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Buddy reading for reading comprehension growth and reading engagement"Teachers wonder how to motivate students to become better readers. Teachers of older remedial readers are challenged to provide reading material at students' reading levels relevant enough for them to want to read. Students are less likely to learn strategies to help them comprehend text if they are not engaged with the material. This project provided seventh grade remedial reading students a purpose for reading books at their level by reading children's picture books to first grade students. Prior to the buddy reading sessions, seventh grade students practiced reading with expression and fluency. In addition, their teacher taught cognitive strategies to assist comprehension. Concurrently, their first grade partners were exposed to the same strategies during classroom instruction. The seventh grade readers assisted their first grade 'buddies' in applying the taught strategies during the sessions. This research examined the interaction and engagement of students during buddy reading experiences. In addition, attention was paid to how students used the taught comprehension strategies during buddy reading. Conclusions were drawn from field observations, transcribed recordings, student work, and interviews indicating buddy reading had a positive impact on reading engagement and students' awareness of comprehension strategies to be used during reading"--Leaf iii
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Classroom culture and indigenous classrooms"Indigenous languages have been traditionally learned by doing activities on the land, with the family or around a village. Sometimes, because this is not feasible, Indigenous languages can be learned in a classroom. This is a qualitative research on the author's own Indigenous language classroom with the theoretical foundations of second language acquisition and group formation processes. Data collected were videotapes, audiotapes, student journals, and an exit interview, which were triangulated and verified by an interrater. Results were that the instructor had to possess a philosophy of second language teaching and learning; set high expectations, and create a positive classroom culture. Learners had to be extremely motivated; participate, and pull their own weight. The overall recommendations are that (a) learners need to learn their ancestral language as a second language, (b) Native language teachers need training on theories of second language acquisition, (c) Native language teachers need to have a strong philosophy of second language learning and teaching, and (d) learners need to have a mindset that they will learn to speak their ancestral languages by practicing. These recommendations have worked in the researcher's classroom, and can be extended to any second language teaching or learning arena"--Leaf iii
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Standards-based learning under the Bering Strait instructional model: can levels be used as valid indicators for proficiency on the Alaska High School Graduation qualifying exam?"The Bering Strait School District is an Alaskan school district that took on standards-based education under the umbrella of a larger systemic change encompassed by what has been called the Quality Schools Model. In this model students are engaged in standards-based curriculum that is organized in a manner allowing for time to be a variable in student learning and where groupings (levels) are based upon student readiness in the non-graded system. In this study, the effectiveness of standards-based levels was quantitatively studied by comparing sophomore reading, writing and math levels in the model to their high school exit exam scores in an attempt to determine if an association between the two assessments exists. The application of the chi-squared statistic lead to the conclusion that the level a student is working at in reading or math, within the model, is in fact associated to their proficiency on the high school exit exam"--Leaf iii
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The impact of parent and student access of student information management systems on student achievement"The introduction of online student information systems (SISs) has provided parents and students the opportunity to more closely monitor student academic performance. Two years after the implementation of an SIS, PowerSchool, in the Fairbanks North Star Borough School District, data indicates no significant increase in grade point average (GPA) despite significant increases in SIS utilization. System contacts increased during academic years 2008/'09 and 2009/' 10 among populations of middle school and high school students while average GPAs remained essentially unchanged. However, comparisons between SIS contacts and GPAs revealed statistically significant correlations between the two variables, indicating some degree of connection between student/parent monitoring and academic performance. In addition, analysis of student records indicates a positive correlation between average GPAs and contacts recorded during an academic year: records with low GPAs reported fewer contacts with the SIS, with contacts increasing with GPA values. Thus, while families of higher-achieving students are more likely to utilize PowerSchool than lower-achieving students' families, the introduction of PowerSchool has had essentially no impact on promoting academic achievement"--Leaf iii.
