Tag: EDUC

Samara Eilert & Jacelyn Neumann

Class Dojo

Our project was to find out if the classroom behavioral tracking system, ClassDojo, is a successful classroom management tool. Over the semester we have collected a wide amount of data through observations, interviews, online sources, and personal encounters. Classroom incentives are used as a tool for teachers to get the desired behavior through a positive exchange. Jones states that, “Incentives or reinforcers produce work.” They assist in motivating students and answering the question, “Why should I?” (Jones, 2000.) Teachers use a variety of different incentive systems and now ClassDojo has become utilized. With ClassDojo, teachers give students points to reinforce positive behavior and take points away in order to suppress negative behavior. Our findings showed that the behavioral tracking system, ClassDojo, proves to be a positive incentive system that improves student behavior in the classroom.

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Meghan Fletcher

Bridging the Gap between Home and School

According to researchers such as Fred Jones and Rick Wormeli, building positive relationships between parents and teachers is an essential component of effective classroom management. For this presentation, I explore the practice of home visits in relation to building the positive parent-teacher relationships that Jones and Wormeli describe. I discuss the procedures of a home visit, costs that occur when implementing a home visit program, and the direct effect that home visits have on student academic performance in the classroom. 

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Lyndsey Heikes

Campfire Chat: Kindling Classroom Relationships

This poster presentation explores the use of conversation circles in classrooms as a proactive management strategy. The research is based off of a two-part guiding question: “What impact do positive classroom relationships have on the overall management of a classroom?” AND “What is a strategy I can use in my future classroom to build these positive relationships?” My methods for gathering data included a study of research synthesizing the link between relationships and effective classroom management and the power of connection through respectful conversation. Findings affirmed the influence of relationships in behavior management and proved the impact of shared routine through a conversation circle. Great things are kindling as students and teachers gather around the “campfire” – and it starts with one routine and one relationship at a time! 

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Morgan Horn

Classroom Consistency Related to Special Needs

This presentation will be on classroom management. The big question addressed is: Why is consistency important in a special education classroom? There are many factors that go into what consistency is and where it takes place. This presentation addresses three main areas of consistency within a special education classroom: within routine and schedule, within policies and procedures, and consistency at home. Each of these areas of focus requires specific attention when working within a classroom with many different students who all have their own disability and IEP’s (Individualized Education Program). As Fred Jones says: “Consistency permits only two conditions. You are consistent, or you are inconsistent. There is nothing in between”. Within special education, this statement still reigns true. 

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10:00 AM – Noon

Jonathan Jury & Juliet Mullen

Proximity in the Classroom

This presentation will focus on several important components of effective classroom management. We will provide research and personal, anecdotal examples of the importance and effectiveness of proximity in the classroom for classroom management. A key component of this is the concept of “working the crowd” (Jones, 2007). The goal of this practice is to minimize student disruptions and help keep students focused. This necessitates the teacher to be mobile rather than static during classroom instruction and educational activities. It is also vital to intentionally create a classroom design that not only enhances the teacher’s ability to work the crowd, but also works to limit opportunities for student off task behavior and disruptions. These are the key concepts which we will be attempting to communicate through our presentation.

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10:00 AM – Noon

Natalie Kogutkiewicz

P. A. T.

Classroom management is fundamental to building a positive proactive environment. Throughout my Classroom Relations and Management class, we learned about a variety of management tools and ways to create a proactive environment that stimulates learning. As a part of the class, I chose one aspect in which to focus my research on. Preferred Activity Time (P.A.T.), created by Fred Jones, is an incentive tool which promotes active learning that students actually enjoy. For my research I will answer the question, how effective is the incentive system P.A.T. as a classroom management tool? The project will overview what P.A.T. is, what the research says, examples of P.A.T. activities, and what happens when P.A.T. does not work as an incentive for one student? The finding suggest, that P.A.T. is an effective incentive system that promotes academic learning. 

