Master of Education Plan C Papers and Master of Arts in Education and in Curriculum and Instruction Plan B Project Papers

Persistent link for this collection

https://hdl.handle.net/11299/227763

This collection contains some of the final works (Plan C papers) produced by master's degree students in the Master of Education graduate program.

This collection also contains some of the final works (Plan B project papers) for earlier graduate and certification programs (Master of Arts in Education, Master of Arts in Curriculum and Instruction, Master of Arts in Educational Administration, Specialist Certificate in Educational Administration), as well as a few final works for the discontinued Master of Special Education program. It does NOT contain items related to the Master of Education; Environmental Education Concentration degree; those are located with the Master of Environmental Education items.

Please note that in the Master of Education/Master of Special Education program, final works are sometimes called "theses," although they are not technically theses according to the standards of the Graduate School of the University of Minnesota Duluth. In the current Master of Education program, final works are officially called "Plan Cs," part of a "coursework-based degree," which fits with the official Graduate School terminology. Thus while some items in this collection call themselves "theses," they are not part of a Plan A (thesis) graduate program.

To see Plan B project papers or Plan C papers for specific graduate degrees, click the links below:

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Now showing 1 - 20 of 124

Academic Achievement of Students in Special Education in a Socially Inclusive School
(2018-05) James, Peter J
The purpose of this study was to investigate the extent to which students with disabilities achieved academic growth in a school setting that emphasizes the importance of all students becoming full members of the classroom and school communities. The participants were 22 students who were students in the school's Special Education program for at least four years. As its basis for assessing academic growth, the study examined the reading and mathematics percentile rankings of Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessments conducted in the students' first and last years of enrollment in the school's Special Education program. The study found that nearly all students showed percentile growth in both reading and mathematics assessments, that the growth was independent of gender or the number of years in the school's Special Education program, and that students achieved, on average, higher than 50th percentile results on nationally-normed assessments of reading and mathematics.
Academic Stereotypes and Asian Students in the College Classroom
(2015-09) Park, Bridget E
This thesis project explores the student and faculty experience(s) of Asian stereotypes in a regional Midwestern university setting. Data was collected through one-on-one interviews with students—both Asian and non-Asian—and faculty of the university. Interviews were then transcribed and analyzed for emerging themes on three tiers: individually, within the interviewee's group (i.e. Asian student, non-Asian student, or faculty), and across all groups. Major themes included Asian stereotypes in the media and in pop culture, language-related stereotypes of Asians, Asian academic stereotypes (e.g. attitudes toward school, performance, etc.), and stereotypes concerning how Asian students socialize. These themes were presented from a faculty viewpoint and student viewpoints, which included Asian and non-Asian students. After discussing the emergent themes, implications for students, faculty, and university administration are addressed.
Academically Dismissed Students: A Perplexing Problem
(2010) Ramsey, Hilary B
New freshman students who participated in a mandatory freshman welcome week still landed in academic dismissal status. The researcher used an electronic survey tool sent to academically dismissed students who re-enrolled through Continuing Education, the department responsible for this student group. Despite the information about services and activities designed to build a connection with campus, students still do not utilize resources available to them. Major external factors that students struggled with were time management issues, stress and developing goodstudy skills. The surveyresults yield a student profile that indicates these students should have been successful but survey responses indicate multiple reasons they were not academically successful.
Adolescent Patterns of Participation in Sherburne and Wright County 4-H
(2010) Rosendahl, Harlan; Rauschenfels, Diane; Hyman, Randy
