2
12
29
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/3062958d5fd3af85c59099f96f674bd9.pdf?Expires=1712793600&Signature=MExdsdiWi1pqwNXlngsHczV-JPARxa-Os26IWoqm6afQn5N40oCtitTKeXa%7EeQM05kLpDOpY%7Ef-BuGWaKIEqBaEYlHg2BXIc5lN2UCiQ4momMspWam9WFpgmtQFNkuVqk9jsN3NvgP%7E8yXgMimxIzj7gxFY31PoHYAj2JFTW3WMtAWPh6JGsg7Kz0AG0w%7EdvDSde-XkB%7EaPPK74bZtIur4fFNySQFidaibXXq7F7WuwViRBHVTumbjYcWdgJ%7EGIlkfR2EHkE5HWgmm9q-plRduLz3Tx78od8I1YVAleuh0LEfqac3COE8m70WEBZAdy6bXcjz4R%7E5JSyirWUNVkUNg__&Key-Pair-Id=K6UGZS9ZTDSZM
e2228b648d73166ade555e5c25b71d84
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How budget cuts affect literacy development in the elementary school setting
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Recent budget cuts have drastically impacted elementary schools; depleting funding for the amount of supplies and materials educators use. One area in which these reductions are most critical is in the success of struggling readers and writers. Literacy is an important skill across all subject areas. Therefore, having the proper materials and resources to reach out to those struggling readers is essential. This study surveys teachers and an assistant principal of a nearby elementary school in Staten Island, NY, of how these recent cuts affected them within their own classroom. Results indicated that with these recent cuts schools were forced to cut support staff and resources essential for students to succeed.
Creator
An entity primarily responsible for making the resource
Alfano, Alaina
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2011
Contributor
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Preskill, Stephen
Zanfini, Mary
Gonzalez-Acquaro, Katia
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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55 pages
Language
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eng
Type
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Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2011_Alfano_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/19ef58df5acd4a66ecf4286eeec7476a.pdf?Expires=1712793600&Signature=SzginV3KBF1I7fT-SQ5HX2nbbMRRDvRUU5TWLPuhm5a8-cv0WuP1jq2tSxNAA08tIVEv0dBi9mENrs06Nf97NLmybPdqHOmkXLIbB9tZ-KEoPUolY46QU5lHvPCHL3moewmlRkLBsU9kFciVgn9kz8lx21jdd5zc56f2FIEs5tJZv%7EhQR0zMvfWBKlFAeGpn3ZMPX2WqRW2A7u5ced7O9qhluCUb92tPhJ0hPBgoI-QbpjVhQCkfB6wS5bdohx5O0rmWAnAid-T7tEXLP84WnI7Gwu1bDty0IOU9AuoyMJWmL8g8CN8Xfz8hIWjH6tKxIqw9vd0s2gfYFL89ju8I5A__&Key-Pair-Id=K6UGZS9ZTDSZM
b683f8fcb71a1a2ec34c29f68e483bc1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How does the word processor influence writing in beginner writers?
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
In today's age, it is as imperative as ever for children to know how to write and communicate effectively. With the advent of new technologies, it may be that new materials and strategies are needed for achieving these important goals. The purpose of this study is to see whether or not the word processor influences writing skills in children between the ages of 6 and 9. The study is meant to see the differences in the students' writing abilities when what they are using in order to write changes from a pencil and paper to a word processor.
After consent forms and permission forms were sent out and collected, the researcher explained the assent form to the students. The study was conducted over the course of 10 school days during a normal writing period. For the first five days, the students participating in the study were asked to write using a pencil and paper. For days six through ten, the students were given the opportunity to write using the word processor. The majority of topics were self selected by the students. Students filled out feelings chatis on days one and six.
The results from the study were quite compelling. The students enjoyed writing using the word processor. When using the word processor, the noise level in the classroom as well as the classroom dynamic changed. The teachers in the classroom went from being teachers to coaches. The conversations between students and teachers as well as student to student conversations were all about the writing assignment.
With the above results as well as the interest that students have for technology, it seems like a "no-brainer" to use the word processor when writing. When in doubt with writing, try
using the word processor. Using the word processor is influential for the majority of beginning writers because instead of concentrating on letter formation they are able to push a key and know that the letter is going to look the same every time.
