Stander Symposium abstract book - University of Dayton

9:00 AM to 10:30 AM
Efficiency, Adequacy, and Equity in Educational Funding: A Review of the Literature
Presenter(s): Grace M Callahan
Advisor(s): Patricia M Hart
Teacher Education - Honors Thesis
The public education system has recently been undergoing many changes, with new policies such as No Child Left Behind, an increased focus on
high states testing, and the implementation of value added teacher evaluations; the ultimate goal being to raise achievement levels for public
school students. In the midst of all of these changes, educational funding has become an important issue, with average per pupil expenditures
growing from $6,663 in 1982-83 to $11,470 in 2004-05 (Grubb, 2009, p. 2). In response to the spending changes, many have studied whether or
not there is in fact a correlation between school expenditures and student achievement. The question has become more and more important and
controversial over the past few years, because the data gained from studies attempting to find an answer has an impact on policy, yet a definitive
one has not been found. My purpose is to investigate the various reports on this topic to discover if any definite conclusions can be derived from
the data. I will be reviewing the methodologies used to collect data and the analyses of the data presented. I will also draw upon other authors
who have written about this topic and review their opinions and ideas. A theme that many researchers are beginning to agree on is that the use
of educational funds is much more important than the amount, so I will also discuss the thoughts on how allocation of resources might be more
affective in producing the desired result of increased student achievement.
Factors that Promote Long-term Memory in the American High School Mathematics
Classroom
Presenter(s): Amanda E Morel
Advisor(s): Kathryn A Kinnucan-Welsch
Teacher Education - Independent Research
Long-term memory in mathematics is key for success in college and the expanding technical environment that we live in. High school is the vital
time when the building blocks of advanced math are taught. This research will present the most effective factors that promote long-term memory
in the American high school mathematics classroom. Many educators strive to find applicable teaching strategies that will assist students in
storing mathematical concepts in the students’ long-term memory. Research has suggested that creating an engaging environment, increasing
the motivation and confidence in students, creating an âactive-sense making of the math materialâ, and proposing challenging and stimulating
questions to the math student, will promote the long-term memory in the American high school mathematics classroom. Each of these areas are
explored by interviewing leading researchers in teaching mathematics and brain retention and published literature.
Responding to Challenging Behaviors in a Preschool Setting
Presenter(s): Jamie L Dell
Advisor(s): Patricia M Hart
Teacher Education - Honors Thesis
The purpose of this Behavior Change Project is to demonstrate that by combining two widely accepted methods of behavior modification, a more
effective outcome can be reached dealing with pre-school children that exhibit challenging behaviors. This study will take aspects of the constructivist
approach which uses pro-social guidance to handle disciplinary issues and aspects from a more behaviorist approach which employs positive
behavior supports. The Applied Behavior Analysis design methodology will be used to guide this study. After observing a child for two weeks and
collecting baseline data, a plan will be developed to address the negative behavior. This plan will be implemented for two weeks. The intervention
will be stopped and then the child will be observed to see if the child has adapted to the intervention or returns to the prior behavior. It is crucial
to deal with challenging behaviors, especially at this stage in a young childâs life. If gone undirected, these habits can âinterfere with [childrenâs]
learning and ability to develop relationships with peersâ (Moffett et al., 2008, p. 22). Ultimately, the goals of this endeavor are to add to the existing
body of knowledge which aims to enhance the self-esteem and interpersonal relationships of young children. The Stander presentation will
focus on Chapter 2 of the study, the Review of the Literature on challenging behaviors in young children, and the methods of responding to these
behaviors. Work CitedMoffett, K. R., Swafà ord, M, & Richey, L. H. (2008). Merging developmentally appropriate practice with positive behavioral
supports in early childhood programs. Dimensions of Early Childhood, 22 (2), 21-28. Retrieved from ERIC.
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