Adolescent Patterns of Participation in Sherburne and Wright County 4-H was a replication study of the Tufts University study in 2005-2007 that measured the “5Cs” of positive youth development in young adolescents in grades 5, 6, and 7. This replication study was done with older adolescents in grades 10, 11, 12, and 13 in the Sherburne and Wright County 4-H program. The “5Cs” of positive youth development were connection, competence, character, caring, and confidence. The subjects rated questions about the “5Cs” in the survey. Roth (2004) suggested that positive youth development programs needed to increase the levels of the “5Cs" in the youth participating in the program. A product of a positive youth development program like 4-H, would be to instill the characteristics of the “5Cs” in youth. As youth develop these characteristics, they grow to become good citizens. This would be one way the 4-H program could provide public value. The results of this survey allowed comparisons to be made between the Tufts study and this study.
Adult Student Perceptions of Bullying and Interventions
(2016-05) Belisle, Ann M
The purpose of this study was to explore and understand the perspectives of adult students and their experiences with bullying and the effect this issue had for them personally. The focus of the study will seek to understand the adult students' perspectives and make the comparative analysis of these findings regarding the pervasiveness of bullying and the effect on academic achievement and social climate and where these students believe more focus needs to be. By collecting the perspectives of the students, continuing improvements can be made to current interventions of bullying; and thus improving educational experience for all students.
American History: Developing Skills, Understanding Content, and Applying Knowledge: Curriculum
(2011) Winkle, Mark; Williams, Julia
This is an American History curriculum which in six units covers six distinct topics in American history from the time of Columbus arriving in the Bahamas through the Civil War. For most units, I have provided some suggested lessons and assessment pieces, as well as tips for navigating the lessons through some challenging issues. The curriculum doesn’t have complete lesson plans, or assessments, and it is not intended to be used as a textbook or teacher workbook. It’s intended to be a guide on how to teach American History in a way that focuses on students’ skills and on history’s usable lessons. I developed this curriculum while working with high schools students who were at-risk, and the lessons and activities reflect this as much of the work is done as a class, or while actively assisting students. However, the curriculum and lessons can easily be adapted to various ages and abilities. This curriculum is designed to make the study of American history an activity which builds the fundamental skills students need to be successful in school, in work, and as citizens.
American Indian Teachers' Perspectives: Effective Teaching Practices and Influences on American Indian Education
(2002) Ackley, Victoria Ann; Hermes, Mary R.; Guldbrandsen, Frank; Peacock, Thomas
With increasing numbers of children of color in public schools and predictions that these students may comprise up to 46% of our country's overall student population by the year 2020 (Howard, 1999), teachers need to reflect upon what it means to be the teacher of children of color. The U.S. educational system is not producing large percentages of American Indian teachers, and so there continues to be many non-Indian teachers of American Indian students. American Indian students, as a group, continue to lag significantly behind their non-Indian peers in school. While there are many reasons for this occurrence, this study chooses to focus on what does work. After a review of the literature, I analyze in-depth interviews with three American Indian teachers of an urban school district. The purpose is to examine what Indian teachers have to say about their experiences as Indian teachers, how to make education more meaningful to American Indian students, and to also provide insightful recommendations on what motivates American Indian students to become successful academically.
Assessing the Effectiveness of Aquatic Invasive Species Outreach Influencing Boater Behavior in Five States
(2010) Jensen, Douglas A; Damme, Susan; Gunderson, Jeff
This study was the first to comprehensively assess and compare the efficacy of boater outreach aimed at preventing the introduction and spread of (AIS) in five states. Boaters in California, Kansas, Minnesota, Ohio, and Vermont were surveyed by mail (53% of 1,952 boaters responded) to determine their awareness of AIS and the actions they took or would be willing to take to prevent the spread of AIS. Boaters were especially knowledgeable and took greater levels of action at water accesses in Minnesota (90%) and Vermont (82%) than in Ohio (45%), California (40%), and Kansas (30%). An indication that AIS outreach can sustain behavior is the 20% increase in taking desired actions by Minnesota boaters; 70% reported taking action in 1994. Importantly, when asked about the likelihood of taking actions in the future, intent for action rose to over 94% in each state. Boaters reported taking action based on such attitudes as "a sense of personal responsibility", “a desire to keep AIS out of our lakes”, and "prevent damage to my boat and equipment". Comparing these survey results to those previously reported by boaters in each state, the frequency of potential introduction of AIS (a.k.a., propagule pressure) decreased between 57-93%. This study demonstrates that effective AIS outreach can motivate boaters to act regardless of region. It also reveals that boaters will most likely take action if outreach is made a priority, targets the most important means for outreach, frames value on personal actions that are effective in preventing spread (self-efficacy), and conveys consistent messages. Human dimensions research offers an opportunity to improve AIS outreach, and help sustain and influence behaviors among boaters. More effective outreach offers an opportunity improve AIS management and policy.
