National-Louis University: OASIS - The NLU Digital Commons
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1997 research outputs found
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Teacher-Student Relationships and Their Effects on School Culture
Get PDFTeacher-student relationships are an important part of every school’s culture. This study used surveys and interviews to find to what extent teacher-student relationships impact school culture. In the end, the research found that teacher-student relationships have a significant impact on school culture and an action plan and recommendations were suggested for the school’s continued growth and improvement in the area of school culture with a focus on teacher-student relationships
Challenges Associated with Treatment of Borderline Personality Disorder in Older Adults and the Impact on Psychosocial Development
Get PDFThe continued growth of the global aging population calls for further expansion and development of the appropriate diagnosis and treatment of older individuals living with borderline personality disorder (BDP), yet there is limited information regarding the impact of the disorder in later adulthood. The pivotal work of Erik Erikson, specifically his psychosocial stages of development, is a widely accepted conceptual framework for understanding human development including into older adulthood. During the late adulthood psychosocial stage of development, people experience a multitude of changes in relationships, work status, family, and what they define as meaningful. These changes can have a negative impact on the individual as well as their support system and can be particularly challenging for someone with BPD. Previous research suggests that symptoms of BPD remit or ‘burn out’ with age. However, due to the dynamic nature of BPD, individuals in late adulthood with BPD may be uniquely vulnerable to a re-emergence of symptoms that may have previously remitted. The crisis during this stage of development focuses on reflection of the individual’s life, their relationships, and finding acceptance. Individuals with borderline personality pathology often have a misconstrued self-evaluation preventing a realistic self-perception and often have relationships fraught with turmoil. The nature of the disorder may create a barrier for successful progression through the late adulthood psychosocial stage. The following critical literature review aims to provide an overview of current research and implications for treatment of individuals diagnosed with BPD in the late adulthood stage of life, as well as to explore the impact of BPD during this stage of development and how it impacts the resolution of the psychosocial crisis
An Evaluation of a School District’s Mental Health Services Program Designed to Ensure a Safe and Positive Learning Environment for All
Get PDFA key component to academic success is comprehensive mental health services for students. The intended purpose of this evaluation was to study the implementation of strength-based performance standards in one school district’s mental health training for all individuals preparing to work in a school-based environment. The context of my program evaluation was one large public school district in the United States operating in a state that mandates that each public school district implement a mental health services program. As part of this study, I examined the underlying concerns surrounding the large public school district’s implementation of evidence-based Mental Health Assistance Allocation Plan (MHAAP) curricula. My study identified the organizational infrastructure and accountability mechanisms created by the school district during the process of establishing an effective MHAAP. These mechanisms carry relevance for other schools, district departments, and surrounding communities that are attempting to implement an effective MHAAP
How Do Teachers’ Pedagogy Influence the Ways in Which African American Males Are Disciplined? A Case Study Examining Discipline in a High School Setting
Get PDFThis qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers who possess a restorative mindset and build relationships with their students. Leaders of high school communities throughout the country can use the participants’ experiences and strategies to decrease the use of exclusionary discipline practices that have created a discipline gap for African American male students. Research recommendations include implementing race-conscious restorative justice and mentoring programs in schools with significant populations of African American male students
Student Engagement and Equitable Student Learning Outcomes
Get PDFStudent engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice
Future Expectations of Syrian Secondary School Students Living in Turkey: A Phenomenological Study
Get PDFThis study aims at analysing future expectations of Syrian secondary school students that are living in Turkey. Considering the fact that these students, who constitute the study group in this research, will be the teenage adults of the country in the next ten years, they will significantly affect the future of Syria if they get back to their home country or Turkey if they stay here. Because of this reason, it is of crucial importance to identify the future expectations of these students. The issues that are investigated in this study are migration experiences of Syrian secondary school students, the education they will receive within the scope of their expectations for the next year and for the next ten years, their vocational preferences, the places where they are planning to live, the support and barriers they face while they try to reach their expectations, and the changes that they want to make about their life. The study findings put forward important results that should be considered during the process of planning the education and psycho-social support to be rendered to Syrian secondary school students