Creator
An entity primarily responsible for making the resource
Casey, Jennifer Marie
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
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Preskill, Stephen
Frumkin, Rhoda
Zanfini, Mary
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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45 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Casey_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/21e16ed902bd64a15c870b7cbf294102.pdf?Expires=1712793600&Signature=J0DK3uSeH6RLl64ID2kxpUBsG8n4zEVTpfevzGIpZs68AHjaGQu0tywn76waBBnNee6fxTfLEGv9Ek93JD4koHGEMbjV4Iry4%7EcLqQWvbmdHseYKMcrG%7E3xe3-0Ltqae8ZnUIxyv4ARAvCeSrjyefEcXYAcG8L5qNdck3rgVBGdyg5%7E3o2DzztEnkEq5qXNvSzPETUchewjmZS-5gB2NDXwz%7EN84E8K6D0SHUDkq0xNZFqDw6nYqkk-v9RRhYf%7EXFmmowafOoVNNq1ups8zG6P%7EUwex3JmvlchpyV4B1pH3%7EMpnUlALU-gkhkeYij30adrAOGId00Oav8evStcEpPg__&Key-Pair-Id=K6UGZS9ZTDSZM
d767e0faba004e846f73a4dac36a065c
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How hispanic parent practices developed through an after school literacy program impact language development practices at home
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Children who come from non-English speaking households tend to suffer academically due to language barriers. Parents agree it is important for their child to receive a good education, but they are unsure how to engage academically with them. Parental involvement is imperative for a child to succeed in school, and these parents want to become involved in their child's educational career. To help foster engagement, schools often offer programs for English Language Learners including translators, after school programs, and ESL teachers. Schools usually do not have any programs to support language learning or school support for the families. This study will explore the effectiveness of an after school program focused on parental involvement in a child's early language development.
This study's aim is to explore through qualitative methods if an after school program helped parents acquire skills and techniques to increase literacy learning at home and school. The goal of this study is to meet with these parents and learn about how these strategies taught in the program may have become embedded into their home lives, helping them engage academically with their children. During the course of this program, parents should become more confident on ways to help their child and promote language development. The study will examine whether this was the case.
Creator
An entity primarily responsible for making the resource
Gomez, Christine
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
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Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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53 pages
Language
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eng
Type
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Text
Identifier
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Ed_2014_Gomez_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/040714a7c16906b8841f5d933998e18a.pdf?Expires=1712793600&Signature=nHBkcZiaGXUiMUKGZMHW9fsig4njN8wCydADfNvkjpeSeMSNLWHukr9kJ--C3pWabpDaZ%7EsE5tVKWg4kV3qHI63A%7E3Adsyqf7c0f4qCbi5tCXy35BtK3Q5wgr3qF1AuJmOi944FSos18NatJFQpLTYrs9eKP5zP8m8CBcl6jCp72coUbdE7tK9yGcDfNhAv4uydZWBwiqn8xo8hGZzmWaT6I8Yh02BJmeJ4R-VYgo06U%7Esz1j9YAeBG0%7Er%7EqiaMRH00KYAbQOj0v4CkcuGyXCSNljjyZBcVbrG%7EVCCtdECGwvWxNF2KPSoUcuFpdTxBjPgbo3x0VanEJzfjftwxiSQ__&Key-Pair-Id=K6UGZS9ZTDSZM
8f4c52d10a8b428abb6692786385bfa2
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How picture books support pre-literate children's responses during post-reading discussions
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
In order to foster a love for reading, children must be able to comprehend the stories they are reading. Picture books are important in the lives of pre-literate children's beginning reading. The illustrations in picture books allow readers to interact with the texts and have a meaningful experience with literature. Understanding the relationship between picture book illustrations and reading comprehension, educators may enhance their students' reading comprehension to an ever greater extent. The goal of this study is to investigate how picture books support the extent of pre-literate children's responses during post-reading discussions.
