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Perceptions of a Standards-Based Grading System
No full textStandards-based grading initiatives have gained favor throughout the 2000s. This study aimed to complete a program evaluation following the transition from a traditional to a standards-based grading system, determining the perceptions of teachers, parents, and students. The context of this study was a suburban middle school with an enrollment of 800 students. A survey was administered to participating teachers, parents, and students. The findings of this mixed methods study indicated overall dissatisfaction with the standards-based grading with noted areas of concern, including communication, student stress, and student motivation. Parents and students had statistically significant differences in responses related to the principles and understanding of standards-based grading. There were no statistically significant differences in reactions associated with equity in grading and proficiencies in navigating standards-based grading. This study recommends additional professional development related to standards-based grading and improved communication between school and home regarding grading practices
CARING FOR A FAMILY MEMBER WITH DEMENTIA: COLLECTIVISM AND INDIVIDUALISM AS PREDICTORS OF CAREGIVER BURDEN
Get PDFCaregiver burden, often associated with physical, emotional, and financial strain, is a significant concern for family members who are providing care to their loved ones. This study involved exploring the experiences of serving as a caregiver to a family member with dementia to better understand the relationship of collectivistic and individualistic orientations with perceived caregiver burden, while considering the level of social support and dementia severity. The research involved a quantitative approach, administering the Individualism and Collectivism Scale (Cultural Orientation Scale), the Caregiver Burden Inventory, the Functional Rating Scale, the Multidimensional Scale of Perceived Social Support, and a demographic survey to 102 individuals from online forums and social media groups. Though most cultural orientation subscales showed no significant correlations with caregiver burden, vertical individualism emerged as a predictor of caregiver burden after controlling for dementia severity. This suggests individuals prioritizing personal autonomy and achievement within hierarchical structures may experience increased caregiver burden. Exploratory analyses revealed a statistical interaction between vertical collectivism and social support on caregiver burden. This finding underscores the importance of considering the complex interplay among cultural values, social support, and caregiver burden. Though social support has traditionally been viewed as a protective factor against caregiver burden, results indicated its effects may vary across cultural contexts, highlighting the need for a more nuanced understanding of how cultural factors intersect with social support to shape caregiver experiences. This study contributes to the current literature by helping to identify specific areas in need of future research to address the complexities associated with cultural orientation and caregiver burden
The Zuni Pueblo: Connections through Student Inquiry Projects
Get PDFIn a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This paper will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring-break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the extant, sparse literature on the Zuni Pueblo, especially in the current day and especially as relates to a variety of fields
Implementing and Evaluating Social-Emotional Learning Through Inquiry Research And Best Practice
Get PDFPrevious research has provided insight into the benefits of incorporating social-emotional learning (SEL) into the classroom, such as in the area of academic performance. As Jones et al. (2018) explained, “Children who can effectively manage their thinking, attention, and behavior are also more likely to have better grades and higher standardized test scores” (p. 15). I designed this research to examine the implementation of an SEL program and evaluate its effectiveness. The school’s multi-tiered system of supports(MTSS) team worked to implement the SEL program in the classrooms and chose two classrooms in which to pilot the program. The evaluation involved collecting data from the two classrooms in which teachers used the SEL program and two classrooms in which teachers did not implement the program. The study was designed to examine whether or not the SEL program reduced behavioral issues and increased academic performance. Teacher perception data were analyzed to identify whether or not a student’s ability to identify and express emotion decreased heightened states of emotion. The teachers piloting the study observed that when the students were taught about their feelings, they could identify and describe them. Students enrolled in the classrooms in which the Feelings Check was displayed could regulate their emotions when they were in a zone of regulation that required the ability to control their emotions. Students who were able to identify their feelings were able to determine how their peers were feeling as well. Students who were able to regulate their emotions were able to be active learners in the learning environment. The results support the implementation of an SEL program that teaches students how to identify their emotions and use tools to regulate those emotions
Representation and Equity Gaps in Higher Education: Conceptualizing Minority Representation in Graduate Programs at an MSI
Get PDFRacially minority students and faculty are disproportionately underrepresented nationally, particularly at Minority Serving Institutions (MSIs), which are meant to serve minority populations (Hurtado et al., 2008). As the number of minority students grows, the gap for representation grows wider, which has added to the high departure of minority students. Additionally, the lack of faculty representation has minority faculty experiencing racial fatigue and tokenism. This qualitative research used the counter-storytelling tenet of Critical Race Theory as a theoretical framework to explore how students and faculty conceptualize representation in their graduate program at an MSI.