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The effect of freshman teams on ninth graders' academic success in high school"Education reform and the passage of No Child Left Behind legislation are responsible for many innovative educational programs. The purpose of this study was to determine whether grouping ninth graders who share core teachers, known as freshman teams, affects students' academic success in high school. The study population consisted of 301 incoming freshmen at West Valley High School in Fairbanks, AK during the 2009-2010 school year. Student grades in both English and science were examined. Results of a school-sponsored, Likert-style survey were used to supplement the conclusions. A t-Test for Independent Groups was used to determine whether freshman teams affect ninth graders' academic success in high school. The results were inconclusive with respect to grades. Further, team membership had an effect in only one category: knowing classmates' names. Other factors associated with long-term academic success such as graduation rates should also be examined before widespread school reforms are implemented"--Leaf iii.
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Computer mediated communities of practice: the state of teacher collaboration in one rural Alaskan school district"The Yukon-Koyukuk School District spans an area the size of Washington State, while serving just over 300 students. Administratively based in Fairbanks, Alaska, the district is comprised of nine rural schools along the Yukon, Koyukuk, and Tanana Rivers which are geographically isolated, and in some cases only accessible by plane or boat. This mixed-methods inquiry, which contains both survey and focus group components, investigates the current use of internet- and technology-based methods and practices for collaborative use by district teachers. Concepts about teacher isolation, and communities of practice provide the framework for this situated study. Both the self-reported skill-set elucidated by the survey and the actual picture of the technological situation at the various sites gathered from the focus group participants suggest that teachers would value an increase in collaboration, but need more training before that can effectively take place. The data help to inform a list of six specific recommendations to the district to address these needs"--Leaf iii
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Mentoring novice elementary teachers in rural Alaska"This study investigates the impact of a literacy coach on novice teachers' reading instructional practices. Coaches are used to support teachers in their classrooms in districts across the country to improve student achievement. At this time, the tie between coaches, teachers and student achievement in research is limited. This qualitative study explores the impact of a literacy coach on three novice teachers' and their reading instructional practices. Data was collected using field notes, interviews, collaborative logs and observations. Analysis indicates that teachers relied on the coach to support them in five main areas. Those areas were; teacher request for support in ordering supplies, organizing the classroom, etc.; classroom practice that included working with classroom aides, on going assessment, etc.; teacher learning that had to do with teaching specific skills, professional reading, etc. The last two areas were student improvement and impact of the coach. The results of this study indicate that a literacy coach does have an impact on novice teachers reading practices, which in turn raises student achievement. Test scores, students' daily work and passing levels, indicate evidence of the achievement. More research is needed in the area of teacher mentoring and how it affects student achievement"--Leaf iii
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The life of my grandmother: Olinka Arrsamquq Michael"Investigations into texts on the history of Kwethluk, Alaska reveal little, with one published account describing my maternal grandmother. Fueled by my own curiosity, I interviewed four women who knew her before she passed away, to learn of her life, her influence on others, and village history. Critical theory underlies my research and is evident in the documentation of the life of a Yup'ik woman through the voices of female informants. Analysis of the interviews revealed primary process codes that include important periods of life, and roles my grandmother held became subcodes. Her roles are tied together by her desire and acts of caring for others, especially women and children. With the increasing presence of Western influence in a Yup'ik village, several of her roles also establish her as a cultural broker. Life history research, through interviews and supporting historical documents and texts, generated a picture of life in Kwethluk in the 1900s"--Leaf iii
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Critical issues in the preparation of Alaska Native teachers : perspectives of cross-cultural education development (X-CED) program graduatesThis study draws upon the experiences of 35 Alaska Native teachers who have succeeded in earning a teaching certificate through the Cross-Cultural Education Development (X-CED) Program to identify issues that affect the preparation of Native teachers for schools in rural Alaska. The guiding question of the study is: What do Native teacher eduation graduates perceive to be the factors that contributed most to their success in a field-based teacher preparation program and as teachers? Components of the question include: Why did Native students pursue a teaching credential? How did the XCED graduates go about achieving their goals? And, how do they perceive their experiences as teachers? It is evident from this study that Alaska Native people face many critical issues in their pursuit of a Bachelors degree and a teaching certificate to teach in their communities. Factors that contribute to the success of the Native teachers interviewed in this study include field-based instructors; locally driven curriculum; and school district, community, family and fellow student support. Implications for future success of Native teacher preparation efforts conclude the study.
