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An Evaluation of the Trauma-Informed Approach Implemented at a Title I Elementary School
Get PDFAn Evaluation of the Trauma-Informed Approach Implemented at a Title I Elementary School assesses the merits of the implementation of an intervention to support the social emotional ability and stability of students within elementary schools; called the Trauma Informed Approach. Many children attending elementary schools bring diverse and complex experiences to the classroom setting. Students with multiple adverse childhood experiences attend the educational system. Many students have a more difficult time concentrating and succeeding due to anxiety and lack of physiological needs being met. These needs must be met to secure positive learning gains for these students.
For data gathering tools, I surveyed teachers and school counselors and conducted interviews with teachers, administrators, and school counselors, as well as observed teachers. The results of the study indicated that many staff members request additional training on trauma-informed practices, support for implementation, and time to plan and practice. During my Change Leadership Plan study, I found that there was a necessary need to improve the training protocol, support systems, and time management resources. In reviewing my data results, I found a need for a policy amendment for mandatory training for teachers through state level inclusion of trauma-informed competencies in recertification requirement criteria. I further contend in my policy amendment that district and school leadership support trauma-informed competencies by monitoring and coaching teachers during teacher implementation of trauma-informed practices currently included in the allocated funds dedicated to training
Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test
Get PDFRising immigration to the United States has changed the demographic make-up of students in general education classrooms. Data from the 2000 Census establish that more than 14 million immigrants entered the United States during the 1990s. The percentage of English language learners (ELLs) in U.S. public schools increased from 8% (3.8 million students) in the year 2000 to 10% (5.0 million students) in 2017. Given this change, classroom teachers are expected to meet the needs of students in mainstream classrooms who are non-native speakers of English.
The purpose of this study was to examine the impact of teachers acquiring the ESL endorsement on the ESL outcomes of the ELL populations in elementary school and to compare classroom teachers with and without the ESL endorsement in terms of their ELL-related knowledge, pedagogical skills, and dispositions toward the ELL students in their classrooms. A t-test, a questionnaire, and interviews were the three tools utilized to collect data to compare teachers’ dispositions and level of knowledge in second-language-acquisition with and without the ESL endorsement. The findings showed that ESL-endorsed classroom teachers acquired better knowledge, pedagogical skills, and dispositions toward ELL populations
Adult Criminal Offenders Recollection Of Childhood Exposure To Trauma And Its Impact
Get PDFTrauma can occur at any age and occurs as a result of an individual experiencing or witnessing an event that threatens or has the potential to threaten their life, well-being, or psychological state of mind. The type, duration, and effect of the trauma varied per person and experiences were shared that had negative effects that could last for the duration of their lifetime. The identification of specific risk factors may help in the development of specialized treatment options that may provide an individual with a greater chance of learning skills that could teach them how to deal with the effects of their trauma. The purpose of this qualitative, phenomenological research was to explore childhood exposure to trauma and subsequent criminal offending by adults who have experienced childhood trauma. This study was conducted with 18 participants through one-on-one semi-structured interviews that explored the perceived lived experiences, understandings, and feelings of the participants as it related to their childhood traumatic experiences. The data revealed that many participants endured a traumatic experience(s) that included abuse, drug and/or alcohol abuse, violence, and unhealthy family structure; and over half of them reported that they did not receive tools or skills to positively cope with the trauma that was experienced. Based upon the results of this study, recommendations for further research include conducting a quantitative study, a study on offenders in the juvenile justice system, and a long-term study on the effectiveness of treatment that is received
How Informal Education Programs Can Learn From Higher Education Assessment: Evaluating the Morton Arboretum\u27s N-ACT Program
Get PDFAs a response to the debate about the worth of completing a degree, higher education has built a set of assessment practices intended to quantify the change in a student as they matriculate from a first year to a graduate controlling for the different backgrounds of students. Cultural institutions like museums, zoos, aquariums, and public gardens face similar questions about the value they bring to their communities, and traditionally have relied on attendance-based data as a matter of convenience that falls well short of demonstrating impact as an informal learning setting. This study suggests higher education’s assessment practices can be used in the informal setting of an arboretum to quantify the impact engaging with one of its informal education programs has with participants. Applying a mixed-methods design collecting both quantitative and qualitative data exploring if the length of time someone engages with a program results in mission-aligned outcomes for the institution hosting the education program, this study addresses some of the challenges cultural institutions have faced in collecting better impact data. Results from the study are promising in terms of mission-aligned outcomes for the specific program evaluated, and suggest that a mixed-methods design should be employed more widely by museums. There are limitations to how well this design meets practitioner needs, however, which impacts future areas of research in need of further exploration
Graphene: An Adaptable Engineering Design Project
Get PDFGraphene is a novel material with extraordinary promise in various nano-based applications including increases in strength, conductivity, filtration, and electrical capacity. Graphene can be synthesized and tested in a wide variety of applications in secondary or undergraduate settings. Allowing students to choose their own application and method of testing the graphene they synthesize is an engaging and authentic project based on engineering design and grounded in the tenets of constructivism.