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Kaeli Massetto

About Time

A fifth grade class has been learning about time. They have been working on using text to support their answers. The goal was to be able to comprehend what they read. The fifth graders had to think of why people need to find ways to tell time. After reading “About Time” by Bruce Koscielniak and spending four days discussing time, they were asked to write a response to the essential question. The essential question was, “Why do people need to find ways to tell time?” They students were able to improve their writing and use the text to support their answers. 

EDUC 415, Faith Integration in Teaching Seminar

Vivian Moen

L203

1:30 – 3:00 PM

Taylor Medley

Under the Sea Picture Book

This is about a 5th grade class that I taught this year. The students had to research a sea creature of their choice and write a realistic fiction story based on their creature. They were given a pre-assessment before the unit and then a post-assessment once the unit was taught. They were graded on the same rubric both times. The students’ growth from the pre and post assessment is noticable.

EDUC 415, Faith Integration in Teaching Seminar

Vivian Moen

L203

1:30 – 3:00 PM

Steven Ray

Classroom Design

Classroom Management can be effected by how the classroom is designed. This can be as simple as how the desks are arranged in the room which effects the proximity or movement of the teacher as well as changes the red, green, and yellow zones in the room. These all can contribute to the overall behavior of students in the classroom. My research follows the question ‘How does the design of a classroom affects the overall behavior of students?’ and references different designs that are listed in Fred Jones’ book Tools For ‘Teaching: Discipline, Instruction, and Motivation’. Jones will also be referenced in regards to proximity as well as red, green, and yellow zones.

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Sherry Reeder

Clip Chart- Incentive

This poster is a presentation about incentives in an elementary school classroom. My research question is: Is the clip chart a beneficial behavioral tracking tool. This presentation will describe what a clip chart is, how it is used, and provide research for both the positive and the negative side of this behavioral tracking tool. You will hear ways the clip chart is being implemented in schools around Eugene and will get a look at how I plan to use a clip chart in my own classroom. You will hear how the clip chart can lead into other incentives for students in the classroom, and how it helps students be self-monitors. 

EDUC 321, Classroom Management

Brian Kaelin

Banquet Room

10 AM – Noon

Megan Temple

Pre and Post Assessments of 9th Grade English Students

In this presentation I will be exploring the assessments I gave my 9th grade students during their Romeo and Juliet Unit. I will explore the benefits of having a quick write as a form of assessment, and the level of improvement my students experienced from their pre and post assessments. 

EDUC 415, Faith Integration in Teaching Seminar

Vivian Moen

L203

1:30 – 3:00 PM

Miriham Walle

Planting and Growing Flowers

My objective for this unit was “What steps can someone follow to plant and grow flowers?” I taught this unit to 26 kindergarteners. I asked students this question before I taught the unit and after I taught it to see if they understood the unit. Students knew the steps in planting and growing flowers by the end of the week. 

EDUC 415, Faith Integration in Teaching Seminar

Vivian Moen

L203

1:30 – 3:00 PM

Colleen Walsh

Assessments: 7th Grade

This presentation will be a detailed overview of the summative and formative assessments administered during the Water Quality Unit of the 7th grade Language Arts class at Arts and Technology Academy. The presentation will highlight the importance of technology, creativity and hands on work. These assessments were performed during the presenter’s Student Teaching and serve as the basis for her licensure.

EDUC 415, Faith Integration in Teaching Seminar

Vivian Moen

L203

1:30 – 3:00 PM

Madison Allen & Steven Ray

Sister Sister

This following research was from a case study for EDUC 370, Adolescent Development. In the study, we looked at the lives of a set of identical twin girls named Lynn and Nicole. The purpose of the research was to measure where they landed cognitively, physically, socially, identity wise, and morally developmentally and measure where they landed next to each other as well as where statistics say they should have landed. To help measure these check points, a series of developmental tests were conducted as well as a test to see what sort of learning style each of the twins have. The twins are nine years old and are currently in the fourth grade. The presentation will discuss further the findings of the research as well as recommendations or suggests that we might have for the twins.

