Education Senior Integrated Projects

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This collection includes Senior Integrated Projects (SIP's, formerly known as Senior Individualized Projects) completed in the Education Department. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff. Some Education SIPs are restricted because of personally identifiable information in case studies.

If you are not a current K College student, faculty, or staff member, email us at to request access to this material.


Recent Submissions

Now showing 1 - 5 of 571
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    Gender, Athletics, and Education : Finding My Voice Through it All
    (2006) Salasky, Stefanie
    The author takes an inward look at the challenges of being a female student athlete and the player-coach dynamics from a feminist perspective.
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    Two-Way Immersion Bilingual Education
    (2003) Jaime, Justin; Selby, Karen L., 1959-; Macfarlane, Mary
    Over 300 languages are spoken in the United States. As of 1990, 31.8 million Americans spoke a language other than English at home, and the country's population included 6.7 million non-English speakers. Nationwide, one-third of the children enrolled in urban schools speak a language other than English at home as their first language. Around 2.6 million schoolchildren throughout the country do not speak English at all. The language rights of ethnic minorities in the United States have been a source of public controversy for close to two decades. To accommodate this dramatic surge in the nation's population of foreign language speakers, language assistance has been mandated on the federal, state, and local levels in the areas ranging from voting and tax collecting to education, social services, and consumers rights. The author surveys the growth of bilingual education programs in the US, focusing on his own student teaching experience in a Two Way Immersion program.
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    Confronting the Challenges of Teaching History : Exploring History's Definition, Examining the Social Studies Problem, and Assessing Standardized Testing
    (2007) Palmer, Erin Michael; Bonfiglio, Olga M. (Olga Marie), 1950-
    The author uses student teaching experience to address the question of how that experience shapes a teacher’s personal philosophy of education, including what questions comprise an education philosophy, what is the meaning of History and the definition of “Social Studies,” and the issue of assessment.
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    Why We Teach? An In-Depth Understanding of Why People Teach
    (2007) White, Troy'e; Bonfiglio, Olga M. (Olga Marie), 1950-
    The author surveyed 200 teachers across the country and interviewed local teachers during a student teaching experience to answer the question “Why We Teach?” The author concludes “I will teach because it is a noble profession. It offers me a rare opportunity to impact the lives and futures of kids and adults. I will join an elite group of individuals that are not only recognized by their fame and fortune, but simply by the number of students who go on to teach or be great people of this world.”
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    The Place of Total Physical Response and Cooperative Learning in Second Language Acquisition and in the Language Classroom
    (2007) Kikuchi, Alex; Bonfiglio, Olga M. (Olga Marie), 1950-; Zann, Cory
    Total Physical Response and Cooperative Learning are two constructivist teaching methods devised during the Twentieth Century to help strengthen Second Language Acquisition curriculum by incorporating the findings of brain research. The first method relies on having students pantomime words while saying them, and the second upon a system of elaborately structured group work. This paper examines the strengths and weaknesses of the two methods and compares them to prevalent nonconstructivist teaching techniques, in order to devise an ideal balance of the three. The author bases conclusions upon published documentation of the two constructivist methods and upon experience gleaned from an academic quarter as a student teacher in a high school Spanish class in Southwest Michigan.Ideally, methods must complement each other. This can be achieved by beginning academic units with TPR, ending them with CL, and structuring them with more traditional means.
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