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Cultural adaptations of evidence based practices in supporting children diagnosed with autism spectrum disorderResearch shows that early identification and intervention result in a higher quality of life and contribution to society for individuals with Autism Spectrum Disorder (ASD). As society sees an ever-increasing percentage of individuals diagnosed with ASD, identification of culturally responsive, evidence-based practices is of critical importance. While the National Autism Center has provided a guide to evidence-based practices, minimal research has been done to determine if these practices are culturally relevant. This is a community-based formative research project. The purpose of this project was to evaluate the cultural appropriateness of the practices identified as "evidence-based practices" by the National Autism Center in the 2015 standards report, specifically a token economy system which is a positive behavioral support that utilizes the principles of applied behavior analysis to decrease challenging behaviors and increase positive behaviors. The study utilized qualitative research strategies, including surveys and interviews within the American Samoan community, to accomplish this evaluation. The surveys and interviews were analyzed using coding principles to generate themes. The researcher was contacted by the American Samoan Department of Education to provide training for educators and parents on utilizing evidence-based practices to support children with autism. The results of this study inform the content of the ongoing training efforts.
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Beyond trending: using risking connection as a framework for moving agency culture toward trauma-informed careThe prevalence and pervasive impact of adverse childhood experiences (ACEs), and more broadly, trauma, are well supported in the extant literature. Despite this evidence, there remains a significant dearth of formal training and educational programs that prepare staff who work with trauma survivors within complex behavioral health systems. Trauma-informed care (TIC) has moved beyond a trend in the mental health field and is gaining momentum as a leading philosophical paradigm that is being infused as an operational framework for agencies that work with survivors. Risking Connection (RC) is a curriculum-based training program that works with agencies interested in becoming trauma-informed. The current study examined the impact of RC on trainee outcomes for knowledge gain, attitude change, and vicarious trauma (VT) on 119 participants who all work for a therapeutic group home system being operated by a provincial government in Atlantic Canada. The findings in this study suggest that RC is effective in improving knowledge gain and attitude change in a favorable direction toward TIC. The study also supported previous findings associated with the improvement of VT.
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A Place-based study of Alaskan animalsIn the spring of 2020, my second-grade class, located in Fairbanks, AK, dived into a place-based exploration of Alaskan animals. The aim of the project was to increase students’ connections and understanding of the state where they live (Alaska) and the animals that they share it with. Through a backwards design, inquiry-based instructional model, my students met state standards with an integrated-subject approach. With art, guest speakers, research, and field trips my students learned about the Animals that share Alaska with us, their environments, and their adaptations. Students used informational writing published on digital mediums to share their knowledge with others. I propose to share this unit with other educators in the form of a website with links and lesson plans so that more teachers and children have access to quality place-based materials that align to state standards.
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Recommendations for training of substitute teachers in the Matanuska-Susitna Borough School DistrictWith increasing importance placed on student growth and achievement scores, increasing teacher absenteeism, and increasing amounts of time students spend being taught by substitute teachers, it is surprising that the preparation of substitute teachers does not reflect the significance of the job they have in relation to these trends. Research shows that training can increase substitute teacher effectiveness, which may positively affect student growth and achievement. The purpose of this project was to determine what the substitute teacher onboarding process was, including employment requirements and required training, for substitute teachers in the Matanuska-Susitna Borough School District and to make recommendations to the district for the training of substitute teachers. Substitute teachers in the district were asked to complete a survey regarding their experience, current level of training, and perceived training needs. I found that regardless of the amount of experience and training substitute teachers already possess, they want more training not only in the programs and initiatives utilized by the district, but also in effective instructional strategies, best practices, and teaching methods in curricular areas. While the district onboarding process is fairly comprehensive, as is the available optional training, I developed recommendations to improve the onboarding process and training options for substitute teachers in the district to strengthen substitute teacher effectiveness.