By employing co-constructed interviewing in the data collection, the researcher created an intimate, relational, and flexible method of in-depth conversations that focused on telling and listening; the respondents in this study gave their experiences with representation in their current graduate program and built ideal models of representation. Through intimate interaction, follow-up questioning, and shared experiences, faculty and students expressed how perceived behaviors, policies, and procedures were determinants that contribute to the minority population disparities within the institution. The conclusions suggested that institutional leaders embrace and encourage differences by implementing strategies to recruit and retain more minority faculty and intentionally support inclusive policies at MSIs to increase student and faculty belonging and the value of diversity through equitable populations
A Multifactorial Study of Factors Influencing Self-Health Behaviors in Dementia
Get PDFThe global increase in dementia cases presents a significant public health challenge, particularly given the absence of a cure and the rising healthcare burden on individuals and society. This study aims to examine the influence of knowledge, beliefs, and motivation on self-health behaviors to mitigate the risk of dementia among individuals residing in the United States. With the use of an online survey, the study utilized the U.S. normed MCLHB-DRR scale and supplemental questions about knowledge of risk factors and degree of closeness to family members with dementia to determine whether (1) more closely related relatives (first-degree relatives) and those close to the affected individual (caregiver) will have greater perceived susceptibility and motivation to change lifestyle and health behaviors to reduce the risk of dementia as compared to relatives that are not as closely related and (2) an individual who is informed about the risk factors of dementia also has greater perceived susceptibility and motivation to change lifestyle and health behaviors as compared to an individual who is unaware of the connection between health behaviors and dementia. In the final sample of 173, the analysis revealed that (1) degree of closeness of relationship to an individual with dementia impacted participant perceived susceptibility, severity, and cues to action. Additionally, it was found that (2) there is a correlation between the number of correct modifiable risk factors identified and the participant’s score on the Severity subscale. However, average number of correct modifiable risk factors for dementia identified was 6.47 out of 12 factors, indicating a significant gap in education around dementia prevention for the U.S. population. These results provide significant information that may be beneficial for clinicians for psychoeducation planning, as well as customizing treatment recommendations and monitoring for patients with a higher risk for developing dementia
A Case Study of the Impact of Social-Emotional Learning (SEL) on Academic Achievement in One Pre-K Classroom
No full textThis dissertation investigates the relationship between Social-Emotional Learning (SEL) and academic achievement within the context of a Pre-K classroom. With a growing emphasis on holistic development in early childhood education, understanding the relationship between socio-emotional skills and academic performance becomes paramount. The study employs a qualitative case study approach, focusing on a single Pre-K classroom to delve deeply into the dynamics of SEL implementation and its effects on academic outcomes. Data collection methods include observations, interviews, and document analysis. Through an in-depth examination of the teacher’s and students’ experiences, this research aims to uncover the many ways in which SEL practices influence various facets of academic achievement. Findings from this study not only contribute to the existing body of research on SEL but also offer practical insights for educators and policymakers seeking to enhance the educational experience of young learners
Adult Learning and Teacher Inquiry: A Natural Match?
Get PDFThis paper considers the potential benefits of integrating the knowledge base on adult learning with teacher inquiry. The first part of the paper provides an overview of key concepts discussed in the literature on adult learning, including the characteristics of adult learners, self-directed learning, experiential learning, transformative learning, and adult learning in groups. The next part of the paper is focused specifically on collaborative inquiry as adult learning, reviewing the purposes, principles, process, and facilitation of such inquiry found in the knowledge base on adult learning. The third part of the paper reviews literature on successful teacher inquiry and describes how such inquiry reflects the general knowledge base on adult learning. Next, the paper describes how successful collaborative teacher inquiry is consistent with the literature on adult collaborative inquiry. The last part of the paper reviews benefits of teacher inquiry consistent with the knowledge base on adult learning
Engaging in Reform-Oriented Collaborative Inquiry to Advance Competency-Based Learning in Teacher Education
Get PDFCompetency-based learning (CBL) systems are becoming more common in K-12 schools across the country. There are a range of studies that demonstrate the effectiveness of CBL for students, but there is less research on the manner in which CBL is being adopted in teacher education. This self-study, using a Reform-Oriented Collaborative Inquiry protocol, offers insights into the affordances and challenges for faculty who were embedding the state’s CBL principles into their classrooms. This study illuminates the work of teacher educators seeking to develop a coherent system that models effective CBL practice for preservice teachers. The findings unpack particularities with respect to two of the major principles of CBL, specifically 1) heightened attention to performance-based learning and 2) amplified awareness of the importance of responsive and targeted feedback. The findings also illuminate the disruptive nature of CBL in challenging students’ expectations about assessment within the teaching and learning process which in turn impacted faculty perceptions
The Effectiveness of MBSR on the Occupational Stress of Correctional Officers
Get PDFThis dissertation looks at the negative effects of the work environment and other factors related to correctional officers lived experience. The intervention concentrates on the effect of mindfulness-based stress reduction on the occupational stress of correctional officers. Correctional officers have always dealt with difficult work conditions, but over the last 30 years the increase in the number of incarcerated people, the lack of retention among correctional officers, and the proliferation of inmates with complex mental health issues and gang affiliations have all created a much more complex and dangerous work environment. Combine this with the new understanding of the effects of stress on correctional officers’ health and quality of life and the need for improved coping and training for them has become extremely important. One intervention that has gained prominence in many areas is the discipline known as mindfulness-based stress reduction. This hybrid based on the ancient arts of yoga and meditation has been brought int Western culture by John Kabot Zinn among others. It has been proven to have dramatic effects on a person’s ability to deal with stress, chronic pain, and other health issues. This dissertation proposed that the use of online mindfulness-based stress reduction classes could have a positive impact on correctional officers’ ability to deal with occupational stress. Utilizing the Occupational Stress Index-Revised for pre and post testing the results did not provide significant results