Tag: Kaelin B

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

Austin Crook, Lindsey Lloyd, Maren Mansfield & Kyla Walley

Strategies in Volume Control

This group has researched the different methods of classroom volume control within each authorization level within the education system. Two of the group members have dedicated their research to the high school level and the two other group members have individually dedicated themselves to the middle and elementary level. The research uncovered similar techniques in controlling classroom volume across the board with only a few exceptions. 

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Janel Fetters, Daniel Flagg, William Jones & Annie Wilson

Homework Across the Ages

This project will consist of comparing and contrasting four philosophies of homework across three authorization levels: Elementary, Middle school, and High school. The research includes observations and theories pertaining to the developmental stages of students and their mental processes. We will each do our own research in our specific authorization levels and compare our results. Each member will present their final data in a cooperative presentation.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Taylor Lind, Jordan Miller & Stephen Rock

Classroom Management

The purpose of our project is to examine how different classroom layouts and incentives affect learning and behavior in different grade levels. As well as the expectations of students at these levels.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Haley Nay, Danielle Rocco & Brooklyn Walker

Effective Transitions in the Classroom

This presentation explains how to effectively use transitions to manage the classroom. The three transitions that will be discussed include music transitions, verbal cues and visual cues. Our conclusion is that more than one mode of signaling a transition is most effective.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Samantha Wolle & Brittany Wood

Comparing Classroom Management Strategies

When you walk into a school, it is filled with teachers and students of all ages. Each teacher has their own strategy when it comes to helping their students learn. We are both very different teachers but we can agree on one thing. Our student’s success means everything to us and we will do whatever it takes to get them to succeed. From Kindergarten to Fifth grade procedures and management strategies change. With this project we will show you the difference between a Kindergarten Class and a 3rd grade classroom. This also results in showing the difference between Lower Elementary and Upper Elementary classroom management.

EDUC 321

Brian Kaelin

Banquet Room

9 – 11 AM

Lindsey Lloyd & Maren Mansfield

Case Study of a 4th Grade Girl

After studying a 4th grade girl for a few months we have developed theories for her cognitive development, identity development, and spiritual development. Together we will collaborate our information and present a well thought-out display.

EDUC 330/370

Brian Kaelin

Banquet Room

9 – 11 AM