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Applying the environmental identity development model in place-based education: an online resource guideI created an online resource guide for place-based education (PBE) informed by the Environmental Identity Development (EID) Model and research (Green et al., 2016). The EID Model provides a flexible framework for understanding how individuals develop their sense of self within and in relation to the natural world. The model is valuable as a diagnostic tool and a guide in the creation of place-based activities that support children’s play, learning, and growth in nature. The goals of this project were to create an accessible guide to understanding the EID Model and theory; to demonstrate how the EID Model and research may be used in the development of culturally relevant educational strategies; to utilize the EID Model in the creation and curation of effective and flexible PBE activities. Qualitative data from the EID research project were used to explain and contextualize the EID Model. Place-based pedagogies and land education pedagogies were utilized in the development of educational resources. The educational resources created for the website are accessible and flexible, adaptable for diverse ages and environments. The website encourages adults to support “spontaneous” child-initiated activities and explorations in the natural world. Ultimately, this guide is an accessible resource that encourages educators to utilize the EID Model in the pursuit of culturally responsive and child-centered PBE in their own context.
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A Framework for teachers in education for sustainable development for upper elementary grades in the Fairbanks North Star Borough School DistrictEducation for Sustainable Development (ESD) is a holistic approach to education that seeks to create a better world for this generation and the next. The aim of ESD is for students to gain knowledge, skills, attitudes and values that will shape the planet for a sustainable future. The United Nations has adopted 17 Global Goals as a "universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030” (United Nations Development Program, 2020, para. 1). Models for sustainability look very different depending on where one lives. The context of this work is Alaska, and more specifically the Fairbanks North Star Borough. The purpose of this project is to build a website resource to aid teachers in developing a mindset toward ESD and provide locally relevant resources and curriculum aligned with the United Nations Global Goals. This project is guided by the question of how Indigenous Ways of Knowing & Culturally responsive practices can be incorporated into curriculum development alongside district standards and ESD competencies. The methods of this project seek to engage students by incorporating real-world challenges and authentic experiences into core subject areas allowing students to connect classroom learning to real life, and thus creating engaged citizens. The aims are for students to become environmentally aware, while developing life-skills including leadership, communication, collaboration, and management. By developing a sense of place and equipping students with environmental knowledge and skills they can excel at living lives which further humanity while caring for and respecting our planet and it's resources.
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An Overview of SLA theories with a focus on the affective filter hypoOtherFor many years foreign language acquisition has been a focal point of linguistic research. Theories of language learning is composed of essentially five major fields of thought (although there are many more theories, along with subtheories, correlational theories, methods and approaches) and a consensus has yet to be reached as to which one is the most accurate, for whom, in which context, what they are called or even how each one should be defined. This study aims to work with the five major ones, and dive deeper into each of them, with a specific focus on the Affective Filter Hypothesis, in order to apply these ideas in an English as a foreign language educational setting in which I currently work. This study hopes to implement theory in a way that makes second language learning more enjoyable and attainable for students, teachers and researchers.
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Building confidence and competence through the Environmental Identity Development modelThe integration of place-based environmental education into an existing educational program has the ability to drastically increase the environmental competencies of the participating members. A unique group of students, who are also potential candidates for leadership roles in the United States Military, are members of the Reserve Officer Training Corps (ROTC) program. These students are required to obtain a massive amount of knowledge and ability in a relatively limited time, while still being required to succeed in the degree program of their choice. By introducing them to the Environmental Identity Development model (Green, 2018), there is a better opportunity for them to identify their own competencies and confidence as they act as leaders in a natural environmental setting, and work towards bettering their own ability to perform, and succeed when operating in a field environment. Successful progression through this model will enable them to acquire new skills and appreciations for the natural world, a world in which they will be expected to be active and engaging leaders in our country’s military forces.