Creator
An entity primarily responsible for making the resource
Pan, Peter Chih-Hang
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Gazzard, Ann
Arena, Danielle
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
40 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_Pan_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2e3d34b9d0d858dcea5f62270f85a1f3.pdf?Expires=1712793600&Signature=rdcXlt36iKcdcoCSP9TiSz-PxiFQFt9U0373cPBTGPkJgxcz%7E76tsB%7EP3DGw2D6-g3psGq3Bb880zYn6jEpENr%7EZg10pndQn6o-lfMsUGPSGoazJ%7E9KDUbBQ9fhb8opEqaC8JiEP%7Ezg17bmEXQit286HSSWKZkcWXzQ5ZNfCkjRR77KiCwF5VqH68TlgTncNEBv7Fqeq0ti%7EjHI9HjIQxtDSIMMVYa164lDiC6TAVIm1Qgz7EkwosVQX9vinlLorr5orvAt3gI6boOMJF8kb50t3mHRHdEi7r5Gx9viQceqXvh1Z7dMzshJkR7Vk6Kq9Fac6Tqw1a8qZ7LtlQu%7EVMA__&Key-Pair-Id=K6UGZS9ZTDSZM
2ff1d713ea9a80c0e3b97162092401ea
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Impact of single-sex floors vs. co-ed floors in residence halls on college campuses : in terms of damage billing and documented incidents
Description
An account of the resource
MS Ed: Adolescent Education
Abstract
A summary of the resource.
This study set out to find if there is a "best" practice in terms of housing arrangement style, either single-sex or co-ed, in terms of damage fines assigned to students and incidents involving students. Determining if one style or the other influences student behavior could allow for the determining of "best" practices; whether single-sex housing lends to lessening of alcohol incidents, or co-ed housing decreasing the likelihood of community space damages, would be useful information for any institution. The current literature leaves a gap on which style is better from damage fines and incident perspectives; different studies sight both styles as "best" for different reasons.
Permission to conduct this study at Wagner College allowed for data to be collected over five years in three first year residential student housing communities: all male, all female and co-ed floors in Harborview Hall. The study looked at the incidents occurring on each floor over that period of time, and which students were involved. It also examined the fines assigned to each floor; both fines for individual students and fines assigned the entire community for larger scale damages. These findings were analyzed for significance to answer the questions posed.
It was found that neither housing style can be awarded the title "best" in terms of lessening incidents or damage fines. Both housing styles have their merits, but there is not a style which lessened both incidents and damage fines in a consistent way. This outcome indicates that either style is a viable housing option for an institution.
Creator
An entity primarily responsible for making the resource
Liss, Julie
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Love, Anne
Gordon, David
Fitzgerald, Jason
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
79 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Liss_Impact
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/4a1455534d9d9a599e790d7647143b72.pdf?Expires=1712793600&Signature=AemqMxQuCg6UKF6FdLZLCZ2H-68770oSnjXQKQ%7EMmrV3NVStKqGqkYdBZKShiGvXrw5IG6EBAxvFeHT73o-WgNdmYTq8xLceaenLM9AfaFdz3UkAHxOGFRpMWGwjPhsHg8BaziOBMpVlUsokMRsqZoEGXonvipIMlenDD7BbENJk4FNbI9qQOfyc83vIRwDOWeRKDfQ%7E-9BsoUI8stWy0UhzfZGMnceKxJPaoRHtwjCyhj4cfTyQGpzgqBvFyNqOmKsbcns8u6y4UbE3mi7nuoCOB4q0fVyqPk%7E89ai4DRqr2-lFV6sPxz6JEHp2imdgDAZSsuII6R4OUbMNiqcx1g__&Key-Pair-Id=K6UGZS9ZTDSZM
84fba443496269d9b472abf6d3830ec8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
In what ways might flipped instruction using technology support students' success with word problems?
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This study explored whether the implementation of technology-based flipped instruction might have any effect on students' success with mathematics word problems. During the study, two 5th grade classes were asked to fill out pre- and post-questionnaires describing their attitudes and opinions towards technology in the classroom, math word problems, and major academic subjects in general. There were also two assignments that compared the results of instructional methods that were linked to each assignment: flipped instruction and traditional instruction. Evidence showed that flipped instruction had a possible positive impact on students' performance on math word problems.
Creator
An entity primarily responsible for making the resource
Doxey, Brian
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2013
Contributor
An entity responsible for making contributions to the resource
DeMoss, Karen
Frumkin, Rhoda
Fitzgerald, Jason
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
72 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2013_Doxey_In
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/f92cf870d0b8efa277909aa011d628d9.pdf?Expires=1712793600&Signature=lcCl-1VFgYrOapdmEXxGNC78TEgBS07D5WY8Uq-LdySCnC0ZG1NtUw0LoR0zc09-JFVh1hf39kfg4EJjjtJCLN16pez9sUX188jymryoaXAvpHutbV5%7ENVYyhg4l0S9Cv1zy0nicZJCN2cnKU9KBULWc90A76JJ0BM8fZGCukp9kZ1v9tDdZ8Uh%7EXZlgvbZ5UhR-zYm8VIKOe1RUCaah%7EF53bDNorcuQMdwaBvN80lucAFJw4t00ZgNbWwD9uaXON1FcMHV0VQUSr-lfwABMMKV7TnPn5ZtzjHAfiLJE9RTAp8o6dq-YpXPId1vRLN0Z-hZDMAArs3JQnEHRtZ0ZoQ__&Key-Pair-Id=K6UGZS9ZTDSZM
bce4d959ee7f19e823517db62ba3a2ab
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Keeping your eyes on the prize : a study of the effects of intrinsic and extrinsic motivation on student engagement in reading
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
There has been much research conducted on the effectiveness of using intrinsic versus extrinsic motivation in the classroom for reading engagement. Arguments have been made to demonstrate the benefits and disadvantages of using both approaches as a means to motivate students to read. This study, conducted with 16 students from a Staten Island elementary school, seeks to answer the question, “Which form of motivation –intrinsic or extrinsic- appears to be more effective in producing a greater engagement in reading among students?”. The study took place during a four-week period, with two two-week phases of instruction. Phase One of the study used extrinsic motivation for reading instruction as students participated in a “Book Challenge” and received prizes for every five books read independently. Phase Two implemented intrinsic motivation by incorporating various hands-on activities into instruction that were related to the independent reading. “Bookmark Slips” were collected and tallied for each book read independently by the students during Phases One and Two. The results showed that the students collectively read more than double the amount of books in Phase One than in Phase Two. The total, mean, and median number of books read independently were much higher when extrinsic rewards were used than intrinsic motivation. The students showed more excitement for reading during both phases of the study when compared to their initial feelings regarding reading prior to Phase One. Limitations to this study included a lack of time and controlled-environment due to a demanding rehearsal schedule for an upcoming Holiday Show.
Creator
An entity primarily responsible for making the resource
Landolina, Francesca
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2011
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
117 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2011_Landolina_Keeping
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2377c6c63ef279d4151f3ba3ebea5b31.pdf?Expires=1712793600&Signature=PzKYFF0bdIt3EF3EznirS6mzwj-uaDLRgYgTmsqV-ktumn8e0jK8wjxJm9CiMSCh6q13HDA8Unqcok23iamCkiEeNOwqbIWb5Z5ZllcsdIlddmQZe9nr%7EboxaVSuxLBla745Zm0i5CQzbQ9F2hsF3go0YlRIc1WRdiYMQAFS-w1C0OwmvQb8f8MLo65Xqt-TTqeAbWGUUCYb6LkgGNXyw5MqLTVsoiT5ulasEQSUDNJ5Xr%7EK0QWIB%7EHAoUERNLStPBlzQgvEC3O3JjfaKvkkHOgoWFrJRnzRUfD40IxPjmqpSBH0222HZ-fma%7EVLJA9OP%7EYLyfseKU09TKFFQDvZiQ__&Key-Pair-Id=K6UGZS9ZTDSZM
a6e7f2860249787eb5ca43c32ce273f4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Philosophy for children and its impact on student dialogue, language, and thinking skills
Description
An account of the resource
MS Ed
Abstract
A summary of the resource.
With high stakes testing and teachers focused on behavioral outcomes, it appears little time is left for effective group dialogue in the classroom (Fisher, 2007). However, Philosophy for Children is a program that can be implemented in the classroom to encourage student dialogue and improve language and thinking skills. This study explores the impact of Philosophy for Children in a preschool setting on dialogue, language, and thinking skills as measured by number of occurrences of student-initiated questions, connections made to personal experiences, support or elaboration provided for answers in the form of reasons or examples, and the length of time of discussion. The participants in this study were six preschool students ranging from age 3 years, 11 months to 4 years, 11 months. Students met with the researcher twice a week for a total of ten sessions. At each session, the researcher read a children's book and pursued a philosophical discussion with the students. Each session was recorded for assessment purposes. As the sessions progressed, there was no trend in student-initiated questions, an increased in the number of connections students made to personal experiences, and support and elaboration provided remained consistent throughout the sessions. The length of discussion time remained consistent as well. Looking at the variables for each student independently offered more insight into the impact of the program as well as limitations. This study has shown that preschool children can participate in discussion, ask questions to peers, make personal connections, and provide support and elaboration when discussing philosophical topics. Future research should explore the impact of time constraints, gender roles, and organization of discussion material has on student discussion, language, and thinking skills.
