-
Tools to Foster Resilience for Burmese Students
Rakia Akter
Rakia Akter, Childhood Education
Faculty Mentor: Professor Pixita del Prado Hill, School of Education
Buffalo is an important refugee resettlement area that has attracted people fleeing from many adversities across the globe. The Burmese who are in the midst of political and military turmoil in Myanmar are one of these groups. They have come to the Buffalo area in hopes of a better life for themselves. The Burmese people have become my neighbors, and their children will be my students as I plan to teach in the city of Buffalo. It is of utmost importance that I educate myself on their history and struggles, in order to learn how I can best serve the needs of those who have experienced trauma. My goals for this project were to: (1) learn more about the Burmese immigrant experience in Buffalo; and (2) develop a toolkit of resources to address the specific trauma that children from this group have experienced. My study began with a literature review of the impact of trauma on children and ways to build resilience. I then interviewed local experts from the Burmese community and teachers who work with Burmese children. My poster shares findings and a toolkit of effective practices. -
Decoding Strategies in American and Italian Schools
Alexander Bianchi
Alexander Bianchi, EDU 380: IPDS Italy
Faculty Mentor: Professor Sherri Weber, Elementary Education, Literacy, and Educational Leadership
This study seeks to compare and contrast the way that students use literacy techniques while reading in Italian schools, versus how students perform these tasks in American schools. The research focuses on the use of phonics and decoding systems in the classroom, as well as examining how these relate to the relative fluency and automaticity in each given setting. Data was collected in a qualitative manner, and draws upon first-hand experiences in schools in America, as compared to first-hand experiences from observing Italian classrooms. Travel to Italy will occur during January 2020 and all data on Italian schools will be collected during this time. Post-travel, experiences from Italian schools forms my analysis of how literacy techniques differ or relate between the two areas. -
The Effects of Hurricane María on Education in Puerto Rico
Alexander Bianchi
Alexander Bianchi, Childhood Education
Faculty Mentor: Professor Sherri Weber, Elementary Education, Literacy, and Educational Leadership
Since making landfall in September 2017, the effects of Hurricane María have been felt across Puerto Rico. This study analyzes the long-term implications that have been experienced by schools, and what changes have risen as a result. Results showed that positive school leadership in combination with adaptive teaching practices allowed some schools to overcome the hardships they faced. At the same time, the emotional turmoil and loss of resources suggest that full recovery will be an ongoing process. From an educational perspective, this study emphasizes the need to foster resilience in schools, and support trauma-sensitive environments. -
Accommodating Students with Disabilities in Higher Education
Justin Boucher, Iyanna Williams, and Roger Geaniton
Justin Boucher, Iyanna Williams and Roger Geaniton, CWP 102: Argumentation and Research
Faculty Mentors: Professor Susan Mary Paige, Academic Success Program and Professor Jane E. Sullivan, College Writing Program
The Individuals with Disabilities Education Act (IDEA) has given students with special needs the opportunity to succeed and graduate from high school. All students attending college must self-advocate because they are under the American with Disabilities Act (ADA). Students who have learning disabilities and Autism Spectrum Disorders are intellectually able to learn and succeed at the college level. In addition to the self-advocacy issues students with disabilities may have difficulty handling the stimulation levels and the social skills needed in college classroom environments. College is an academic environment first, but it is important to note that it is also a social environment and these students may find difficulty in (a) self-advocacy, (b) the ability to participate in group projects, and (c) the willingness and preparation of college faculty to make proper accommodations. The steps to integrate students with disabilities into the college classroom are (a) faculty acceptance and (b) peer involvement. Without these two components, the hurdles for the student with disabilities will be greater. How ready are faculty and students for the integration of students with disabilities in their college classroom environment? With prior IRB approval, we will collect data from the faculty, staff, and students at a four-year urban public college considering integration of students with disabilities to (a) determine faculty attitudes and perceptions regarding accommodating students with disabilities and (b) determine the students attitudes and perceptions regarding their willingness and preparedness to interact with students with students with disabilities in their college classroom. -