Augmentative and Alternative Communication in the Classroom
(2013) Thayer, Jessica; Marchel, Mary Ann; Riordan, Kim
The purpose of this literature review is to evaluate the social development of a child with a disability in an inclusive classroom, who is using a high-tech voice output augmentative communication device. Audience The information in this literature review will be useful for teachers, therapists who have children that are nonverbal, or kids with communication deficits and need a way to communicate with their peers in their classroom. It will also be beneficial for families to see the importance of these devices and what opportunities it could bring to their child.
Automaticity of Basic Math Facts: The Key to Math Success?
(2011) DeMaioribus, Carmel E; Hyman, Randy
Despite a concerted effort by policy makers and educators to improve U.S. math education, student math scores remain unimpressive. In exploring possible reasons for this, this study examined the role that basic math fact automaticity plays in math success, where automaticity is defined as the ability to recall facts with speed and accuracy at an unconscious level. Information processing theory posits that automaticity frees up cognitive resources for more complex processes, and should therefore be an important part of learning math. To investigate this, basic multiplication fact fluency levels of a group of college students were determined by a timed math probe. These same students also completed a short survey assessing their attitudes and high school math achievements. The students’ levels of fluency as demonstrated on the math probe were then compared to their reported math attitudes and achievements. Relationships between levels of fluency and math attitude and achievement were noted. The most interesting finding, however, was the lack of basic multiplication fact automaticity in 90% of the college students tested. The implications of this lack of automaticity present an interesting subject for future study.
Belief in Lunar Effects
(2011) Scuffy, Crystal; Hyman, Randy
Results from surveys distributed to six different social service settings showed only a few individual questions on the Belief in Lunar Effects (BILE) instrument as significant, not entire categories as discussed in the literature reviewed. Areas compared against in women against men, occupations, and degrees showed significance. The areas of age and years of experience were unable to show any type of significance. The qualitative data showed themes expressed with behavioral changes, concern for justification in behavior due to the moon, feelings regarding work, and continuation of belief in the full moon's effect on humans.
The Benefits of Integrating Agriculture Education into the Middle School Classroom
(2010) Sommers, Amanda; Rauschenfels, Diane; Hyman, Randy
Wright, Stewart, & Birkenholz write, “The knowledge and perception of agriculture held by students and adults, often referred to as agricultural literacy, has received increasing emphasis in the literature. The need for agricultural literacy is evident when examining the changes that have occurred in agriculture in the United States” (1994, p. 55). Integrating Agriculture Education into the classroom is a qualitative research study that involves 27 school teachers, school board members and school administrators in order to address the need to offer agriculture courses in schools in Southern, Minnesota. The results allowed comparisons to be made on the benefits of offering agriculture courses in school.
A Case Study of Relationships Forged Through a Freshman Outdoor Orientation Program
(2019-05) Nelson, Mollie M
A case study was conducted at a mid-size, Midwestern Campus to explore the nature of interpersonal relationships formed during a pre-college outdoor orientation experience among a group of three first-year students. This study also investigated how the friendship served the group during their first semester at college. Three semistructured group interviews were conducted during the course of the first semester and revealed for this group of students, a close-casual relationship existed and the relationship has helped them socially, emotionally, and with self-identity development. The results of this study parallel other studies that were done on the significance of precollege transition programs.
A Change to RTI
(2011) Kokotovich, Kelly; Hughes, Trudie; Nierengarten, Gerry
