Education

Ashley Wallace, 2021

Science Instruction for Students with Disabilities

This project reviews scientific literature on the role of science education in support for students with disabilities. In a paper of no less than 10 pages, this project covers the use of science learning as a tool for students with disabilities and discusses the importance of inclusion in this area of teaching.

Course: BIOL 4593

Supervising Professor: Mandy Biggers

jESSICA SAPP, 2020

Creativity in the Classroom: Instruction That Matters

Analyzing the use of creativity in the classroom, this project looks at current research and aims to challenge the notion that creativity does not provide proper instruction for students, especially related to standardized testing. In a children’s book relating to creativity in the classroom and a research paper, ways to integrate creativity back into the classroom are articulated.

Course: EDUC 4113

Supervising Professor: Karen Dunlap

Erica Cho, 2019

Marvelous Magnets

I will be creating a science lesson plan using TEKS Objective 4.5, "matter and energy". I will teach the lesson to my assigned grade level and classroom at an elementary school. During the lesson, I will record myself while my supervising teacher will be filling out an evaluation of my performance.

Course: BIOL 4583

Supervising Professor: Mandy Biggers

Katelynn Hogan, 2019

Examining Bilingual and English-as-a-Second-Language Programs and Educators

I will research bilingualism, and how family background and education play a role in future success; I will cover bilingual and second language classrooms, classroom resources, and implications for educators.

Course: EDBE 3453

Supervising Professor: Holly Hansen-Thomas

Skylar Plummer, 2019

A Curriculum-to-Practice Guide: Socialization for Students with Autism Spectrum Disorders

I will research educational techniques that aid students with Autism Spectrum Disorder (ASD) to become more socially adapted; my research will also critically evaluate the education system's ability to accommodate children in accordance with the Individual with Disabilities Education Act.

Course: EDUC 4913

Supervising Professor: Diane Myers

Rebecca Schumann, 2019

Strategies for Differentiation in Elementary Science Education

I will research best strategies for differentiation for students with disabilities in an elementary science classroom and create a teaching unit that incorporates those teaching strategies.

Course: BIOL 4583

Supervising Professor: Mandy Biggers

Sarah Smith, 2016

Amusing Assessment

I will compare and contrast the scores of assessments on a gruop of students in elementary school to answer the question, "Are games a better tool for assessment in elementary school than traditional tests?"

Course: EDUC 4113

Supervising Professor: Jean Ann Joest

Brittany Maroone, 2015

Math in Motion: Deal or Dud?

I will research the involvement of physical activity in lessons teaching a 1st-grade class, both physical activity related to subject content and not related to subject content, and its effectiveness in student engagement.

Course: EDUC 4713

Supervising Professor: Karen Dunlap

Nancy Murff, 2015

A Capstone Project on Evidence-Based Teaching Strategies for Inclusive Classrooms

I will be developing an Individualized Education Program (IEP) for a fictional student, outlining strengths, weaknesses, and goals and objectives that correlate; I will also research the best instructional strategies, modifications, and accommodations that would allow me to meet the student's goals outlined in the IEP.

Course: EDSP 4253

Supervising Professor: Joyce Rademacher

Jami Therriault, 2015

Clinical Student Teaching Capstone: Classroom Management Discussion

I will study and research the two applied methodologies as well conduct an interview with facilitators (teachers) in order to find out which is the most effective.

Course: EDUC 4333

Supervising Professor: Charlotte Mooneyham

Ann Truong, 2014

Teaching in a Changing World: Discovering Strategies That Work

I will implement a series of strategies that includes planning and presenting with my professor, forming lesson plans for the class to educate my peers about the characteristics of ASD, the resources available for individuals diagnosed with forms of ASD, and suggestions on how to effectively educate a child with ASD in the classroom.

Course: EDSP 4233

Supervising Professor: Adarose Carter-Abel, Jane Pemberton

Jessica Gamez, 2012

Roles and Responsibilities of General-Education Teachers in the Inclusion Model: Promoting Inclusion for Students with Moderate Levels of Mental Retardation

I will determine what current roles, skills, and assignments of special education teachers in the North Texas area are.

Course: EDSP 4233

Supervising Professor: Lloyd Kinnison

Caroline Hilpisch, 2011

Helping All Children to Know and Understand Their Expectations in Order to be CHAMP Students

I will create lesson plans that address the CHAMPS expectations--Conversation, Help, Activity, Movement, and Participation.

Course: EDUC 4713, EDUC 4333

Supervising Professor: Dorothy Watts

Sara Blocker, 2010

The Use of ESL Strategies in the Mainstream Classroom

I will research various ESL instructional methods and create a list of methods to look for while observing a general education teacher, as well as to implement while teaching.

Course: EDUC 4333

Supervising Professor: Dorothy Watts, Karen Dunlap

Leigh Tyson, 2009

Home/School Connections: Building Partnerships with Wikis in Elementary Classrooms

I will develop a user-friendly Wiki for myself, my students, and my students' parents, allowing students and parents to become more active participants in the learning process.

Course: EDUC 4716

Supervising Professor:, Nancy Anderson

Jennifer Brodecki, 2004

Perception of General Educators toward the Inclusion of Students with Disabilities

I will assess undergraduate teacher education majors' perceptions and judgments toward inclusion of students with disabilities in the general education class settings.

Course: EDUC 4253

Supervising Professor: Lloyd Kinnison

Alejandra Guardado, 2004

Reflection Is Essential

I will conduct a case study with an elementary school student to find out what kinds of assessments, tests, or procedures are most beneficial for assessing bilingual students by comparing and contrasting them.

Course: EDUC 4323

Supervising Professor: Mary Garza

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