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1997 research outputs found
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The Impact of Restorative practice Implementation on Culturally Responsive Teaching and Student Behavior
Get PDFAmerican public schools uphold the policies, standards, and disciplinary practices that guide the belief systems of how students view fairness and deal with conflict. As teachers invest in student knowledge and seek to guide students in the right direction, the challenge is learning the appropriate methods of dealing with student behavior. Behavior management practices have evolved just as many student challenges and needs have changed. With these changes evolves the need to better understand students and families. Teachers gaining cultural responsiveness to student behavior challenges is a relatively new ideology to ensure students feel understood and more engaged in the classroom environment and school culture. This study examines teacher insights of the impact restorative practices have on teacher perceptions and student behavior. It explores the possibility of teachers\u27 perception changing the way teachers handle student behavior challenges.
This study was conducted reflecting the changes that occurred after restorative practices were implemented. The questions used were created to obtain valuable information from teacher experiences and beliefs. Valuable information was gathered from a teacher survey, focus group, and student behavior data to gain insight into the dynamics of teacher-student relationships and student behavior changes.
The lessons in this study are embedded in the importance of relationship-building, cultural awareness, and the importance of problem-solving behavior challenges in the classroom. Each of these components assists in creating a positive and productive learning environment. The goal is that these valuable lessons will help teachers and students bridge the gaps of miscommunication and build the capacity to express challenges productively
Oral Language in a Literacy-Based Intervention
Get PDFThe problem of practice I studied in this investigation was how to effectively and intentionally merge oral language support with a comprehensive literacy-based intervention (Reading Recovery®) for a student population exhibiting oral language concerns. This mixed-methods study focused on dual and monolingual students with limited language development, which resulted from various root causes. Through my investigation, I sought to evaluate the impact of additional language-related strategies within the literacy-based intervention with the primary purpose of learning advancement and student reading proficiency improvement. I found that explicit instruction in language-related errors and complex book language in comprehensive literacy-related interventions demonstrates a positive contribution to increasing student outcomes
Incorporating Meditation, Yoga, and Reiki Interventions to Reduce Stress, Anxiety, and Mood Symptoms Among the College Population
Get PDFThe purpose of this clinical research project is to examine the efficacy of mindfulness techniques and alternative therapeutic practices, specifically, meditation, yoga, and Reiki, in decreasing symptoms of anxiety among college students. The increasing prevalence of anxiety disorders among the college population warrants the need for identifying effective interventions for enhancing mental health outcomes. This review integrates findings from published studies that focus on the impact of these practices on anxiety-related symptoms within college settings. Reviewing these studies reveals consistent evidence to support the effectiveness of mindfulness meditation as it relates to anxiety reduction as well as improvements in emotional regulation, concentration, and stress management. The incorporation of yoga has also been shown to decrease anxiety-related symptoms with benefits attributed to both physical exercise and mindfulness components. While more research on the utilization of Reiki is needed, preliminary findings suggest the potential for anxiety reduction through its focus on energy healing and relaxation. The data suggests that these practices can provide effective complementary therapies for anxiety management among college students. The review reinforces the need for further research, particularly on Reiki, to understand the long-term benefits of incorporating these practices into college counseling centers.
Keywords: anxiety, mindfulness, college student
My Legacy Document: A Story Told Through a Pedagogical Lens Of Three Landscapes. School, Work, and Faith
No full textToo often professionals, when answering the question “Who are you?”, resort to listing what they do. Although individuals are gifted, experienced, and qualified, as these persons influence and significantly impact others, one could get lost as a person and be unfulfilled. That’s a problem.
