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Brittany Aguilar | Latinx Children and Culturally Relevant Fractions Lesson

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Brittany Aguilar | Latinx Children and Culturally Relevant Fractions Lesson

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An undergraduate student working rising 3rd grade students from a Marietta City school coming from Spanish speaking homes aiming to find the differences in the children's ability to communicate knowledge of fractions from students. Instruction took place in English, Spanish, and a combination of both for three groups of children. The authors used a problem solving approach with culturally relevant story problems to engage the students to the math problems and to see whether the language of instruction made a difference in the level of sophistication on in their math explanations.

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Erica Peek (Graduate Student) | Perceptions of School Through the Lens of Black Male Elementary Students: A School Climate Study

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Erica Peek (Graduate Student) | Perceptions of School Through the Lens of Black Male Elementary Students: A School Climate Study

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This qualitative case study focused on the perceptions of 5th grade black males at a suburban  neighborhood elementary school in the southeastern United States. The purpose of this study was  to gain an understanding of how the participants felt about their teachers and school community.  The theoretical frameworks that informed this study were Critical Race Theory and Maslow's Hierarchy of Needs. Several data gathering techniques (qualitative questionnaire, focus group  meeting, and student journals) were utilized and analyzed to describe the participants' experiences regarding school climate at TES. From the data collected, several themes emerged such as Building Relationships & Classroom Communities, Care, Compassion, & High Expectations, Engaging Instruction, Classroom Management, Consciousness of Racism and Favoritism, and School as Family. This information supports previous research on the education of black males. It also contributes to the literature on the educational experiences of black boys, through their own youthful voices and perspectives. The findings of this study were used to highlight their stories. Stakeholders such as teachers, teacher leaders, school and district leaders, and teacher preparation programs can benefit from the results. The knowledge gained can be used to build teacher capacity. It can also be utilized to begin critical dialogue on how to best serve black boys and assist them in developing the skills and strategies essential for academic  success.

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Peek, Erica - KSU Student Scholar Research Expo Oct. 2022

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Bagwell College Student Scholars Expo | 2022

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Bagwell College Student Scholars Expo | 2022

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The Bagwell College Student Scholars Expo is an event to showcase undergraduate and graduate students’ scholarship conducted at KSU during the past academic year. It constitutes a college-level version of KSU’s Symposium of Student Scholars. The Fall 2022 second edition of the Bagwell College Student Scholars Expo will be held on October 27 th, 2022. The event will be hybrid, and students will have the option of presenting face-to-face in the Bagwell Building or online using Microsoft Teams.

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Melissa Paurowski (Graduate Student): Using Interactive Whiteboards with Mathematics Teachers & Students

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Melissa Paurowski (Graduate Student): Using Interactive Whiteboards with Mathematics Teachers & Students

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Bagwell College Student Scholars Expo | 2021

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Bagwell College Student Scholars Expo | 2021

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The BCOE Student Scholars Expo is an event to showcase undergraduate and graduate students’ scholarship conducted at KSU during the past academic year. It constitutes a college-level version of KSU’s Symposium of Student Scholars. The Fall 2021 inaugural edition of the BCOE Student Scholars Expo will be held on November 12, 2021. The event will be hybrid, and students/faculty will have the option of presenting face-to-face in the BCOE Building or online using Microsoft Teams.

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Jessica Cooper (Graduate Student): Differentiation, COVID-19 pandemic, hybrid learning, lab-based activities, self-study, chemistry education 

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Jessica Cooper (Graduate Student): Differentiation, COVID-19 pandemic, hybrid learning, lab-based activities, self-study, chemistry education 

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Laura Alevy (Graduate Student): Effective and Practical Ways to Offer Students Quality Math Feedback Online

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Laura Alevy (Graduate Student): Effective and Practical Ways to Offer Students Quality Math Feedback Online

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Kristopher Daniels (Graduate Student): Digital Citizenship +

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Kristopher Daniels (Graduate Student): Digital Citizenship +

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Nicholas Moore (Graduate Student): Building Community Through Culturally Responsive Morning Meetings

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Nicholas Moore (Graduate Student): Building Community Through Culturally Responsive Morning Meetings

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Denia Carbajal (Undergraduate Student): Questioning Data

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Denia Carbajal (Undergraduate Student): Questioning Data

