During my Master's program, I conducted various research projects and composed research papers/proposals. This page highlights a few of the works that I have completed. These papers are being posted to aid educators and administrators in understanding my educational philosophy as well as the subjects in which I show particular interest.

Finding their Voices through Journal Writing: Giving Written and Verbal Agency to the College Freshman


The purpose of this study was to construct a classroom tool that will aid instructors in their development of students during a Freshman First Year Experience course, also known as a First Year Seminar course. To satisfy this purpose two questions were posed: Does journal writing impact written and verbal expression in college freshmen? Will the repeated pattern of journal writing increase quality in college freshmen expression? The course in which this research project took place consisted of 20 students that demographically separate as such: 15 females, 5 males, 12 White, and 8 Minority. These students were taking the Freshman Seminar Course within a state funded Georgia university. The research provided the result that written quality does increase over time, despite a decrease in written quantity. Also, verbal expression quality and quality in all demographics varied unpredictably. It was concluded that Freshman Seminar Courses should use the journal writing tool to increase writing quality, but should not expect verbal contributions, in regards to both quantity and quality, to show a consistent increase in all demographics. Instructors should remain observant of their unique classroom composition.

Methods of Oxford University's Tutorial in the High School Classroom: Using Discussion Based Learning to Increase Student Performance


This proposal is an attempt to assist in adapting to the ever intruding limitations that teachers experience daily; issues such as: classroom size, budgets for materials, and limiting textbooks. The bulk of discussion based learning simply requires the students and their voices, as they can be outside, in a gym, in the classroom, or even in the cafeteria. It also teaches these students to engage. In a time when separation by technology is prevalent, this type of learning delivers the verbal and conversational skills that are essential to surviving and excelling students in the post-classroom environment. Thus, the problems of classroom size and budget are both null to this form of learning. Granted, the first portions of assimilating the knowledge can require some monetary expense, but after that point, there is not a single cost to the teacher or student.

Beyond the Classroom and into the Home: Giving Thought to Individualized Education Programs for Transitioning Students with Autism


Autism is a learning disability that is not predisposed to any particular race, ethnicity, socioeconomic background, or gender. It is considered a spectrum disorder, a disorder than can vary in levels of human functionality, depicted often as ASD (Johns Hopkins Bloomberg School of Medicine). This creates a large variation of how someone with autism can exhibit the disability, from what appears to be a small level of anti-social behavior to repetitive movements and unwarranted vocalizations. Thus, the chance of an educator’s encounter with this disability in the classroom is nearly inevitable. To not understand this disability, especially when a student within the classroom has the disability, is a major disservice to that student, his or her classmates, the student’s guardians, and the educator. Though all disabilities should be studied and examined by an educator, autism is a complex psychological disability, deeper than a sensory or physical disability. It should be studied carefully not only for its definition, but also for how best to aide each student on a case-by-case basis. Therefore, this paper not only becomes a way to support and study those students with autism, but also becomes a way to begin to understand how to support the parents of children with autism.

The Path to Publishing: An Educator as Guide to Student Publication in the Classroom


Publishing is a very complex set of goals and knowledge that, during a composition class, should be encouraged, if not required, by the educator. There are many approaches that could be used to illustrate the intricacies of publishing. Yet, this elusive goal is a milestone that should be clearly and concisely attempted, as it could either build student confidence in writing when undertaken tactfully or greatly discouraged and dishearten aspiring authors in the classroom if presented without empathetic considerations. By analyzing various perspectives of publishing paths that are perhaps not aligned with the theoretical approach of in-class publishing, a concise collection of pedagogical steps can be created to deliver a healthy approach for students and their interests in publishing. Through the use of an in-class simulated publishing process, students will gain the knowledge and esteem to press forward and publish later in their careers.

These works should not be used as or considered to be published resources.