Creator
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Ardolli, Albane
Date Accepted
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2012
Contributor
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Preskill, Stephen
Gazzard, Ann
Arena, Danielle
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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56 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Ardolli_Philosophy
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/e4c8cc815c3f6696a13f0d0d39864b5e.pdf?Expires=1712793600&Signature=hGfxSUMnM9bTwLAMjaxdao79qTCh2MRfGryV1e2Y5icT2AjYIXgZaNH7mYxD8xS3yvjBfGCC9ct9JUXpoH3jLY9zhuuVUnOto2pxfaUr32Gdp4UmecgffuEVA48v4oMbyy075UGWLtqZzWQ6NydHj1L5V%7Eyfsk%7EBw4o9Hj-nntmT8movcOGTc0sgo84O0TYhz0qQellfT-kKuoe3lMjr-ZyJbxsTGQylhCvfRAkHi-aLtHw5OpyKpdSUrIUeezlzcS5I196k4wikAvJIHsdgQuhtQTyo4zDBOlizbdckISN5IVDUfkqpzmWIAG%7EYg-aDofaMmsknEowl1mN9QtcQeQ__&Key-Pair-Id=K6UGZS9ZTDSZM
30f395d86817abd47bf43260191e5620
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Play therapy strategies to help preschoolers overcome traumatic events
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
There are many variables that can impact a child's development. One example of this is when children are exposed to different levels of traumatic events. Play therapy is one intervention that is proven to help children work through traumatic experiences. Children do not have the verbal skills that enable them to express their emotions. Play therapy is a technique where play used as a therapeutic method to assist children in coping with emotional stress or trauma. During play therapy, the child is given the freedom to determine the type of play but the therapist can have some control in selecting the type of play materials the child can choose.
This study sought to identify how play therapists define trauma, identify the selection of tools, materials, resources and approaches each therapist selected and implemented based on the services needed for the child. Through two experts with a range of experiences in play therapy were asked to discuss and describe the specific approaches, strategies and tools they utilize to help preschoolers overcome, or to work through a traumatic event.
Creator
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Zipf, Melissa
Date Accepted
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2014
Contributor
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Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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57 pages
Language
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eng
Type
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Text
Identifier
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Ed_2014_Zipf_Play
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/7f1513eaeddf4cd8d5fd14905cf76b59.pdf?Expires=1712793600&Signature=ZH5zIofq7mXLfpZZLk0MOaqVXmI2W8EPX8FTuZENBE5FaAL76fxJw67erDdl0XLZCHb8CyJeVuqCUrhh37DlQ%7Ep1Ocfh1uNieuc%7Ed06nVHt6bj4sH0Qgh5EWf-46UufVDbrMBSIAskBhMlmgU6Z10E8VOwxjCIxPNm5NMWlANqM3fZ%7EDgxEGob5C%7EW%7EMt%7EuGRqtSyifpf1oRo-bRv2N%7EFi226gd2SfifewKHM3tMIY-Xr72zI1lWZ77VekkPTFAKWrZi6U93LWphpqzFY3fR5G8d%7EsWbjivnap0o0Ys0thlE52h03LM4%7EVjuipLrWHyfs%7EotvlwHlPnvXWv--WXDEw__&Key-Pair-Id=K6UGZS9ZTDSZM
422e011cc08df16e8fe59a6b197e4a38
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teacher attitudes towards inclusion in early childhood classroom settings
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
Despite federal mandates to educate students with disabilities in the general education setting, many teachers continue to have mixed feelings towards their ability to implement inclusive practices (Swain et aI., 2012). In this study, student teacher perceptions oftheir cooperating teachers'attitude toward inclusion and ways attitudes affected inclusionary practices was studied. In addition, the influence of cooperating teachers attitudes on student teachers' own perceptions about inclusion was evaluated in order to determine the right professional development needed. This study utilized a survey consisting of 32 Likert-type items ranging from strongly disagree to strongly agree and 11 open-ended questions. Student teachers were placed into one ofthree settings, general education, integrated co-teaching and self-contained. Results indicate that all 10 student teachers hold positive experiences towards inclusion, even though some have had a negative experience with inclusion because they were placed with a cooperating teacher who had a negative attitude towards inclusion practices.