The survey designed for this study was meant to examine teacher's satisfaction with their current method for determining eligibility for learning disabilities as well as gaining more insight into what interventions they currently take part in for this process. The current process being used by the schools participating is the severe discrepancy method in which a student of evaluated is given an IQ assessment as well as a formal academic assessment to see if there is a large enough difference between the two assessments to make the statement that a severe discrepancy exists. The survey also addressed the same teacher's knowledge of RtI and their thoughts on what this method would require from them. All participants that participated in this study are from one school district in southern Minnesota that is currently at the beginning stages of implementing RtI in their schools.
Character Education and School Climate
(2010) Thompson, Lori; Hyman, Randy; Rauschenfels, Diane
Character Education and School Climate was a qualitative study which used the thoughts and ideas of third, fourth, and fifth graders from two rural Northwest Wisconsin elementary schools over the past five years. The students reported on their feelings regarding school, including what they liked and what they would change. Their answers to those questions were studied for common themes taught during character education lessons. Results of this study emphasize the importance of creating and maintaining a positive school climate by providing students with a direct education of character traits.
Chiropractic Perceptions of Readiness for Practice: Preceptor and Student Perspectives
(2012) Osterman, Terrence; Rauschenfels, Diane
The purpose of this study was to survey the perceptions of students and preceptor doctors of student competency in a chiropractic preceptor program and assess the student’s readiness to transition to active practice. Surveys of both students and instructors in a preceptor program at a chiropractic college were compared to assess how close students and preceptors are on perceived student competency using the CanMEDS model. In all competency fields except for professionalism and knowledge and science, student perceived competency correlated at medium to high levels with preceptor perceived student competency.
Class Size, Teacher Pay, and Student Performance
(2012) Gao, Nan; Rauschenfels, Diane
Research showed that US education had fallen behind in global competition. To enhance American competitiveness, this study explored two ways to improve education in the US through a cross-country study of education systems in 40 countries. Specifically, this study focused on two important determinants of students’ academic performance: class size and teacher quality. This was the first study that used the latest Program for International Student Assessment data to examine the relationship between teacher pay and students’ academic performance in a cross-country context. A rigorous empirical analysis showed that while teacher pay had positive, statistically significant and large effects on students’ academic performance, class size had no significant effects. Based on this evidence, this study recommended that US government should spend its limited financial resources raising teacher pay. Such a policy would improve the teacher quality and students’ academic performance in the US, which would in turn enhance American competitiveness.
Coaches' Perspectives: High School Sport Participation of Middle School Students
(2017-08) Schalow, Jacob M
This thesis is a thoughtful look at athletic scholarship opportunities based on the years of high school experience received. It attempts to answer if students are at an advantage by being allowed to play high school level competition while still academically being in middle school. It also attempts to answer what is all required for a middle school student-athlete to be moved up based on player qualities, program requirements, and coach's philosophies.
Coaching High School Athletics: A Descriptive Case Study
(2009) Michalicek, Kevin Paul; Riordan, Kim; Damme, Susan
The coach of an athletic team plays an integral role in the lives of the student athletes with whom he or she is involved, not only as the leader of the team, but also in the development of the athletes as they progress from adolescence to adulthood. This dual role can lead to some very positive benefits for the coach and the athlete. However, there can be some very negative aspects of coaching when dealing with teenagers, parents and fans. In this descriptive case study, I personally interviewed several coaches from a Midwestern high school about their experiences as a coach, both the joys and the pains. The responses give clear insight into the world of the high school coach.
The College Search Process: Differences between Hmong and Somali Students
(2012) Karl, Bryan; Rauschenfels, Diane
The researcher explored the college search process of three Hmong and one Somali student at four Minnesota higher education institutions using a phenomenological approach. Minority students, underrepresented/underserved students, are highly sought after by colleges across the nation. There are more than 60,000 Hmong and 30,000 Somali within the state of Minnesota. The author presented results utilizing six themes that emerged as noteworthy contributors of research participants during their college search process. The themes include: Residence, Ethnicity, Gender, Family Educational Background, Predispositions to Education, and Secondary Contributors.