Math Anxiety and Teacher Candidates
Lindsey Brzozowski
Lindsey Brzozowski, Childhood Education
Faculty Mentor: Professor Dianne McCarthy, Elementary Education
Many childhood teacher candidates at Buffalo State exhibit math avoidance, perform poorly on math assessments, and have a fear math classes. Some of the qualities listed above are characteristics of math anxiety. I investigated if teacher candidates at Buffalo State College experience math anxiety and what the prevalence of math anxiety is within the childhood teacher preparation program. To conduct my research, I sent a survey to the students enrolled in the childhood education program at Buffalo State. My survey was modeled after the Fennema-Sherman Mathematics Anxiety Scale (FSMAS), which is used to measure math anxiety within the context of a classroom (Fennema & Sherman, 1976). A study conducted by Siew Yee Lim and Elaine Chapman (2013) investigated and modified the FSMAS scale to better suit research in mathematics education. Their investigation was administered by using a short twelve-item survey. My survey also contained twelve items. The questions focused on teacher candidates' mathematics abilities, feelings towards mathematics, and ease/comfort teaching the subject. Teacher candidates rated themselves on a scale from “strongly disagree” to “strongly agree.” From the 58 responses I received, it is apparent that a percentage of the childhood education teacher candidate population at Buffalo State college exhibit qualities associated with math anxiety. Math anxiety is a growing concern in today’s classrooms and future teachers need to be aware of their own anxieties. My goal is to spread awareness about the topic using my research. -
Mathematics Curriculum in Italy and the United States
Lindsey Brzozowski
Lindsey Brzozowski, EDU 380: IPDS Italy
Faculty Mentor: Professor Sherri Weber, Elementary Education
This comparative research project takes a comprehensive look at the mathematics curriculum in both Italy and the United States (specifically, New York State). Before traveling to Italy, I often wondered how their school system would compare to ours in America. Having already completed research on mathematics anxiety, I was chiefly interested in their math curriculum, as it is a subject I am passionate about. The Common Core Mathematics Curriculum is an imperative resource for this study. Our curriculum is viewed side-by-side with theirs in order to gain a wide-ranging view of both countries’ mathematics instruction. While in Italy, I had the opportunity to observe mathematics instruction as well as view materials they use while teaching. Preliminary findings show that the mathematics curriculum in Italy is not all that different from the curriculum in the United States. As an educator, it is important to be aware of the techniques and procedures others use. Doing so will produce more effective teachers. The aim of this poster presentation is to shed light on the similarities and differences between mathematics curriculum, expectations, materials, and pedagogy in Italy and the United States. -
Student and Teacher Relationships in the USA, Chile, and Italy
Karly Glowny
Karly Glowny, EDU380: IPDS Italy
Faculty Mentor: Professor Pixita del Prado Hill, Elementary Education, Literacy, and Educational Leadership
My research project compares and contrasts teacher and student relationships in Chile, Italy, and the United States. Due to the USA’s relatively small class sizes, I hypothesize that teachers are more likely to build relationships with their students and create a warm and inviting classroom to adapt to each student’s needs. The goal is that the teacher works to make the classroom environment comfortable for each student. The teacher validates the student's life, culture, and experience, and school becomes a place in which the student's life and learning can coexist (Hoffman, 2018). The methods used in the research project were a literature review, data collection at a local school site in Western New York, and data collection in schools in Santiago, Chile and Torremaggiore, Italy during my time studying abroad. The data was collected by classroom observation and asking teachers in the three countries what they do to build relationships with students. Data was collected by classroom observation notes and recording teacher responses. The project focuses on the formal and informal interactions that take place between the teachers and students. As I observed, I used the findings to develop probing questions for the interview that will follow. My poster presentation will share relevant literature, findings, and implications for teachers. -
Recess in Schools in the United States, Chile, and Italy
Kelly Glowny
Kelly Glowny, EDU 380: IPDS Italy
