National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
Adverse Childhood Experiences(ACEs) and Nonverbal Reasoning Skills
Get PDFSevere stress and interpersonal traumatic experience in childhood have a cascade effect on an individual\u27s physical and mental health. There is evidence that people with complex adverse childhood experiences have diminished cognitive abilities. However, there are few studies on the effects of Adverse Childhood Experiences (ACE) on non-verbal reasoning skills. This study aimed to assess the relationships between ACEs, non-verbal reasoning skills, and academic achievement
Stereotype Threat: A Proposed Process Model on the Impact of Stereotype Threat on Self-Efficacy and Minority Performance
Get PDFKingdon and Cassen (2010) indicated that historically there has been concern about the educational achievement of minority individuals. There is a need for research about the psychological mechanisms that play a part in the minority achievement gap. This document explored how stereotype threat impacts self-efficacy and minority academic performance and implications for cultural mistrust, imposter phenomenon, and self-fulfilling prophecies. All these factors have the propensity to place minority individuals at risk for low performance, leading to gaps in education. The population of focus for this review consisted of African Americans, Latinx individuals, and women. There has been limited research about how stereotype threat can induce cultural mistrust, imposter phenomenon, and self-fulfilling prophecies, which can impact minority academic functioning. This document proposed a process model outlining the events preceding low achievement and the factors contributing to decreased educational success in minority individuals
Pre-service English as a Foreign Language Teachers’ Awareness of the Pragmatic Aspect of Language
Get PDFThe objective of this survey study was to explore pre-service English as a foreign language (EFL) teachers’ opinions concerning the pragmatic aspect of language and their awareness of certain pragmatics concepts. Thirty-three pre-service EFL teachers from a state university in Türkiye participated in the study voluntarily. As a data-collection instrument, a survey with Likert scale questions and a few additional questions was used. Results of the descriptive and frequency analysis demonstrate that the pre-service EFL teachers understood the value of pragmatics in language teaching and learning since they mentioned communicative competence as an important aspect of language use. They also believed that learning a language requires an understanding of both its linguistic and communicative components. The definitions of pragmatics given by participants reveal that they are knowledgeable with the concept’s theoretical underpinnings. The results highlight that participant teachers learned certain pragmatics concepts, like speech acts, pragmatic awareness, and face-threatening acts, in their university courses, but they were less familiar with some pragmatics concepts compared to others. Results suggest that more emphasis should be given to pragmatics in teacher education curriculums to make teacher candidates more aware of the importance of pragmatics and more capable of applying their theoretical knowledge of pragmatics in actual language use
Joseline Calderon, Student Outreach & Re-Engagement Specialist, Chicago Public Schools
Get PDFJoseline Calderon (Harrison Fellow, 2014-2016), was born and raised in Mexico City. She immigrated to the United States at the age of 10 and grew up in the South Side of Chicago. Joseline graduated from National Louis University with a Human Services degree. She has held various positions at Trilogy Behavioral Health Center and Central States SER, focusing on mental health, employment, and education. Currently, she is working with Chicago Public Schools, supporting students at risk of not graduating on time. Joseline’s purpose is to instill positivity in young immigrants and their ability to succeed anywhere they chose to make their home. Throughout her career, Joseline has helped families from a holistic approach providing resources, support, and guidance to ensure success in their pathway to continuing education and higher education.https://digitalcommons.nl.edu/hforalhistories/1003/thumbnail.jp
Enrique Alvarez, Special Education Classroom Assistant, Chicago Public Schools
Get PDFEnrique Alvarez has been working in the community for eight years. He is a special education classroom assistant at Ruiz Elementary School in the Chicago Public Schools. He previously supported youth in the PODER after-school program. Enrique is a DACAmented, first-generation graduate. He was awarded the Harrison Fellowship and received his bachelor\u27s in business administration degree from National Louis University in 2016. He plans to enroll in graduate school and pursue an educational degree to teach middle school math.https://digitalcommons.nl.edu/hforalhistories/1002/thumbnail.jp
Conducting Participatory Research Methods Online: A How-To Guide
