Artifact #1: Honors Thesis

The first article included in the Elementary Portfolio is a succinct version of my

undergraduate Honors Thesis that I have showcased as a poster. I have included my thesis poster

as I feel it demonstrates my knowledge in planning by being able to identify a problem or barrier

that exists within the field of education on both a broader scope or one that exists in my

immediate surroundings. In addition, my thesis demonstrates my ability to conduct qualitative

research and compare it to other literature reviews on the same topic, my ability to connect

research with educational theorists, my ability to analyze collected data, and my ability to

formulate a conclusion based upon results of the data collected. This thesis also aligns with that

of EDI 510 (Research in Education) that I took as a course at Medaille College and whereby I

was required to conduct action on a problem I felt needed attention. The research, which in

essence was a smaller scale of what I was required to do with my honors thesis also demonstrates

my ability to be reflective in practice but also demonstrates professional development by

showing a desire to learn something new that will hopefully assist in making positive changes in

pedagogical practices that can be shared amongst other educators. Doing research for the purpose

of making positive educational changes, be it action research or larger based research projects,

and sharing results of such research with other educators in hopes in making educational gains

with students demonstrates my ability to professionally collaborate.

Embedded with my thesis research were theoretical underpinnings of Bandura’s Social

Learning Theory and Bronfenbrenner’s Ecological Theory. Bandura believed that behavior is

neither influenced by environmental influences nor inner forces but rather due to a psychological

functioning that occurs as result of a reciprocal interactions between behavior and its controlling

conditions (Bandura, 1977). Bandura’s theory lends insight for educators as to the external forces
that shape children and their behavior so that they can better assist with not only understanding

the deeper context of children’s behavior and appropriate measures to take, but by being a good

role model to our students and praising them for their efforts in behaving accordingly. Managing

classroom behaviors is important for teachers to be able to effectively teach and for students to

reap the benefits of a well-structured classroom that is conducive to learning (Marzano, 2003).

Further, Bronfenbrenner’ s Ecological Model is also very useful for teachers because it

demonstrates the importance of taking into account the context in which children come from,

from the closest connection children have which is typically the home and family to the larger

context of the school and community (Bronfenbrenner, 1977). Having this theoretical knowledge

can assist educators in understanding children and how best to accommodate their individual

needs. I feel as though no matter what the research, these theorists have opened my eyes in

regard to my competency in planning and instruction, in that I now view the child from the

context in which they come and feel better able to plan instruction that supports best practice by

being more able to accommodate individual needs, and how to manage behaviors all within in a

culturally responsive manner.

Connections to Standards

INTASC STANDARDS

Standard #2 Learning Differences

The teacher uses understanding of individual differences and diverse cultures and

communities to ensure inclusive learning environments that enable each learner to meet high

standards.

2(d) The teacher brings multiple perspectives to the discussion of content, including

attention to learners’ personal, family, and community experiences and cultural norms.
 NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their

practice

Educators recognize that professional knowledge and development are the foundations of

their practice. They know their subject matter, and they understand how students learn.

Educators respect the reciprocal nature of learning between educators and students. They engage

in a variety of individual and collaborative learning experiences essential to develop

professionally and to promote student learning. They draw on and contribute to various forms of

educational research to improve their own practice.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students’ potential. Members express their commitment to students’ well-

being and learning through positive influence, professional judgment and empathy in

practice.

TEAC/CAEP claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators.

P-12 NYS Common Core Learning Standards for

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NYS Learning Standards

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Ontario Curriculum Standards

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ISTE Standards

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ILA International Literacy Association Professional Standards

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CEC Standards

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