Faculty Mentor: Professor Pixita del Prado Hill, Elementary Education, Literacy, and Educational Leadership
Research suggests that recess has positive effects on students cognitively, physically, socially, and emotionally, by providing relief from academic challenges presented by school (Ramstetter, Murray, & Garner, 2010). This project compares recess in elementary schools in Buffalo, New York, Santiago, Chile, and Torremaggiore, Italy by examining what cultural factors contribute to differences in recess requirements, how students and teachers are impacted, and what these differences look like in schools locally and internationally. First, I recruited a classroom teacher locally with ties to the Buffalo State PDS Consortium who allowed me to conduct research in their classroom. In June 2019 and January 2020 I traveled to Santiago, Chile and Torremaggiore, Italy, respectively, where I recruited classroom teachers affiliated with partner universities of Buffalo State and the Buffalo State International PDS Consortium. Data was collected using classroom observations, surveys, and interviews. In the local elementary school, I saw no time to very limited time for recess. In Chile, I saw multiple times where children and teachers engaged in free time throughout the school day. In Italy, students attend school five hours a day for six days a week, which allows for unstructured time to relax or spend time with family or peers. I concluded that students in Chile and Italy are able to pay attention in class and retain information more than students in the U.S. because they have more time to decompress and spend time developing social skills. -
Taking LOTE Seriously: Pushing Foreign Language Education
Sibgha Haider and Noushin Ahmed
Sibgha Haider and Noushin Ahmed, CWP 102: Argumentation and Research
Faculty Mentors: Professor Dr. Susan Mary Paige, Academic Success Program and Professor Jane Sullivan, College Writing Program
It is a common misconception that speaking English can get you anywhere in the world. In reality, you need a second language even in America to have an advantage in society. In a non-English speaking country, non-bilingual English speakers are completely lost. Foreign languages need to be taught earlier in education, specifically before the age of 10, when the “critical period” of language development ends. Even though evidence in our literature review suggests that learning a second language earlier is very useful in a child’s development, many schools in Western New York have pushed foreign language to middle school and grade six despite the research-based evidence. Introducing new languages so late in a child’s development is only setting them up for frustration and failure and making it unnecessarily difficult for children to learn a second language. This research project, with prior IRB approval, surveys the 26 school districts that participate in the Erie County, New York Association of School Boards to ascertain when and why these schools are offering foreign language studies in a child’s elementary-school years. -
Is the Picture Exchange Communication System (PECS) an Effective Intervention to Increase the Verbal Language of a Child with Autism Spectrum Disorder?
Sarah Harter
Sarah Harter, HON 400: All College Honors Colloquium
Faculty Mentor: Professor Kathy R. Doody, Exceptional Education
The ability to communicate wants and needs to others is an important aspect of communication. Communication is not limited to only spoken language but is also gestural or written. For a child with autism spectrum disorder (ASD), communicating those needs may be difficult. The inability to communicate may lead to frustration which can trigger the demonstration of inappropriate behavior. Researchers often examine the effectiveness of interventions to increase communicative abilities in children with ASD to alleviate frustration. The use of Augmented and Alternative Communication (AAC) devices is one intervention that has been explored. Augmented and Alternative Communication or AAC is used to help children with autism communicate information without the use of speech. One specific type of AAC that is typically used for children with ASD is the Picture Exchange Communication Systems (PECS). PECS is a system that uses the selection of pictures in order to facilitate communication for children with ASD to enhance verbal communication. There is a misconception that the use of AAC discourages, rather than encourages, the use of verbal language in individuals with ASD. Therefore, this literature review will examine the effectiveness of PECS as an intervention to increase the verbal language of children with ASD. -
Exploring the Potential Stigma Attached to Learning Disabilities
Haley Hughes
Haley Hughes, Exceptional Education
Faculty Mentor: Professor Dr. Shannon Budin, Exceptional Education