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A study of the influence of media-based books on independent reading choicesThe purpose of the study was to discover if children's media programming influences the independent reading choices of students. With this purpose in mind, my research was designed to answer the following question: Did children's viewing exposure to the characters, setting, and story format in media-based books provide them with the essential scaffolding necessary to motivate them to read more independently? This project involved approximately 13 fourth grade students, male and female. All of the students have been asked to choose a book to read, fill out a summary sheet for the book, and participate in a reading conference. The researcher has observed the students during the independent reading times, recorded oral retells of the books and conducted interviews with the participants. The results of the study confirmed that students are indeed motivated to read media-based books more independently. It is recommended by the results of this research to offer media-based books for students' independent reading book selection.
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How do general education teachers (K-5th grade) in the Mat-Su Borough School District teach handwriting skills for automaticityIn 2012 the State of Alaska adopted English Language Arts Standards with no handwriting standards beyond the first grade. This change does not display an understanding of how students develop handwriting skills, nor the importance of a student's ability to write with automaticity. The stage many students make the greatest gains in handwriting fluency is at the intermediate level (grades 3-5). This study surveyed kindergarten through fifth grade general education teachers in the Matanuska-Susitna Borough School District to learn if handwriting skills are being taught and what instructional methods are being used to develop automaticity. This study found that teachers in the Mat-Su Borough School District think handwriting instruction is important but, there are no common standards, curriculum, or materials. In addition, only 24% of the teachers are using the best instructional methods to develop handwriting automaticity. In the Mat-Su Borough School District the importance of handwriting instruction seems to be overlooked. The district needs to provide additional professional development on handwriting instruction, develop vertically aligned standards for handwriting, and provide resources for schools to purchase research-based materials.
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Environmental identity development in a rural southcentral Alaska elementary school birding clubResearch suggests that birding may help children develop a healthy relation with the natural world, but no prior studies have explicitly explored how children experience environmental identity development in birding clubs. The purpose of this qualitative phenomenological study was to investigate the environmental identity development of 3rd grade children participating in an after-school birding club within a rural, isolated island community in southcentral Alaska. Environmental identity is the way that individuals perceive themselves with regards to their environment. As environmental identity develops, children are faced with a series of tensions at the different stages of the model. These stages include trust in nature versus mistrust in nature, spatial autonomy versus environmental shame, environmental competency versus environmental disdain, and environmental action versus environmental harm. Children taking part in this study conducted Sensory Tours at birding club. The Sensory Tours involved children wearing video recorders on their bodies as they went about their activities. The video recorders captured children's interactions with one another and with their environment during the outdoor portions of birding club. Afterwards, in what is referred to as video-stimulated recall, the children met as a group to discuss the video data they collected. Data gained from the Sensory Tours and videostimulated recall were sorted into categories based on the different stages of the environmental identity model. The results indicated that the children established trust in nature prior to entering birding club, which is to say that they felt a level of comfort and familiarity with the outdoors. The exception to this was that brown bears made most children feel uncomfortable, which resulted in some disrespectful behavior towards bears. The children also had negative perceptions of pushki due to the plant's capacity to cause rashes, even though the plant has beneficial uses as well. Spatial autonomy, or the sense of freedom and independence in nature, was supported when children climbed boulders and developed their own methods for navigating boardwalks and descending stairs. Children gained environmental competency from birding club in the form of new knowledge and skills related to birding in the outdoors. These included the ability to identify birds by sight and sound, nest search, identify pushki, and pack for the outdoors. Opportunities for children to care for the environment by engaging in environmental action were limited, although the children did decorate birdhouses and learned to maintain a respectful distance from wildlife. Some children were conflicted about whether or not picking salmonberry flowers constituted environmental harm. In future years, more emphasis should be placed on educating children about living in harmony with brown bears, harvesting salmonberries sustainably, and the traditional uses of pushki. Birding club should also include more structured opportunities for children to engage in action for the environment. This will support children as they continue to form deeper connections between themselves and their environment. Finally, the results of this study have numerous applications for teaching environmental education in the general education classroom. They indicate that teachers should assess students based on their environmental identity development, explicitly teach perseverance and empathy to students, provide students with a greater sense of agency in their schoolwork, and encourage relationship building in the classroom.