EDUC 330/EDUC 370 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Alegra Aviña and Samara Eilert

Child Development Case Studies: Vulpix vs. Michael

For a child development and psychology class, we each performed an eight-week case study research project in order to identify the development of two seven-year-old children, one boy and one girl, and compare the rate at which they are developing to the average seven-year-old. The goal of the case study was to observe and assess the development of said children in five categories: cognitive development, physical development, social development, moral and spiritual development, and identity development. The methods we used for data collection included interviewing the subject, their parents, and their teachers; observing them at school and during their soccer games, performing a series of short test assessments on the two of them, and gathering extant data from their schooling thus far. According to the data, Michael and Vulpix appear to be developing at relatively good paces for their age with Vulpix only needing improvement in some of her cognitive development. Recommendations include continuing to maintain healthy lifestyles and helping them learn that education is valuable. All in all, this case study helped us observe and compare the average seven-year-old boy and girl in their stages of development.

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Nicole Cogburn

Luke

The purpose of this case study was to understand and study the cognitive, physical, identity, social, and moral development of a seven year old boy named Luke and apply concepts from child and adolescent researchers such as Piaget, Erickson, and Marcia. Research was conducted over a short period of time, approximately four weeks. Different methods of collecting data include observations, interviews of the participant, the participants mother, father, and teacher, assessments that focused on learning style and level of cognitive development, and extant data such as report cards, and test scores. The findings include that the participant is developing normal and healthy in four out of the five domains. In the cognitive domain, the participant struggles with phonemics and morphology, and thus have difficulty making sense of words. My suggestion is that the parents of the participant seek testing for an IEP in reading. To increase a liking for reading, Luke should listen to auditory books, play reading and writing games, and books should be read to him. In short, reading should be made fun for Luke.

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Meghan Fletcher

A Case Study on Child Development

Over the course of the semester I closely followed Julie, a ten-year-old girl in the fifth grade. I wanted to find out how Julie was developing within five domains of child development. These domains are cognitive, physical, identity, social, and moral development. I collected data through observations, interviews, formal assessments, and extant data. After evaluating Julie in the five domains of child development, I recommend strategies to ensure healthy development in all domains. 

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Lyndsey Heikes

Tug O’ War: Identity Development of an 8-Year-Old Homeschool Boy

This poster presentation evaluates the research I conducted on an eight-year-old homeschool boy “Mr. P”. My study in this area of his development was guided by the question: “Where is Mr. P in his identity development and how do the variables around him influence this?” My methods for collecting data were primarily observation, interviews with Mr. P and his family members, and artwork done by Mr. P. The findings made a connection between Mr. P’s self-concept, self-esteem, and Erikson’s Industry v. Inferiority concept. The data displays a “Tug O’ War” within Mr. P as his identity is challenged and growing pains ensue. The inner struggle is a healthy one and my recommendations for continued healthy development are embedded within D. Pink’s autonomy, mastery, and purpose. Mr. P’s identity is richly embedded within this presentation, giving you a glimpse of his life and how it connects to developmental psychology. 

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Brady Heinsoo

Is Julia Developing Normally?

This poster presents the data I collected over the course of this semester on the cognitive, physical, identity, social and moral development of a 12-year-old girl. I will present each of these domains separately on the poster and each domain will have a brief summary of my findings and an analysis of my subject’s development in relation to other girls her age. The methods I employed in order to gather data were interviewing the subject, her parents and her friends, observing the subject, and analyzing her journals and academic records. I found that the subject of my study was experiencing normal and healthy development. I conclude my project with recommendations for the subject to continue experiencing development.

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Morgan Horn

16 going on 7

This poster presentation will address the cognitive development of a student with special needs within the Eugene-Springfield area. Shrek is a sixteen-year-old male who currently attends high school. Research was collected for the case study addressing five domains: cognitive, social, psychological, moral, and physical development. This data was collected over a time frame of 9 weeks. Outside resources as well as data retrieved and recorded from the participant, his family, two close-observing teachers, and a multitude of extant data were used to understand, developmentally, where this student is at during this period of time in his life. Compared to his general education peers, Shrek is functioning at a low-cognitive level and, according to Piaget, would be placed in the Pre-Operational stage in cognitive development. But I believe that he will be able to function relatively well in the world after he leaves high school. 