Many high school and college-aged students with learning disabilities (LD) may struggle with the effects of a stigma attached to their learning disability; this may come in the form of their own perceptions, or the perceptions and treatment by others. To explore the existence and impact of this potential stigma, I conducted a systematic review of published literature to identify common issues for both adolescent and post-secondary aged students and summarized the effects of the negative stereotypes. Results indicated several themes and common issues faced by these students. These include the possibility of low motivation and lack of ability to set goals, poor self-efficacy, and negative self-esteem. Additionally, social issues and relationships with parents, teachers, and peers may contribute to struggles experienced by students with LD—all of which may impact their academic and social success and lead to a potential negative impact on their mental health. A second phase of this research is in process, where students with LD and their teachers will share their personal experiences and perceptions related to the issues identified in the review of literature. -
The Need for Minority Teachers in Urban Schools
Dierra Jenkins, Carolyn Price, and Mark Adams
Dierra Jenkins, Carolyn Price and Mark Adams, EDU 201: Introduction to Education
Faculty Mentor: Professor Sandra Washington-Copeland, Buffalo Urban Teacher Pipeline Residency Undergraduate Program
The absence of diversity in K-12 teaching staff is a nationwide problem, especially for urban schools. In Buffalo Public Schools, Black and Latino students make up two-thirds of the enrollment, yet only ten percent of teachers are minorities. Graduation rates are at an all-time low in urban schools, so there is an urgent need to figure out how to solve this problem. Our literature review focuses on the reasons behind the lack of diversity as well as the benefits to students. Studies have shown that when students are taught by people who look like them, they have a better chance of success. For example, having one teacher of color in grammar school greatly increases the chances of African American students graduating from high school and attending college. A recent study found that there has been a significant increase in the percentage of minority teachers; however, retaining these teachers has been a problem. They have left the teaching profession at higher rates than non-minority teachers. Future research will include looking at the reasons why there is a higher turnover rate for minority teachers as well as review initiatives, such as Teacher Pipeline and other programs, that have been put in place to help rectify these problems. -
Teacher Perceptions About Classroom Aesthetics in Traditional and Waldorf Schools in the US and Germany
Holly Krupski
Holly Krupski, EDU 380: IPDS Italy
Faculty Mentors: Professor Patricia George, Elementary Education, Literacy, and Educational Leadership and Professor Tamara Horstman-Riphahn, School of Education
The Waldorf education model was founded in Germany in 1919 by Austrian theologian Rudolph Steiner, who believed that educational experiences need to focus on the whole child (thinking, feeling, doing) and must connect knowledge to community. For this study, the researcher spent a full day observing in four classrooms – a second-grade Waldorf school and a third-grade standard public school near Buffalo, New York; and a second-grade Waldorf school and a fourth-grade standard public school in Stuttgart, Germany. Observations were made regarding the aesthetics of each classroom, including colors, materials and organization. Classroom teachers were asked to complete a questionnaire outlining their goals and intent with the classroom design. Photos were collected from each teacher’s classroom and follow-up questions were provided to gain additional information about classroom aesthetics. Through this study, the researcher discovered that German and US traditional schools differ greatly from Waldorf schools. In particular, they differ in regard to the emphasis that Waldorf schools place on nature, soft colors, flexible seating and student independence compared to the emphasis the traditional schools place on a well-structured, organized classroom, bright colors, and themed spaces. Beyond the differences, however, it was clear that teachers at all schools work hard to make sure students feel welcomed, comfortable, and engaged. -
An Inclusive Perspective of a Student with Significant Disabilities in the General Education Classroom
Jessica Kubik
Jessica Kubik, EXE 364: Educating Students with Severe Disabilities
Faculty Mentor: Professor Lynne Sommerstein, Exceptional Education
This presentation includes the standards and activities of a 11th-grade unit plan that are designed to be adaptable to teach a student with significant disabilities in a general education English classroom. Using a student whose family I have interviewed about many aspects of her life, I have determined the long- and short-term goals that would be best to focus on to allow for more possibilities in her future. The activities for the 11th graders have been developed not only to suit their needs but will also allow her to meet her IEP goals, while being engaged with typically developing peers of similar age--all while using modified, age-appropriate materials. -
