigid attitudes toward collaboration, structural issues such as insufficient support and unrealistic expectations, and differences in pedagogical approaches. Research and literature reveal that these barriers can, importantly, be alleviated through ENL and mainstream teachers following and adopting vital practices and routines that allow for them to communicate, reflect, and work together collaboratively to positively impact their ELLs. To address the problems and barriers, a professional development (PD) opportunity that consists of two, 60-minute sessions is proposed. This PD and its sessions aim to inform Hunter Point (pseudonym) Middle School’s ENL and mainstream teachers about the benefits of collaboration and co-teaching among them, and how to effectively implement these models by building trust, clarifying roles, digitally co-planning, and developing shared goals. Recommendations for further research include longer-term studies, consulting and including ELL students in these research studies, and launching regular meetings and professional developments for continued, strengthened collaborative efforts.SUNY BrockportDepartment of Education and Human Developmen
Instructing Sixth Grade Math for Relational Understanding
No full textIn this capstone project, the importance of what middle school mathematics students are expected to learn is examined through the lens of relational understanding. This type of understanding focuses on knowing what to do and why. Applying the rule of four and organizing classroom instruction for mathematical discourse can move surface-level instruction to teaching for rich understanding. The latter can have a positive impact on student achievement. The four non-sequential exemplar lessons demonstrate ways to focus on relational understanding. Content covered includes, but is not limited to, adding and subtracting fractions, statistics, area calculations, decimals, and percentages. The lessons are designed to fit as end-of-unit activities that allow students to apply what they have learned throughout each unit. The lessons are interactive and student-centered.SUNY BrockportDepartment of Education and Human Developmen
Interdisciplinary Projects in Middle School Mathematics
Get PDFThis curriculum project explores how interdisciplinary instruction can increase middle school students’ engagement, motivation, and understanding of mathematics by connecting math to real-world contexts. This project presents four lessons that link mathematics with English Language Arts, science, art, and social studies. These lessons were designed to help students view mathematics as purposeful, relevant, and applicable beyond the classroom. This curriculum engages students with problem solving, critical thinking, and conceptual reasoning through authentic tasks that require students to use math to interpret, inform, and come to conclusions. This project aligns with middle school standards and supports students to use math as a tool that deepens their understanding of the world. Keys for all instructional materials are included in the appendix.SUNY BrockportDepartment of Education and Human Developmen
Visual Support Strategies for ELLs with ASD
Get PDFThis research paper aims to research inclusive, evidence-based teaching strategies that support English language acquisition and communication development in ELLs with ASD. The ability to recognize and combat teacher biases while maintaining high expectations for all students plays a critical role in these students’ development and achievement. The goal of this research paper is to provide educators with up-to-date research and findings related to the growing number of ELLs with ASD across the United States and effective practices for teachers to implement in their classrooms. The literature review highlights the pressing need for teacher preparedness through professional development, training, and resources. This issue is significant due to the increased number of ELLs with ASD in the United States, coupled with the limited research on these students. This research paper includes a Professional Development which instructs educators on the impact of teacher bias on students, the importance of maintaining high expectations for all students, and effective visual strategies for ELLs with ASDSUNY BrockportDepartment of Education and Human Developmen
Introduction to Electronics and Embedded Programming (ELEC 102) course syllabus
Get PDFThis course is designed for students interested in Electrical Engineering and Electrical Engineering Technology. It provides a theoretical overview of key electrical and electronics components used in modern electronics. Additionally, students will learn general computer programming concepts and more specific ones used in embedded programming for microcontrollers, circuit simulator CAD software, soldering techniques, and other electronics
measuring equipment. Through hands-on learning, students will build, program, and troubleshoot various electrical circuits controlled by an Arduino microcontroller.Job Linkage 2019-2020SUNY Tompkins Cortland Community Colleg
Probability Unit Taught Using the 5E Instructional Model
Get PDFThis curriculum project presents a seventh-grade probability unit using the 5E instructional model. The 5E comes from the phases of Engage, Explore, Explain, Elaborate, and Evaluate. The purpose of constructing lesson plans using the 5E framework was to enhance conceptual understanding of the topic of probability and limit traditional, teacher-directed methods. This project presents four sequential probability lessons that incorporate the 5E instructional model to teach solving for the probability of compound events. The curriculum is aligned with the NYS Next Generation Mathematics Standards for seventh-grade mathematics. All lesson materials and answer keys are provided, allowing mathematics teachers to incorporate a student-centered approach in their classroom to promote engagement and maximize student learning.SUNY BrockportDepartment of Education and Human Developmen
Avian Species Richness in Mid-continent Emergent Herbaceous Wetlands
Get PDFFreshwater emergent wetlands have declined since the mid-1800s. According to the U.S. Fish and Wildlife Service, wetland loss increased by over 50% in the US between 2009 and 2019. Half of all threatened and endangered species rely on wetlands for survival. The fewer wetlands that remain are tasked with supplying the resources for all wetland-dependent wildlife, making their conservation and management critical. In the Midwest, where wetland decline has been severe, wetlands are commonly managed for migrating waterfowl. Conservation practitioners, including wetland managers, are increasingly tasked with managing wetlands for a broad suite of avian species, including, but not limited to, waterfowl. My study objective is to understand how avian species richness varies across different wetland management practices and locations at wetlands managed primarily for waterfowl. Specifically, how does species richness compare at private vs publicly managed wetlands, and how do management practices like water drawdown and soil disturbance impact avian species richness? ARUs were placed in wetlands throughout the state of Missouri during May of 2024. I then ran audio files through BirdNET analyzer to produce a list of avian species for 47 different study locations. Avian species richness ranged from 24 to 52 species at a wetland. There was no statistically significant difference in species richness between public and privately managed wetlands. There was not strong statistical support for different species richness values in wetlands with different management histories, though my results suggest less than annual disturbances may promote species richness. These results are largely preliminary and further research and data processing is necessary including manual review of audio files and obtaining a greater sample size. By encouraging less than annual disturbances, this research informs management practices to better suit avian species richness and overall wetland biodiversity.SUNY BrockportDepartment of Environmental Science and Ecolog