School Principals\u27 Learnings From Covid-19 Pandemic
Get PDFCovid-19 pandemic, which broke out in the late 2019 and we are still facing today, has made an enormous impact throughout the world and directly caused an extraordinary disruption of many systems globally including educational ones and affected the lives lots of students and families all over the world. Different kinds of measures were abruptly taken in order to ensure that students, teachers and school principals continued their educational processes safely and also to lessen the crisis situation and chaos. One of these measures was country-wide school closures and along with Turkey, most of the countries chose to close schools and make a quick transition to remote learning. During those weeks, several policy responses aimed at making sure that students attended online classes regularly and that they felt well. In the meantime, diverse stakeholders of educational systems (students, teachers, educational leaders etc.) have learned some lessons from this terrifying pandemic. The purpose of this study is to emphasize the learnings that Turkish school principals experienced during that school closure period in Turkey. Within the scope of maximum diversity sampling, one of the purposeful sampling methods, a sampling frame was established and 105 school principals working in primary, secondary and high schools in different provinces participated in the study. In the study, in which qualitative online survey method was used, a Google drive form with open-ended questions was exploited. Based on the findings obtained in the study, main themes have been created. These are personal, organizational and educational learnings
Prediction of Academic Achievement and Happiness in Middle School Students: The Role of Social-Emotional Learning Skills
Get PDFThis study was conducted to test whether social-emotional learning skills are a significant predictor of academic achievement and happiness in middle school students. A total of three different data collection tools were used in the study: A Personal Information Form, The Social-Emotional Learning Skills Scale and The Adolescent Happiness Scale. The study was carried out with 337 middle school students from six different middle schools in Erzurum province. Of these students, 203 (60.2%) were female, and 134 (39.8%) were male. The ages of these students varied between 10 and 14, and the mean age was 12.07 (Sd = 0.93). Descriptive statistics, correlation analysis, and hierarchical regression analysis were employed in the analysis of the data. The findings obtained as a result of the study indicated that there were positive and significant correlations between social-emotional learning skills and academic achievement and happiness. In addition, social-emotional learning skills were a significant predictor of academic achievement and happiness in middle school students. Accordingly, social-emotional learning skills explained 18% of the total variance in academic achievement and 44% of the variance in happiness in middle school students. When all these results are evaluated together, it can be said that promoting the social-emotional learning skills of middle school students will increase academic achievement and happiness
Overcoming Barriers as a Nepali Woman through Emotional Intelligence: My Emotional Literacy Journey into my Ph.D. in Educational Leadership
Get PDFThis article explores my process of being emotionally literate, realizing my personal power through it and deciding to move ahead with my Ph.D. to explore further as my contribution in the flourishing of humanity. In this qualitative reflective self-study, I have used my detailed personal, professional, and academic reflective journal and audio-visual narratives that I had kept over seven years as data to explore the process of learning. The article reveals my process of learning from my experiences as a confused Nepali girl to my experience of working as a journalist, to an aspiring educational leader and a researcher. The results are discussed using a microscopic lens into my childhood and understanding how the social settings were playing a major role in my learning and how emotional intelligence played an instrumental role in deconstructing that and helped me understand myself better and urging me to explore further through my Ph.D. research as an educational leader
What Factors Support Degree Completion For African American Women Students At A Land-Grant Historically Black College University (HBCU)?
Get PDFThere is minimal research conducted on African American women degree completion who attend a land-grant HBCU. This study investigated key factors that assisted 9 African American women and promoted their degree attainment. My research utilized the ethnography framework to observe a specific culture group, language, behaviors beliefs, and beliefs. The findings in this research identified 5 factors: culture environment, academic advising, student engagement, financial aid, and faculty mentoring. It was determined that cultural environment is a leading factor among the African American participants of this research, as connecting with peers that shared the same cultural beliefs as the participants do, and having faculty that looked like them was significant and contributed to the participant\u27s degree completion