To Play or Not to Play: The Decline of Play Time for Young Children
Leslie Lawrence and Josephine Avarello
Leslie Lawrence and Josephine Avarello, EDU 495: Special Project
Faculty Mentor: Professor Sandra Washington-Copeland, Director, Buffalo Urban Teacher Pipeline Residency Undergraduate Program
We selected this topic because we work with young children and have observed the positive impact of play in our classrooms. Numerous studies support the importance of play in the classroom for young children because they learn more through play and develop life skills, language skills, self- regulation, and creativity. Current research has found that the decline in children's playtime affects emotional development and has led to various mental health and behavior problems. This project will look at the various types and benefits of play and what kind of play happens during the early stages of development. We briefly discuss why some proponents of academics think formal learning is more important than play. Theorists such as Montessori and Vygotsky who support play, as well those who advocate for academics over play, are reviewed. Our research is ongoing. After our study is complete, we will provide recommendations on creative ways to incorporate more play into academic curriculum to help make playtime more effective. -
Five or Six Day School Week? The Effects of Schooling on Information Retention
Tanner McMullen and Morgan Orlando
Tanner McMullen and Morgan Orlando, EDU 380: IPDS Italy
Faculty Mentor: Professor Kerry Renzoni, Music
Does having a six-day school week with shorter daily hours increase student’s information retention? In the United States, we have a five day school week with a two day break. In Italy, students attend school six days a week. Could the two-day break in American schools cause a decrease in student performance? Townsend’s article “Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners” investigates the effects of an after-school literacy program on students who are English-language learners. In this study, students participated in twenty after-school sessions. By having this extra exposure to the vocabulary, Townsend hoped that it would increase their knowledge. We hoped we would see similar results when working with children at a primary school in Torremaggiore, Italy because of their extra school day each week. Our data sources included teacher candidate participant blogs, personal teacher journals, field notes of classroom observations, and interviews with teachers at the elementary school. We found that the extra day seemed to have a positive effect on students’ information retention. For example, we found that after just a few days of hearing a song in English, students were able to sing songs that we taught them with increased accuracy in both pitch and language each time we came in to teach. Our research shows a preview of our book and the songs taught to our students. As a result of our findings, we believe that the extra six-day school week has a positive impact on student's retention of information. -
The Pros and Cons of Common Core Testing
Dawn Miller, Jeff Turner, and Naeemah Wilson-Simmons
Dawn Miller, Jeff Turner and Naeemah Wilson-Simmons, EDU 201: Introduction to Education
Faculty Mentor: Professor Sandra Washington-Copeland, Director, Buffalo Urban Teacher Pipeline Residency Undergraduate Program
Our research is designed to examine the Pros and Cons of standardized testing and how it affects students, teachers, and parents. Some proponents say standardized tests are a fair and objective measure of student achievement. They ensure that teachers and schools are held accountable to constituents. A research poll by the Associated Press-NORC Center for Public Affairs Research found that most parents say that standardized testing is a solid measure of their child’s ability. However, many people feel that the new Common Core testing standards have become increasingly unpopular, since they remain largely untested, riddled with inconsistencies, and are culturally biased. As educators who work in classrooms, we see first-hand how Common Core testing takes away from vital learning time that children need to develop academic, creative, and critical thinking skills that will be needed throughout their life span. Many opponents said they would like to eliminate the testing. Instead, they advocate for alternative methods of testing that may enhance or improve the standards that are already in place. This project is ongoing. Future research will include interviews with teachers to find out their experiences and satisfaction with standardized testing. -
High School to College: How Prepared Were You?
