Tag: Kaelin B

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

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

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

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

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

Jessa Fricke, Nathanael Gepford & Colleen Walsh

Adolescent Development

We have studied adolescent development in 5 domains; cognitive, social/emotional, identity, moral and physical. In our presentation we will inform the audience about each of the three subjects in one of the 5 domains. The goal will be to compare and contrast the subjects while articulating our findings. Through research and observation we have found that boys are still behind girl in social and emotional development but have caught up in cognitive, identity and physical development.

EDUC 330

Brian Kaelin

Emily Helt

Case Study of a Six-Year-Old Girl

This case study presents the data and analysis of a six-year-old girl. The participant’s development was researched over the period of approximately one month in the following five domains: cognitive, physical, social, identity, and moral. The data was obtained through interviews with the participant and her mother, observations of the researcher, and academic data. The study found that the participant was experiencing healthy, age appropriate development in all five domains, though the physical domain had the most cause for concern of the five.

EDUC 330

Brian Kaelin

Kaeli Massetto & Taylor Medley

The Tale of Two Adolescents

Throughout a period of time, we observed two adolescent children in five developmental areas. These areas were cognitive, social, identity, physical, and moral development. One student is a 16 year old boy and the other is a 14 year old girl. We found that they are both are developing as expected for their age and gender. However, we also noticed that the two acted and behaved very differently compared to one another. 

EDUC 330

Brian Kaelin

Megan Temple & Haley VandenHazel

Self Esteem in Adolescent Girls

In our time researching two adolescent girls we have seen different levels of self esteem and self efficacy among our two participants. One our our participants has a low self esteem and efficacy, while another has semi-high self esteem and efficacy. The purpose of our presentation is to explore the reasons behind these two different levels of their image of themselves.

EDUC 330

Brian Kaelin

Miriham Walle

The Study of Jordan

I found where a 12-year-old boy is in the five domains of cognitive, physical, social, identity and moral development. I went through a series of interviews, extant data and observations to see where my participant was. I will be talking about where I think he stood.

EDUC 330-370

Brian Kaelin

Megan Baum

Kindergarten Management vs. Middle School Management

I will be presenting a research based poster and contrasting Middle School Classroom Management and Kindergarten Classroom Management.  I will have examples of recommended systems that have worked, and are currently working for classrooms.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Chandler Gabrio & Danielle Schmidt

Verbal & Non-Verbal Cues

Our poster will compare & contrast classroom management skills that consist of verbal & non-verbal cues. There are several different methods that be used in classroom management. The combination of verbal & non-verbal cues used within a classroom creates a consistent & routine environment. This contributes to a successful learning environment for not only students, but teachers as well.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Stephanie Harrison & Linda Paredes

Classroom Management

We will be exploring the similarities & differences between lower & upper elementary incentives systems in the classroom. Motivation will be discussed & define. (Internal/external.) We will describe positive & negative incentives & how each age has a different type of motivation; therefore they need a different incentive system. We will describe the difference & importance of individual & class incentives & how they vary between lower & upper elementary & give examples of different individual & class incentive system. Lastly, we will include the negative effects of no incentive system & why it would create an ineffective classroom.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Ivy Simpson

Classroom Management: Success by Organization

This research project focuses on the importance of organization by a classroom teacher, & how it affects his or her students’ learning outcomes. Room organization, structure & layout, & teacher preparedness in lessons & management are keys to success for a teacher running an efficient learning environment. These aspects of classroom management can make a teacher’s daily routine easier, more effective, & create more time for learning. Based upon research, potential management strategies will be shared, with organization in consideration. Research done by educators including Fred Jones, Jack Snowman, Debbie Diller, Randy Sprick, David Sadker, & Harry Wong.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Megan Baum & Danielle Schmidt

Developmental Domains

This is a case study on a six year old girl whom we have collected data on by several different techniques. By observation, interviews, tests, and extant data we have been able to analyze her development in each of the five domains. We closely examined her in the developmental domains of physical, cognitive, social, moral and personal. After data collection and review it has led us to analyze her development and compare it to another case study participant.

EDUC 330/370

Brian Kaelin

Banquet Room

9 – 11 AM

Allison Duvenez & Jordan Miller

The Case Study of Brother and Sister

This case study is on a two siblings, brother and sister. We are observing and evaluating where they are at in five different domains; cognitive development, physical development, identity development, social development, and moral development. We have been conducting interviews with the participants and their parents over the past couple of months. Also observing them in school and/or athletic activities to see how they interact with their peers. We will be showing where they are developmentally and also sharing how they affect each other’s development.

EDUC 330/370

Brian Kaelin

Banquet Room

9 – 11 AM

Stephanie Harrison & Linda Paredes

Development of a Six-year old Boy

This paper investigates five of six-year-old Cody and Carter’s developmental domains, which are cognitive, physical, social, personal, and moral development. For the purposes of this research, interviews of Cody and Carter, their families, and teachers, experiments, observations, and tests were used. All the facets of research helped to diagnose Cody and Carter’s developmental level in each domain. The research shows that Cody and Carter are developing normally in all areas. For a continued normal development minor suggestions had been made in each developmental domain.

EDUC 330/370

Brian Kaelin

Banquet Room

9 – 11 AM

Ivy Simpson

Child Development Case Study

The reason for this research-based project is to evaluate a child developmentally in comparison to other children their age. The student will be evaluated to see if they are progressing normally according to the educational research of psychologists like Piaget, Marcia, Bandura, and others. Over a month, data was gathered from the subjects of this research project, third-grade boy and girl twins who are referred to as James and Rosie. Data was collected in cognitive, physical, personal, identity, and moral categories and will be compared to data collected by education researchers. Evaluations and recommendations will be made based upon the twins’ progress. It appears that James and Rosie are developing normally.

EDUC 330/370

Brian Kaelin

Banquet Room

9 – 11 AM

Jordan Bennett, Tamara Brown & Gabrielle Stover

Incentives in the Classroom

Junior year in the Education program at NCU requires students to spend 90 hours per semester observing classrooms in their perspective grade levels. Our time in the classroom has shown us the effectiveness of using rewards as an incentive. We found that teachers who focus on and actively reinforce classroom management techniques are the ones who really see an improvement in behavior among students. Incentives hold a great power in driving students towards achieving things they didn’t believe possible and for that reason, we see rewards as a very valuable tool within the classroom.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Christina Burian, Heidi Gori, Kathryn Peterson & Shelby Peterson

Classroom Thematic Layout

This presentation will focus on the layout and thematic change in the classroom can affect the students learning and behavior. It will cite research from major educational journals that suggest layouts and changes that cater to the teachers learning style and educational approach. We will suggest our own interpretation of the research and offer up some comprehensive strategies that will help manage behavior and learning in certain layouts and thematic units.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Tammie Christianson & Mikayla Gattie

Alternative Comparisons

This presentation will look at the differences and similarities between to nontraditional schools. The Academy of Arts and Academics is a public charter in Springfield, Oregon. It has an arts core that is cross-curricular with an emphasis on project based learning. The other school the presentation includes is Kalapuya High School in Eugene’s Bethel school district. It is an alternative school for students who have trouble achieving goals in a traditional environment. It also promotes the use of project-based learning.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM