ABSTRACTS

**Abstract**
__Directions__: In 150 words of less, please list the results of your study. Please makes sure you identify participants, methodology, and key findings. Please post by midnight of the due date.

Cletra P. || Abstact This research investigated the effects of recess on student’s behavior in the fourth grade. Participants included 25 fourth grade students from two classrooms in a public school located in East New York, Brooklyn. Students were exposed to thirty minute recess periods outdoor and no recess in the S.A.V.E. room. Pre-assessment and post-assessment surveys were administered for each student. Students in the S.A.V.E. room exhibited the same behavior as students in the traditional fourth grade class. Results suggest that whether recess occurs outdoors or indoors that student’s behavior in the classroom is the same. ||  ||   || Date Uploaded 5/3/10 ||
 * Spring 2010**
 * Name
 * Stephanie B. || [[file:703abstract.doc]] ||  ||   || 5/3/2010 ||
 * Susan and Sharon || [[file:Abstract-Susan and Sharon.docx]] ||  ||   ||   ||
 * LaShaun E. || [[file:Abstract]] ||  ||   || 5/9/10 ||
 * Deandra Henderson || [[file:Abstract.doc]] ||  ||   || 5/11/10 ||
 * Onekqua H. || [[file:Arpabstract.docx]] ||  ||   || 5/11/10 ||
 * Annie H. || [[file:Abstract_AH.doc]] ||  ||   || 5/12/10 ||
 * Ansia J. || [[file:Abstract.doc]] ||  ||   || 5/12/10 ||
 * Susana P. || There is so much debate over immigrants and it only seems to get worse when trying to decide what is best for those students who are learning to read in English. This study is intended to explore the two solutions that have predominated: //Immersion and bilingual education.// The study compared two groups of students. One group was given literacy instruction solely in English and the other group was helped along in their native language. Both groups completed many different activities in order to be assessed. Through the analysis of the data it was revealed that the ESL students have higher literacy scores when they are assisted in their native language. ||  ||   || 5/13/10 ||
 * Nicole M. || Alternative education has occurred and expanded to address the needs of at-risk students, who for a variety of reasons have become detached from the traditional educational system. Hence, the action research study explores the hypothesis that Career and Technical Education (CTE) programs are more effective to re-engage academic understanding of mathematics to students who are at risk for school failure. A pre-post-test comparison study of the Prentice Hall Brief Review for New York State Regents Exams was given to a single ninth grade class (//n// = 17). The Integrated Algebra class was co-taught with a CTE/ Carpentry teacher twice a week, over the course of a 5 month period. The results evidence that CTE motivates at-risk students to have higher levels of academic engagement and aspiration to stay in school. Furthermore, the students demonstrated competence of the work expectations and the desire to further their learning process. ||

Intervention: The three week intervention was commissioned to explore the relationship between nutritionally educating parents and children on the positive cognitive effects of the balanced breakfast meal and children’s overall breakfast attitudes. The intervention aimed to increase nutritional dialogue at home between child and parent engaging parents in learning. Results: The research findings highlight a number of advantages to a nutritional parental collaboration. Cognitive functioning improved in 9 out of 16 students (56.25%) after consuming a balanced breakfast. Nutritionally educating both children and parents through a home to school educational partnership increased average (attitude) survey ratings (pre survey: 3.25, post survey: 3.42). This study suggested that children’s breakfast ideas could stem from their parents nutritional beliefs and perceptions. ||  ||   ||
 * ||  || 5/13/2010 ||
 * Kathia D || [[file:Abstract.doc]] ||  ||   || 5/13/2010 ||
 * Jessica A. || [[file:Abstract to Home Computer Usage.doc]] ||  ||   || 5/13/10 ||
 * Tanisha H. || Participants: A total of sixteen students aged 8-9 years in one urban private school participated. This study investigated the breakfast attitudes among primary third grade students in Brooklyn, New York and the impact of a parental collaboration on developing healthier breakfast beliefs.

May 16 2010 ||  || 5/17/10 ||   || 5/17/10 ||   || Marva. R. || || 4/23/2012 5/4/2012 ||  || This action research project implemented a nutritional unit entitled, “Eat Healthy to Stay Fit”. The unit is based on the federal nutritional program called MyPlate.gov. The student body will be twenty-four fourth graders. The researcher and the students met three times a week for morning classes that last fifty minutes over a three-week period. The setting was in P.S. 235, an urban school in East Flatbush, Brooklyn, NY. The purpose of the unit is to teach children how to choose healthy food to eat. The goal of this research is to test the hypothesis that teaching a unit in nutrition encourages children to make positive healthy changes in their diets. A pre-test and post-test revealed that parents involvement in children’s food is crucial in their food choices. The data also revels that when students receive lessons about healthy food choices in school, the lessons may have a slight positive effect on their food choices. In conclusion, lessons about healthy eating can make a positive difference in students’ food choices. || 5/13/13 ||  || Fall 2013I **dentify CLASS #: CBSE7202 or #CBSE 7202T.NET ** || ===Uploaded File === || ===Date Posted === || ===SocP Comments 11/213 === || Catherine Arias || || 11/13/13 || Please remove the words independent and dependent. and hypothesis- please rephrase. || 7202 || || 11/14/13 || Please use "third person" and note there is a tremendous amount of research with social studies and education. || 7202.NET || || 11/17/13 || Good work! || 7202 NET 11/20/2013 || || 11/20/13 || Please add in # of students, grade level, and duration. || Updated Abstract || 11/21/13 || Please revise and include IV, DV, # of students, grade level, location and duration of intervention. || NET || || 11/21/13 || Please revise and include IV, DV, # of students, grade level, location, duration of intervention & significant results. || Valerie Passalacqua Gloren Brown || || 11/21/13 || Please use third person and rephrase to remove the words DV, IV, Hypothesis. Similarly, please list duration of the intervention. At present, it appears that you only have one fifty-minute period. || 7202NET || || 11/21/13 || Please revise and include IV, DV, # of students, grade level, location, duration of intervention & significant results. ||
 * Danielle Steger || This action research project evaluated the relationship between classroom seating arrangement, on-task behavior, and academic achievement among students in the second grade. The study focused on mathematics instruction and achievement and compared two groups of students from two second grade common branch classes at PS X, a Title 1 funded Public School in Brooklyn, New York. Both groups had desks arranged in cluster seating with 6-7 students in each group. Both groups were instructed with identical math lessons, and had identical resources and assessment. One group experienced a seating change from cluster seating to paired columns for a five week period for one hour per day during math instruction. The seating arrangement in the second class remained unchanged during math instruction. Post-intervention data revealed that a change from cluster seating to paired columns improved overall test scores. || Posted
 * Danielle Steger || This action research project evaluated the relationship between classroom seating arrangement, on-task behavior, and academic achievement among students in the second grade. The study focused on mathematics instruction and achievement and compared two groups of students from two second grade common branch classes at PS X, a Title 1 funded Public School in Brooklyn, New York. Both groups had desks arranged in cluster seating with 6-7 students in each group. Both groups were instructed with identical math lessons, and had identical resources and assessment. One group experienced a seating change from cluster seating to paired columns for a five week period for one hour per day during math instruction. The seating arrangement in the second class remained unchanged during math instruction. Post-intervention data revealed that a change from cluster seating to paired columns improved overall test scores. || Posted
 * Beramiesha T. || This action research project sought to examine the effects of the motivational strategy, cooperative learning during math instruction, on 4th grade students’ math test scores and retention of math concepts. Many different motivational strategies have been examined through research to determine its effect upon student’s achievement level. This action research project uses Likert scale pre and post surveys for students, a teacher survey, and pretest and posttest math exams for the students, as well observations made by the researcher to measure the effects of cooperative learning on students’ math test scores. The research was conducted over six weeks. The intervention of cooperative learning during math instruction was implemented in the classroom once a week. Results of the research showed a marked increase in students’ math posttest scores over their pretest scores; however, there was not a significant relationship between the posttest scores and the students’ having a better understanding of math concepts while working in cooperative grouping. Future research may require the examination of the size of the sample, the length of time of the study, the demographics (social, academic, and cultural diversity) of the participants in the sample, and developing measuring tools to measure student’s retention of mathematic concepts. || Reposted
 * Ansia J. || The following paper looks at a three month study and research on the issue of bullying and teasing. The research was conducted in Queens, New York. The participants of the study were nine females and six males. The participants were given a pre survey of ten questions. They then received intervention, which included a group talk, every three weeks. The students also performed a small skit in front of their peers. After the interventions students were then given a post survey of ten questions, after a three month period. The overall correlation of the results was a -0.084. That indicates that there was no change on the views of bullying and teasing amongst the students. || Repost
 * Jackie Geary || Students as a whole in New York State have been scoring at or below average reading levels. This action research study focused on reading skill and fluency. The researcher tested five first grade students in Public School X. The researcher first gave the students a survey to find out their computer skills and usage. Next, the researcher gave each student a pre-test using a running record. During the next two weeks each student spent one hundred minutes reading E-books on Razkids.com during independent reading. At the end of the two-week period, the students were retested using a post-test running record. The results showed that there is a negative correlation of rxy= -0.64, between the pre and post-test results. This indicates that E-books do not increase students reading skills and fluency. || 5/18/10 ||  ||
 * **First Name(s), Last Initial(s) ** || **FALL 2010 ** || **Date Posted ** ||  ||
 * Ruth Carrion || [[file:Abstract.doc]] || 11/24/10 ||  ||
 * Amy Tatasciore || [[file:Amy Tatascioreabstractdraft.doc]] || 11/29/10 ||  ||
 * Jenny M. || [[file:educ7202;abstractdraft.doc]] || 11/30/10 ||  ||
 * Tiffany Green || [[file:TiffanyGreenABSTRACT.docx]] || 12/1/10 ||  ||
 * Janice Congreaves || [[file:JANICE- wiki assignment4.docx]] || 12/2/10 ||  ||
 * john heyenga || [[file:draft abstrct.doc]] || 12/2/10 ||  ||
 * Stephanie C || [[file:Abstract[1].docx]] || 12/4 ||  ||
 * Alissa C || [[file:Abstract.doc]] || 12/05/10 ||  ||
 * Nury R. || [[file:NuryRARPAbstract.docx]] || 12/08/10 ||  ||
 * Jackie H || [[file:Abstract.doc]] || 12/12/2010 ||  ||
 * Mike K. || [[file:koutros_abstract.doc]] || 12/15/10 ||  ||
 * Romina Ladner || [[file:Abstract.docx]] ||  ||   ||
 * **First Name(s), Last Initial(s)** || **Spring 2011 ** || **Date Posted ** ||  ||
 * Adrienne L. || [[file:Abstract as of April 26th.docx]] || 4/26/11 ||  ||
 * Cassandra C. || [[file:Abstract.doc]] || 4/29/11 ||  ||
 * Khalia B. || [[file:Abstract.docx]] || 5/5/2011 ||  ||
 * Andrea K. & Crystal G. || [[file:Final table of contents for thesis.doc]]Table of Contents & Abstract || 5/7/11 ||  ||
 * Saima N., & Kay J. || [[file:Abstract.doc]] || 5/11/11 ||  ||
 * Nerlyne S., & Wilberta W. || [[file:Action Research Cover Page.doc]] || 5/12/11 ||  ||
 * Andreali D. || [[file:Abstract.doc]] || 5/17/2011 ||  ||
 * **First Name **<span style="background-color: #fdecfb; color: #800080; font-family: Georgia,serif;">(**s), Last Initial(s)** || **<span style="background-color: #fdecfb; color: #800080; font-family: Georgia,serif;">Spring 2012 ** || **<span style="background-color: #fdecfb; color: #800080; font-family: Georgia,serif;">Date Posted ** ||  ||
 * Ramona F. || [[file:Abstract RF.doc]] ||  ||   ||
 * Annie La || [[file:Annie La- Abstract.docx]] || 4/21/2012 ||  ||
 * Svetlana.K.
 * Ramona F. || [[file:Abstract RF.doc]] ||  ||   ||
 * Annie La || [[file:Annie La- Abstract.docx]] || 4/21/2012 ||  ||
 * Svetlana.K.
 * Marquita Bailey || [[file:Abstract MB.docx]] || 4/25/12 ||  ||
 * Melinda Moya || [[file:Wiki-abstract.doc]] || 4/25/2012 ||  ||
 * Katherine Vazquez || [[file:Math Abstract.docx]] || 4/26/12 ||  ||
 * Kettely DeJesus || [[file:abstract5512.docx]] || 5/6/12 ||  ||
 * Cecilia Gerald || [[file:CG-Abstract.docx]] || 5/10/12 ||  ||
 * Lauren Duerson || [[file:LD Abstract.doc]] || 5/10/2012 ||  ||
 * **<span style="background-color: #fdecfb; color: #800080; font-family: Arial,Helvetica,sans-serif;">First Name(s), Last Initial(s) ** || **<span style="background-color: #fdecfb; color: #800080; font-family: Georgia,serif;">Spring 2013 ** || ** Date Posted ** ||  ||
 * Mary Z. || [[file:Abstract- MZ.doc]] || 4/29/13 ||  ||
 * Glen G. || [[file:new_Abstract_thesis (a).docx]] || 4/30/13 ||  ||
 * Tatyana S. || [[file:TSumnerAbstract.docx]] || 4/30/13 ||  ||
 * Elyssa L. || [[file:AbstractElazu.docx]] || 5/1/13 ||  ||
 * Lauren B. || This action research project sought to investigate the impact of a graphic organizer on the timely submission and accuracy of homework as well as on student perceptions of homework in a twice-exceptional (2e) classroom. Six 2e fourth and fifth graders participated in this study over a ten-week period. 100% of participants initially reported feeling sometimes challenged by homework, whereas 83% of participants reported never feeling challenged at the conclusion of the study. At first, only 17% of participants completed homework accurately and submitted their work on time. In the final week of the study, 50% of participants submitted complete, correct assignments. Overall, time spent using the time management intervention instrument improved student attitudes and increased submission timeliness and accuracy. || 5/4/13 ||  ||
 * April B || Abstract **Eat Healthy to Stay Fit**
 * Michelle W || [[file:Abstract 2.docx]]15/5/15 ||  ||   ||
 * Andrea S. || [[file:AMS Abstract.docx]] || 5/18/13 ||  ||
 * ===<span style="background-color: #fce4fb; color: #800080; font-family: Georgia,serif;">First Name(s) Last Initial(s) ===
 * Patrick. A || [[file:Abstract for thesis.doc]][[file:Revised Abstract for thesis.doc]] || 11/8/2013 || Please add in durations of intervention, location and # of students. ||
 * Nancy Ahmed
 * Lisa C. 7202T.NET || [[file:Research Abstract.docx]] || 11/14/13 || Please add in duration, and remove words study and experiment.- use "ARP." ||
 * Shiuli A.
 * Joel S. 7202T.NET || [[file:Joel S. Action Research Abstract.docx]] || 11/14/13 || Good work! ||
 * Yelena Girdo 7202.net || [[file:YG_abstract_draft.docx]] || 11/17/13 || Nice. Please shorten and adhere to 150 word limit. ||
 * Kenneth Ruth
 * Maria LaCava 7202T || [[file:Abstract.ML.doc]][[file:MLC.Revisedabstract.pdf]] || 11/20/13 || Please rephrase your significant findings in terms of test scores and use the term ARP. ||
 * Linda Maleh
 * Omanda H. NET || [[file:Omanda Hernandez Abstract.docx]]
 * Tahseen Muhammad
 * Melanie Ma NET || [[file:Melanie_Ma_CBSE7202.NET_ABSTRACT.doc]] || 11/21/13 || Please use complete sentences and include number of students, duration, location and signifcant results. ||
 * LS NET || [[file:LS.Abstract.11.21.2013.docx]] || 11/21/13 || Nice. Please use the term ARP - not study. ||
 * RK || [[file:R.K.Abstract.11.21.13.docx]] || 11/21/13 || Good work! ||
 * Alana Goldstein
 * MB || [[file:MB.Abstract-120-2013.11.21.docx]] || 11/21/13 || Nice. Please remove the word "study" - use ARP. ||
 * Angela Nannetti || [[file:Abstract_AngelaNannetti.docx]] || 11/22/13 || Nice! Did you ask how many hours/days each week they went to the Web page? The duration variable would affect your results. ||
 * Yves Antenor
 * Viktor B. 7202 || [[file:Abstract.docx]] || 11/25/13 || Nice. Include duration of the IV and name your measure (DV) for assessing increased student productivity and engagement. ||
 * Leslie Hernandez || [[file:LH.Abstract.11.21.2013.docx]] || Originally posted on 11/21 but was erased by another post. || Yes - I see the original post on 11/21. Please include # of students, duration of intervention (IV), location and specify significant DV ||
 * Dionisia Rigby || [[file:ACTION RESEARCH ABSTRACT.docx]] || 12.1.13 ||  ||
 * Millicent H. CBSE 7202 NET || [[file:Use of Music as a Teaching Tool.doc]] || 12.03.13 ||  ||
 * =====**<span style="background-color: #fce4fb; color: #800080; font-family: Georgia,serif;">Spring 2017 **=====

**<span style="background-color: #fce4fb; color: #800080; font-family: Georgia,serif;">CBSE7202 **
|| =====**<span style="background-color: #fce4fb; color: #800080; font-family: Georgia,serif;">Uploaded File **===== || =====** Date Posted **===== ||  || Spring 2017 || || revised on 04/23/2017 ||   || Spring 2017 || || 04/24/17 ||   || Spring 2017 || || 4/24/17 ||   || Spring 2017 || || 4/25/17 ||   || Spring 2017 || || 4/25/17 ||   || Spring 2017 || || 4/25/17 ||   ||
 * AS
 * Yan C.
 * Kasandra G.
 * Jessica M.
 * Salvatore Z.
 * Alexa S.