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Jonathan Jury & Juliet Mullen

Kids These Days

Our presentation will examine the lives of two adolescent students, one male and one female. By comparing and contrasting the lives and experience of these two young individuals, we will assess their developmental statuses through the lens of five different domains. These domains are: cognitive, social, physical, identity, and moral/values. The methods we used to gather our data were interviews, observations, assessments and extend data. The findings for one of the adolescents, Elizabeth, suggest that she is right on course for normal development. The only improvement would be to work on her physical development by eating a healthier diet and exercising more often. The findings for the other adolescent, Diego, suggest that he is also developing in a healthy manner. The only recommendation for him would be to improve his relationship with his mother by showing her more respect. We will discuss our findings in full detail during our presentation.

EDUC 370 Adolescent Learners

Brian Kaelin

Banquet Room

10 AM – Noon

Natalie Kogutkiewicz

Oliver the Inventor

As teachers it is important to know a student, not just their name. In my Childhood Development class, we conducted a case study lasting three months. I looked at the development of a young boy. My participant chose to go by the name Oliver. Oliver is a seven year old boy, who attends public school in the Eugene/Springfield area. In hopes of understanding my participant and his development, I want to answer the question, is Oliver showing healthy development in each of the five domains based on his age? The five domains I looked at were cognitive development, physical development, identity development, social development, and moral development. I used a variety of methods to assess Oliver’s development. The finding suggest Oliver is experiencing healthy development in all the five domains. The study provides recommendations for continued healthy development.

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Jacelyn Neumann

How You Doin’

A case study was conducted to determine how an elementary aged student is developing in five developmental domains, cognitive, physical, identity, social, and moral development. The individual that took part in this study is Scarlet Maganous, who is currently ten years old attending a local elementary school in Eugene. This case study was conducted in the first three months of fall semester 2015. The methods used for data collection included observations, interviews, and formal assessments. The data collected suggest that Scarlet has healthy development in all five domains. Since she is developing at healthy levels in every domain, there are not any areas that need serious improvement. However, I have created some suggestions in each domain for Scarlet to take into consideration if she wants to continue to maintain positive developmental growth. 

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Sherry Reeder

Jetter

This poster displays the developmental growth of a seven year old, second grade boy, who will be referred to as Jetter. This poster displays the results of the question: where is Jetter’s development at in each of the five domains of development? Those domains are cognitive development, physical development, social development, moral/spiritual development, and identity development. To answer that question, I used a variety of methods including personal interviews, phone calls and emails for communication, as well as personal observations and Piaget testing. The results of those interviews, observations and tests suggest that Jetter developing at a normal rate in all five domains for a seven year old student. Details of what that entails will be discussed during my poster presentation. 

EDUC 330 Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

Chelsea Roberts

Education Reform

This research project considered alternative options to traditional public school education for students. The research considered academic journals, government statistics and field-based observation from the EDUC 110, Foundations of Education class. The findings suggest there are many alternatives to traditional education that are positively benefiting student learning. Statistically many such non-traditional options are proving to beat traditional school methods, including state testing scores, high school graduate rates and success in college. The United States Education Department should continue to progressively evaluate and explore the difference found in such schools to better struggling and underperforming schools around the nation, for every child deserves the opportunity to have an award-winning education. 