Positioning myself as the study of research, utilizing autoethnography as the chosen methodology, my doctoral journey is chronicled. Three landscapes, school, work, and faith, serve as the areas of emphasis
Persistence of Female Faculty in STEM
Get PDFThe lack of women entering certain STEM fields impacts female representation in research faculty, teacher faculty, and leadership positions in higher education. Through a narrative inquiry methodology utilizing the theoretical paradigms of self-determination theory and relational autonomy, this study extended understanding of the factors that motivate persistence for women in certain STEM fields. While prior research focused on understanding the barriers to retention, this study sought to identify the factors motivating retention for women in certain STEM fields. The results of this study contribute to understanding the motivating factors that influence a woman’s persistence in STEM. The data gathered from this study suggest that relationships, especially with a female mentor, are a significant factor motivating the persistence of women in STEM. This aligns with the concepts of relational autonomy, which posits that constructive relationships are necessary for autonomy to flourish in one’s life
Understanding The Effectiveness of Preparation Programs For Black Male School Leaders
No full textMale administrators of color are crucial role models and educators, significantly influencing students of color. However, only some males of color pursue and maintain principalship, especially in urban K-12 school districts. A component of this problem may be the nature and content of administrator preparation programs, which may not adequately prepare male administrators of color to be effective educational leaders for urban education. Guided by the social change leadership model, this study explored the perceptions of male school leaders of color regarding the effectiveness of administrator preparation programs for leading K-12 schools in urban areas. Ten male school administrators of color were engaged through an open-ended survey to understand the context, culture, conditions, and competencies associated with their roles as urban school leaders. The participants also discussed the strengths and drawbacks of their administrator preparation programs. Key findings of the study included the need for enhanced mentorship programs for male administrators of color, in conjunction with updated administrator course content related to urban education, social change, and social justice. A discussion of a comprehensive change plan addressing challenges highlighted by the participants is provided, addressing critical points related to context, culture, conditions, competencies, and the administrator preparation program. The study has numerous implications for practice, including recommendations for enhancing preparation for male administrators of color, which can significantly influence the academic and social success of minority students
An Analysis of the Effects of Parent and Family Engagement Programs on the Academic Success of 4th Grade Students in Title I Elementary Schools
Get PDFParent and family engagement has become an essential part of education reform for schools across the United States. There were over 50 years of research on the topic and its impact on student achievement. The purpose of my evaluation was to study how implementing specific parent and family engagement activities at Title I elementary schools affected the reading achievement of fourth-grade students. The context of this inquiry was a large urban public school district where Parent Engagement Liaisons (PEL) were placed in Title I schools to coordinate the district-directed Parent and Family Engagement (PFE) program. I used a mixed-methods design that included interviews and extant data from the state end-of-year assessment. I interviewed administrators, teachers, and PELs at five Title I elementary schools. The findings of my qualitative research were that administrators, teachers, and PELs believed that PFE positively affected students’ academic achievement. I collected extant data for the 2021-2022 school year that showed improvement in student achievement levels from the previous year. Although my research participants had the perception that PFE positively affected student achievement, due to a lack of individual student PFE data, there was no clear relationship between parent and family engagement and fourth-grade student reading achievement. Qualitative data revealed inconsistencies in the implementation of the district’s PFE program at Title I elementary schools. My recommendation was for the PFE department to create a blueprint and timeline for each school to follow and to provide consistent professional learning on effective PFE to teachers and school administrators
An Exploration of the Effects and Clinical Presentations of Premature Birth within the Latinx Population
Get PDFThere are roughly ten percent, or 15 million, preterm births every year across the world. Therefore, it is vital to understand the impact on their development across cognitive, academic, socioemotional, and behavioral levels. A vast amount of research has shown that children who are born prematurely are more at risk of facing challenges across various areas of their development. However, the majority of the research samples have been limited within their scope, leaving behind a gap in research focused on specific subgroups within the population. By delving into the unique context of the Latinx population, this study endeavors to shed light on the specific challenges and considerations involved in neuropsychological assessment within this demographic group between the toddler years to middle childhood. This review seeks to evaluate current recommendations and resources for the support groups of preterm and low-birth-weight children, ranging from clinicians to families. Furthermore, it seeks to improve outcomes through early interventions among the Latinx population, given the unique factors that intertwine within their ethnic context
Interaction via Moodle for teaching and learning: Perceptions of lecturers and students
Get PDFThe COVID-19 pandemic necessitated the use of technology such as Moodle in course delivery to facilitate student engagement. This research explored how lecturers delivered courses through Moodle and how students perceived interaction with the instructor, content, and peers via Moodle and the influence on student satisfaction. This mixed-method research design utilised qualitative data from nine lecturers via interviews and quantitative data from 86 students via surveys. The qualitative data was analysed using Nvivo 12 to derive codes and themes while SPSS 27 was used for the quantitative data to conduct Pearson correlations and multiple regression. The findings indicated that perceived usefulness and learner-instructor interaction were positive significant predictors of student satisfaction. The study also revealed that lecturers were trying to use the platform with varying degrees of expertise even as they experienced several challenges and barriers to attempts to interact with students. These findings suggest that lecturers and students see the value Moodle provides for teaching and learning and may be used as a guide for strengthening the use of the resource towards improving the quality of student interaction and the degree of student satisfaction at the institution
Teaching Writing with the Digital Feedback Protocol: A Peer-to-Peer Intervention to Increase Elementary Student Writing Motivation
Get PDFWriting is a complex task, especially for elementary school writers; motivation in writing leads to greater writing performance and writing quality. Teachers enter their careers underprepared to teach writing and have to seek out professional development on writing for themselves. Technology can be leveraged in the elementary writing classroom, but it is an under researched area. The Digital Feedback Protocol is a case study dissertation study with an embedded professional development opportunity that supports teachers to implement a protocol for students to provide digital feedback to each other’s writing. The study was conducted with four third grade teachers and their 49 students. Overall, average student motivation increased from the beginning to end of the intervention, with boys having higher levels of motivation. Tabulation of student survey results found that students reported having positive emotions 94.5% of the time after leaving feedback for their peers. Students reported positive emotions 86.7% of the time after receiving feedback from peers. Teachers self-reported that implementation was a positive experience. In interviews teachers reported that it was “concrete and easy” to implement and allowed students to move beyond providing surface level feedback to each other