Creator
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Kilgannon, Katie
Date Accepted
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2015
Contributor
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Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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74 pages
Language
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eng
Type
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Text
Identifier
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Ed_2015_Kilgannon_Teacher
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/130f9967dd055435bbacc11ec3322120.pdf?Expires=1712793600&Signature=U-pgB9QSJzWiQJhoc9dV-rztMGnm1zcUST5wnAG%7EMpEqtbofkOTPuKfTXGHu7yNsVjaSQHqNsi-lqKXsKewK-Di0Me0WjvHQCOVCDMVZ50u7kio7Mi93JYh1WFC0UUsl2OfJQZ3PJk5MNM8oswBS2jW2Q-NSm5HlZdZ40Ehc8lfPC2w28yC4U8bdap51JToLStPwzxqksC6uOp1KQheT2xjPf5AVv0tXkH2ly8BM5M31cJ7H-VOMjQVIowp3ooFOlNTdIk26peWlhGibxZLt9gcw5STn-Ul-TnM9Jsv%7ElFwsWTkuVfaMpNEZVnHe1YAWdykaMnyup9L4LLEut-Uj3Q__&Key-Pair-Id=K6UGZS9ZTDSZM
2eeaa549aa8744ad7bcdd4feb14bdfcc
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Test preparation and student engagement in literacy learning in the upper elementary classrooms
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This dissertation explores how educators teach test preparation to upper elementary students. Since the No Child Left Behind Act, educators have been faced with increasing pressure to meet the standards of accountability set for their state, and school district. Teachers have to prepare students for the material that will be presented to them on high-stakes testing. Are educators truly preparing students for high-stakes testing? This dissertation examines how test-preparation is being taught in the upper elementary grades. Also it gives insight into how matching test-preparation to a student learning style can increase engagement.
Creator
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Vuono, Lisa Marie Craig
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
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Preskill, Stephen
Zanfini, Mary
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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70 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Vuono_Test
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/62676c03988735c24e69e4a2cf33e15f.pdf?Expires=1712793600&Signature=v-XsN27WpUrHvQvQ8PULLFqtMz3k3vEksA9ZulQec-UbjlxjTyEluspKM2-lEM48pd3FEIJQwHwqFe90QxnEjyRHd-v4wo-2vHEzDHyNkEBj8r0hYbqK0AqgxolsR5U%7ETNvF7DfqjcciLBE3vphIIHIdCKOMHzUzHtvoKYvLy4kDlVaJYDMSU21v2rR5LvQzVWeVCkpd%7EMaxBmGeyvQjSXBTx8zEE0FmtYlD9jXRhUQpKb105LXQP1p9hp%7Ebxi-PvIlBVR3q33ILMkq5wwKBGKAzYM%7EOyV7afuIl5PKds-XcU19Zt6rAsDLxl-m0wCZIejCRu%7EEvd%7EPhsRpXouuAxA__&Key-Pair-Id=K6UGZS9ZTDSZM
27eb85f8b3cbc1cc45c27c44008c0ae4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The effect of early literacy exposure in the home on reading development of kindergarteners
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Children have a variety of experiences with literacy before they even enter the classroom on their first day of school. Many children are exposed to literacy-rich environments and an assortment of print from an early age. This exposure can help them to develop early literacy skills and allow then to enter the classroom at a higher beginning reading level. The purpose of this study was to investigate the amount of literacy that children were exposed to before entering kindergarten and compare this exposure to their initial reading levels when starting kindergarten.
This study examined the quantity of literacy that eight different students from a regular education kindergarten classroom were exposed to at home before entering school. The parents of these students answered a ten question survey regarding specific examples of literacy experiences that their child may have been exposed to. Parents' survey results were then compared to their children's individual reading level when entering kindergarten. A positive correlation was found between early literacy exposure in the home and beginning reading levels. The student who had the highest level of literacy exposure has the highest reading levels when entering kindergarten.
This study looks to reinforce the idea that the amount of early literacy exposure introduced to children who are now in kindergarten positively affect their overall reading development.
Creator
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Mohr, Kelly Lynn
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Gazzard, Ann
Gonzalez, Katia
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
56 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Mohr_Effect