EDUC 110 Foundations of Education

Brian Kaelin

Banquet Room

1 – 3 PM

Carly Bigby & Joceline Howard

Classroom Incentives

In this presentation we will identify whether using classroom incentives are beneficial or not. There will be 5 main questions we answer: What is the difference between a bribe and an incentive, what are different types of incentives, what are the pros and cons of using classroom incentives, when should they be used, and why are incentives important. Through exploring and researching these questions, we will gain a further understanding of how to educate and manage our classrooms in a beneficial and productive way. Incentives are all around us and they are unavoidable. Learning how to recognize the difference between incentives and bribes is crucial in becoming a proactive teacher.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Chloe Davis & Colleen Walsh

Physical Activity in the Classroom

For our research project and ACE Day presentation we will be looking at how incorporating physical activity into a classroom’s daily routine affects students. Our research will contain four main points

1. Advantages of physical activity

2. Disadvantages of physical activity

3. What affect physical activity has on the brain

Our research will be based on first hand classroom experiences and previous research done by Fred Jones, Rick Wormeli, J. David Cooper and Dr. Harry Wong.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Amber Dellsite & Nathanael Gepford

Emotional Math

By adding daily bell work as instructional assistance in moving the class into an environment of learning, we are exploring the question, “Does it assist in classroom relations veered towards trust and cooperation and does it increase overall test scores?”

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Jessa Fricke & Megan Temple

The Advantages and Disadvantages of Various Homework and Extra Credit Strategies

This research project is looking at the homework, extra credit and late work policies of our two classrooms and cooperating teachers and looking at the benefits and disadvantages of these varying strategies.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Chandler Gabrio

Work Sample

I will be doing my ACE Day presentation on assessments and the data I have gathered from my work sample. The focus will be on 3 main students and how they were able to improve their work throughout my time in the classroom. There will be pre and post test data as well as other assessments I have made. I will also discuss how the affected my teaching.

EDUC 615

Vivian Moen

Banquet Room

9 – 11 AM

Linda Johnson

Evaluating Student Progress

This ACE day presentation will display the evaluation of three third grade students based on a pre-test, a performance task, and a post-test. The assessments were created from an area, perimeter, and angels unit. The assessment results will be represented through graphs, student work, and an analysis of the three students performance.

EDUC 415

Vivian Moen

Banquet Room

9 – 11 AM

Kaeli Massetto & Taylor Medley

Why Routines Create a Productive Classroom

A functional classroom incorporates routines throughout the day. Routines are essential for a teacher to have a manageable class. In order for routines to work, teachers need to give the students time learn and practice the routines that are set in place. By giving practice time and making sure everyone does it correctly, the students will be able to master the routines. The classroom will be a safe and consistent environment for the students because there are routines.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Chelsea Roberts

Technology Education Standards in Teacher Education Programs

This research project considered strategies and methods to foster excellence among teacher education candidates. The research considered scholarly journals and field-based observation from the EDUC 230, Technology for Teaching and Learning course. The findings suggest that effectively implementing ISTE standards with efficient classroom technology integration practices is necessary to inspire America’s youth and promote academic achievement. Therefore, teacher education programs should consider practical ways to address and support ISTE standards in K-12 classrooms.

EDUC 230

Brian Kaelin

Banquet Room

9 – 11 AM

Ivy Simpson

1st Grade Work Sample Assessment and Student Progress

My Work Sample for my major student teaching focuses on introducing First Grade students to the characteristics of their home, community, and city as well as what types of community helpers there are and how they contribute to society. The unit is centered on First Grade Social Science standards and also incorporates English Language Arts reading, writing, and speaking standards. I will present how I assessed and charted student progress throughout the unit, as well as specific pieces of growth as a result of this unit observed in my students.

EDUC 415

Vivian Moen

Banquet Room

9 – 11 AM

Carly Bigby

Child Development

The goal of this paper was to gather information to examine 2 separate children. In this case study there are 2 different girls who are sisters with a 3 year age difference. This paper is going to examine cognitive, social, psychological, moral and physical development of both the developing adolescence. This paper will also make recommendations to help the 2 participants reach or maintain a normal healthy development stage. Data was collected using a series of methods including: Personal Interviews both with Pam( 16 years old & Beth( 13 years old) parents, siblings and 3 different people who observe these girls in there everyday life. In these observations that were conducted they were both at home and observing both girls play volleyball

EDUC 330-370

Brian Kaelin