Charles Onogwu, Ariana Johnson, and Muhamed Trawally
Charles Onogwu, Ariana Johnson and Muhamed Trawally, CWP 102: Argument and Research
Faculty Mentors: Professor Susan Mary Paige, Academic Success Program and Professor Jane E. Sullivan, College Writing Program
Does high school really prepare first-year college students for all these challenges? Our research examines the perceptions of first-year college students regarding their preparation for college. High school students are told college attendance is an essential part their future success and that their experience is something they will remember all their lives. First-year college students experience a tremendous shift in their education experience and the transition from high school to college is often a jarring experience. Suddenly a student is no longer only concerned with getting a good grade on a test, living away from family and friends, and juggling a challenging course load, all while learning how to self-advocate. On top of this, advisors fail to mention how the debt connected to attending college is going to affect decades of their lives. Students are not taught enough about how student loans and financial aid work. College tuition can vary significantly and there are many schools with affordable tuition and generous financial aid assistance. However, not all students qualify for assistance because of their family household income. With prior IRB approval, our study selects a sample of convenience of residential first-year college students from a four-year public urban college. We collected data on (a) their high school demographics, (b) how well informed they were about the cost of attending college, (c) how they selected this campus, and (d) their satisfaction with their current college experience. -
Comparing Strategies to Motivate Elementary Children in Thailand and US
Klihtoo Paw
Klihtoo Paw, Early Childhood/Childhood
Faculty Mentor: Professor Pixita del Prado Hill, Elementary Education, Literacy, and Educational Leadership
As a child, I experienced education in Thailand starting from birth until seven years of age. Then, I started my education at the age of eight in the United States. Since I want to become a teacher, I would like to investigate different strategies teachers can use to motivate children. This study gathered information to learn the similarities and differences regarding this topic between Thailand and the United States to identify what I might use as a teacher. My mentor, Dr. del Prado Hill, and I worked together to conduct this study. I recruited my subjects from Thailand via email and/or Facebook. I obtained the email/Facebook addresses of the interviewees from a teacher who worked in Thailand and immigrated to Buffalo. I recruited local teachers through contacts available through the Professional Development Schools (PDS) Consortium. The project was verbally and electronically described to the participants in November 2019, consent forms were distributed, and any questions were answered. The email message was available in English and Karen so all possible participants can understand. The participants were interviewed through a list of questions I compiled. I interviewed in person, via phone or via email depending on which method the interviewee chose. The interview was conducted in English and/or Karen depending on the preference of the participant. -
Analyzing Opposing Views on Classroom Size in an Elementary Surrounding
Heather Polowy, Jennifer Casillas, Yesilliam Rivera, and Nancy Cruz
Heather Polowy, Jennifer Casillas, Yesilliam Rivera and Nancy Cruz, EDU 201: Introduction to Education
Faculty Mentor: Professor Sandra Washington-Copeland, Buffalo Urban Teacher Pipeline Residency Undergraduate Program
The objective of this investigation is to analyze opposing views regarding classroom size in an Elementary school setting. In this research, you will find classroom size and the ratio of students to teachers is important. The views of teachers' aides and assistants will come into play throughout this project because we will share some personal experiences from our work in elementary schools. We will also review an experiment called the Project Student Teacher Achievement Ratio (STAR), which presented the effect of three different class sizes on academic performance. When taking a deeper look into an elementary classroom setting, we have learned that there are both advantages and disadvantages to the student/teacher ratio affecting social and learning skills. One point teachers addressed was that classrooms with a large ratio of students have allowed those who are timid and struggle socially, to get lost in the crowd. Some believe that a larger classroom can be enriching because it allows students to work together to help one another and stay on task. Studies have shown that smaller sized classrooms do in fact impact student achievement and the ability for students to understand. This research project is ongoing. -
A Special Ability: Autism at its Best
Deliris Rodriguez
Deliris Rodriguez, EDU 201: Introduction to Education
Faculty Mentor: Professor Sandra D. Washington-Copeland, Elementary Education
My project describes Autism Spectrum Disorder (ASD) and is based on a review of the literature, but mainly my personal experiences with my two sons. Sharing my journey will give the reader an authentic illustration of what a person with ASD might look like through a unique lens. Have you ever been somewhere and saw a child screaming or crying? Some people would think that is caused by bad parenting, when there may be something else going on. I like to shift the paradigm and say that some individuals just have a special ability called autism. These super-smart individuals have unique ways of mastering different subjects like reading, writing or even figuring out difficult math problems faster than others. There are different types of symptoms and even different diagnoses. Autism may affect many aspects of an individual’s life. There is so much to learn about not only children but also adults. Adults and children socially distance themselves from society due to their different way of thinking. It makes it hard for families to communicate with them, since their brain development is so unique. With a rise in autism spectrum diagnosis, we all need to learn more about this disorder. My future research will focus on developing a case study to help educate others from the perspective of a caretaker. -