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Mary Mitchelson & Amanda Green(Undergraduate Students) | Pre-service Teachers' Perceptions about Creating Safe Spaces for Middle Level ELA Classrooms

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Mary Mitchelson & Amanda Green(Undergraduate Students) | Pre-service Teachers' Perceptions about Creating Safe Spaces for Middle Level ELA Classrooms

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Preparing to become a middle level teacher involves learning to address the diverse and unique academic and developmental needs of young adolescents (Bishop and Harrison, 2021). Pre-service teachers who hope to teach English/language arts seek to understand the knowledge and skills of the discipline with real world relevance. These pursuits are challenged in the current educational context, wherein the recent escalation of curricular control from the district and state levels, often described as a means to keep K-12 students safe, is diminishing teachers' abilities to create safe classroom environments and to implement meaningful and engaging curricula through critical perspectives. In the ELA classroom, the rise of banned books, targeting historically marginalized stories and strategically lessening the visibility of gender and sexual diversity is characteristic of carceral-like school systems where students are controlled and limited in the amount and type of education they receive. Through our research, we would like to explore pre- and in-service teachers' perceptions and experiences in a post-HB 1084 environment. We hope to discover skills that will help us, as future teachers, to engage and represent the social diversity of our middle level students through curriculum and books, creating classrooms that are truly welcoming to all. We believe that educators are the key to a studentâ€™s right to learn and can begin to eliminate carceral logics imposed upon Americaâ€™s youngest population. As we are in the beginning stages of research, we would like to use the Bagwell Student Scholars Expo to receive feedback and share ideas.

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Marco Romanelli (Graduate Student) | Investigating Students' Application of Generalizations to Solve Non-Routine Problems

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Marco Romanelli (Graduate Student) | Investigating Students' Application of Generalizations to Solve Non-Routine Problems

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Generalizations which extend knowledge or reasoning to a new situation are widely acknowledged as a critical component of building mathematical knowledge and problem-solving skills. This case study focused on what generalizations sixteen high school geometry students used to solve non-routine problems involving geometric transformations and right triangle trigonometry. Data from paired students' completion of two non-routine geometric transformation problems and three right triangle trigonometry non-routine problems, student journaling, and researcher observations were analyzed using Ellis' generalization taxonomy. When solving two geometric transformations non-routine problems, data from the student pairs indicated that they generalized by searching (Type 2a, 2b) and then applied generalizations involving general principles of rules (Type 4e), patterns (Type 4f) strategies or procedures (Type 4g) and used strategies that were already known (Type 6a). When solving the three non-routine trigonometry problems, all student pairs generalized by searching for the same patterns and procedures (Types 2a, 2b), identifying a rule (Type 4e), and using prior strategies (Type 6a). No evidence was found for students generalizing by relating, extending, or defining objects or situations (Types 1, 3, 5). These findings indicate (1) the generalization taxonomy can be useful to classify secondary students' generalizations on non-routine trigonometry problems, (2) the types of generalizations afforded by these three trigonometry problems, and (3) researchers and practitioners should intentionally consider which generalization outcomes are intended when creating and implementing non-routine problems for secondary students.

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Brittany Aguilar (Undergraduate Student) | Latinx Children and Culturally Relevant Fractions Lesson 

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Brittany Aguilar (Undergraduate Student) | Latinx Children and Culturally Relevant Fractions Lesson 

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An undergraduate student working rising 3rd grade students from a Marietta City school coming from Spanish speaking homes aiming to find the differences in the children's ability to communicate knowledge of fractions from students. Instruction took place in English, Spanish, and a combination of both for three groups of children. The authors used a problem solving approach with culturally relevant story problems to engage the students to the math problems and to see whether the language of instruction made a difference in the level of sophistication on in their math explanations.

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Tayler Simons (Graduate Student) | Bringing Relevancy Back in the Science Classroom 

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Tayler Simons (Graduate Student) | Bringing Relevancy Back in the Science Classroom 

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I would like to present my current research that I am conducting about bringing relevancy back in the classroom. I have heard many students say that they do not get science or don't see how it is relevant to their life. I believe science has become so content and concept heavy that we fail to show how it connects to the real world. I am wondering if the art of storytelling and real-world examples changes kids attitudes and perspectives towards science.