Get PDFThe pandemic challenged many of us as researchers, requiring that we reflect upon our methods and make modifications to allow for online facilitation. As researchers who traditionally use Participatory Research Methods (PRMs), we were significantly challenged, to reflect on our approach and the ways in which we may remain true to the spirit of PRMs. Through this article, we provide an overview of how we modified two PRMs, Group Level Assessment (GLA) and Photovoice. Additionally, we provide a debrief on the aspects of PRMs we intentionally reflected on as part of our modification process; in particular, how we upheld and honored the tenets of PRMs throughout these modified processes
Exploring The Strengths Within And Supports Needed For Women To Transition From Homelessness To Stability: A Strengths-Focused Mixed-Methods Study
Get PDFHomelessness is a real problem affecting many individuals with basic needs, and more than half of the people unhoused at any given time in the United States (US) are part of families with children. This mixed-method study examined the perspectives of mothers who experienced homelessness in the past in the US to understand the strength and support needed to transition back into a permanent home. The study then explored the perspectives of homeless service providers (HSPs) whose careers involve providing recommendations to unhoused individuals on how to balance their needs with supportive services. The qualitative narrative study consisted of a semistructured, open-ended interview to understand the lived experiences of eight previously unhoused mothers within the US. The quantitative research surveyed 46 participants and described the perspectives of HSPs in Illinois. The variables examined among HSPs include their role in the workplace and their workers’ motivation with supervisors, colleagues, and organizations. The dominant themes reported among unhoused mothers were: (a) pathway to homelessness, (b) internal and external stigma, (c) effect on children, (d) formal and informal social support for assistance, (e) self-reported strength and empowerment aiding in stable housing, and (f) recommended solutions. Survey results in Illinois revealed that HSPs are satisfied with their jobs but need more resources for client satisfaction. The study’s implications for policy and program level are discussed
New Teacher Induction Programs: Effective Support Through Mentoring Programs and Coaching Practices
Get PDFWith the current teacher shortage and the numerous reported accounts of new teachers feeling stressed, overwhelmed, and ill prepared, the United States is in a dangerous situation that could result in even more of a teacher shortage if leaders do not find a way to better support new teachers and decrease the teacher attrition rate in the nation’s schools. This study involved an analysis of first-year teachers’ experiences with the new teacher induction program in District A (a pseudonym). Participants of this study were new teachers to District A, both novice and experienced teachers new to the district; building administrators; division chairs; and building mentors. I used a mixed methods approach to gather both qualitative and quantitative data from new teacher and building leadership surveys, induction meeting exit slips, and EvaluWise observation feedback. Surveys included Likert scale and open-ended questions. The proposed policy includes recommendations to improve the new teacher induction program in District A to better support teachers through applicable professional development, an effective mentor program, and frequent feedback from members of the building leadership team
Impact of School Leaders’ Actions on Teachers and Their Practices
Get PDFSchool leaders play a vital role in teachers\u27 performance; while some leaders create an environment conducive to learning, collaboration, and achievement, others inadvertently contribute to teacher attrition and educational disparities. The purpose of this study is to determine the impact of school leaders\u27 actions on teachers and their practices. The context of this inquiry includes two stakeholder groups: 582 school leaders and 1,054 teachers from all 50 states who are members of Facebook Educator Groups. I implemented a mixed methods design by researching scholarly articles and using qualitative and quantitative survey data to find the most effective school leader practices to increase teacher productivity and improve teachers’ skills. According to the survey findings, there is a disconnect between teachers and school leaders – two parties working against each other instead of teaming toward the ultimate goal of student achievement. Survey findings indicated the reason for this disconnect is the lack of school leadership capacity; school leaders are isolated and often lack the critical skills, knowledge, and support systems to lead and cooperate with teachers effectively. To tackle these issues, I put forth a comprehensive change leadership plan centered around the CARE framework: Collaboration, Accountability, Respect, and Empowerment