Does All Education Look the Same? Comparing Schools in Italy, Zambia and The United States
Lauren Roetzer
Lauren Roetzer, EDU 580: IPDS Italy
Faculty Mentor: Professor Kerry Renzoni, Music Education
This research centers on the question, “How does education compare across different schools and different countries”? I conducted part of this study while participating in the IPDS Italy program in January 2020 as well as the 2018 IPDS Zambia program. Through these two IPDS trips and my own experiences back home in the United States, I was able to compare the different schools that I taught in to find answers. As part of each IPDS program, I observed and taught in elementary, middle, and high schools in Torremaggiore, Italy and Lusaka, Zambia. My observations included different subjects such as ELA, math and music. I took extensive field notes on the classroom environment, resource allocation, student engagement, teaching methods, and classroom activities. My data sources included field notes and blogs of participating teacher candidates. I used qualitative data analysis techniques to review our notes and blogs about what we saw to identify how educational practices differ over schools in the three countries. Findings include how Zambia and Italy are very similar in terms of foreign language education and length of school days, whereas the US and Italy are very similar in terms of resource allocation and classroom management. In regard to differences, all three countries fluctuate greatly between how they treat “special” subjects such as art or music. Additionally, all three have very different practices concerning higher education for students continuing to high school or college. -
Why Schools Don't Have Time to Teach Social Skills
Dolores Rosso and Tammy Bonner
Dolores Rosso, and Tammy Bonner, EDU 201: Introduction to Education
Faculty Mentor: Professor Sandra Washington-Copeland, Buffalo Urban Teacher Pipeline Residency Undergraduate program
Our project is a literature review that looks at the lack of social skills in schools and how it is affecting our students. Social skills are critical to our development and success. Many children never learned these skills at home; however, they are needed to interact and get along with others. Parents assume children are being taught these life skills at school, but that is not always the case. We reviewed the three stages of development of social skills: pre-school, elementary school, and high school. We are all educators in urban public schools and collectively have over 40 years of experience. Our presentation will discuss some of the pros and cons we see daily, along with what we have learned through various research studies. We will also give an overview of the curriculum before the Common Core requirements and how it has changed due to the amount of time spent on academics and testing. We will use our first-hand observations to explain why we feel this is not working and how it impacts our students. Our goal is to make people more aware of the lack of social skills and how it is affecting children. This research project is ongoing. Future research may include formal classroom observations of social skill instruction and student interaction to gain a better understanding of what is going on in the schools we work in. -
Do Educational Practices Suppress the Advancement Black Women in Society?
Shavil Rousseau, Sabrina Leveille, Felicia St.John, and Sarah Bryant
Shavil Rousseau, Sabrina Leveille, Felicia St.John and Sarah Bryant, CWP 102: Argumentation and Research
Faculty Mentors: Professor Susan Mary Paige, Academic Success Program and Professor Jane E. Sullivan, College Writing Program
Black women are highly diminished throughout American society. We are passionate women with the personal experience of being a black woman in American society. Our literature review has exposed the struggles Black women endure in the American educational environment. For example studies have provided evidence that (a) having a teacher who is not your race can affect your grades, (b) it is more difficult for a black woman to get accepted to an Ivy League university, (c) the struggles of black female athletes, and (d) the differences in salary and rank of Black female Professors at Historically Black Colleges (HBC) vs Predominantly White Institutions. Our research project would, with prior IRB approval, include interviews with black women working at a four-year urban public college in New York State to learn their views and personal experiences of being a black woman employed in the college setting. We will be replicating a study by Shayanne Gal that focused on the difference in salaries between men and women in higher education. We will use their research model and focus on the comparison between White and Black women in higher education. -
Bridging the Language Barrier With Music Education
Amanda Ruiz and Sydney Williams
Amanda Ruiz and Sydney Williams, EDU 380: IPDS Italy
Faculty Mentor: Professor Kerry Renzoni, Music
This study concentrates on the connection between music education and English learning. Our research question is “how does music education bridge the gap between language barriers?” Before we left for Italy, we were informed that the citizens of Torremaggiore, the small city we were staying in, would have a language barrier with us, especially at the elementary school we planned to visit. During our time in Torremaggiore, we spent multiple days at Emilio Ricci Primary School working with students between the grades of Pre-K through 5th. We collected a wide variety of data that includes field notes, teacher candidate participant blogs, and personal teaching journals. Our findings indicated that Italian students were fully engaged in all music content, asked questions after music lessons to further enhance their learning, and learned new vocabulary through song and movement.