One of the many possible applications, reinforcement of paper mache by graphene, is easily adapted, uses familiar materials and methods, is cheap, and is easy to test. This student-centered project has led to increases in student content knowledge and lab skills. It increases student confidence with designing their own solutions, analyzing data, and using scientific inquiry and engineering design
Father\u27s Perception Of Roles And Personal Growth: A Mixed-Methods Study Assessing Positive Fatherhood Development In Chicago
Get PDFThe purpose of this study was to determine the effects of a father involvement intervention on fathers in the Chicago area and what encourages fathers to be involved with their children. This study explored what factors are most predictive of involvement in their child\u27s life. Overall, the study uses secondary data from a sample of existing survey and focus groups with men of mostly lower income status that may or may not be incarcerated. Study 1 included 41 men over the age of 18, who participated in programs provided by the Salvation Army in the Chicago area. Study 1 found that father perception of personal growth was the only significant variable indicating that fathers who felt they experience personal growth, as a result of being involved in their child\u27s life, also wanted to be more involved in their child\u27s life in the upcoming years. The purpose of study 2 was to determine influences, benefits, and personal growth factors that occurred for men who experienced an intervention designed to support father development. Study 2 enhanced the findings from survey data used from study 1, by means of adding results from qualitative analysis of the focus groups to assist in understanding how fatherhood development interventions influence fathers. Main findings of study 2 demonstrated how a fatherhood intervention led to: 1) better relationships, 2) development of new understandings of what it means to the importance of what it means be a father, 3) the importance of empathic communication, 4) the value of practice-based learning and participation with a group of fathers, 5) shifts in their personal growth, and 6) the value of comradery among a group of other fathers. This qualitative study adds new knowledge to the literature in the father\u27s own words regarding what leads to personal growth among fathers and how it can influence their relationship with their children and families
Trust In Leadership To Develop Collaborative School Culture And Effective Implementation Of Professional Learning Communities
Get PDFDISSERTATION: TRUST IN LEADERSHIP TO DEVELOP COLLABORATIVE SCHOOL CULTURE AND EFFECTIVE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES
Kara N. Mieszanek National Louis University
ABSTRACT
In education, we are constantly working toward increasing student achievement. Often, we pursue technical elements such as implementing programs, data analysis, utilizing assessment tools, embedding evaluation systems, etc. However, there is another critical element that may all too often get overlooked—the culture. The purpose of this study was to strip away all the layers required to achieve systemic change by observing what is at the core of it all: trust. Through qualitative and quantitative research, I took a deep dive into trust and its effects by observing it within the realm of professional learning communities. I also focused on how a building leader\u27s role and the level of trust created with this individual and with the other staff members within her building affect trust and collaboration across the system. With this research collected, an analysis of the data was conducted, strategies were reflected upon, and policy implications were determined to strengthen the system further
A Program Evaluation of Immersive Devised Story Drama: Process and Impacts at a Summer Creativity Camp
Get PDFThis utilization-focused evaluation examined the relationship of a devised drama program at a summer youth camp to the campers’ social-emotional learning (SEL), creativity growth, and character development. Methods used in the study included surveys of parents, interviews of teachers, and focus groups of campers. Results indicated that the devised drama provides durable, effective enrichment in SEL, creativity growth, and character development. Data also suggested that engagement in the drama contributed to an enhanced ability to manage anxiety. Concluding recommendations propose the overt use of the vocabulary of SEL competencies and grade-level appropriate SEL curricula. Professional development in Applied Improvisation for teachers, adult SEL for counselors, and pursuing a national program accreditation were also recommended
Attitudes and Beliefs of Christian Denominations Toward Mental Health
Get PDFThis empirical study assessed common attitudes and beliefs toward mental health services in the varying denominations of Christian churches. Specifically, the objective of this study was to identify the effects of Christian denomination on attitudes toward seeking mental health treatment and to identify whether there are racial and age differences that also impact those attitudes within the church. The study sought to answer the following questions: (a) What is the difference in attitudes and beliefs between different races toward mental health services in the church among Christians? (b) Is there an age difference in attitudes and beliefs toward mental health services in the church among Christians? (c), Is there a difference in Christian denomination and attitudes/beliefs toward mental health services in the church? and (d) Will there be a difference among individuals with higher versus lower levels of spirituality regarding mental-health-seeking behaviors within the church? The sample consisted of 232 adults ranging from 18 to 74 years old instructed to complete the Mental Health Seeking Attitudes, the Attitudes Toward Seeking Professional Psychological Help, and the Spiritual Health Inventory. Data were analyzed using two-way between-group analysis of variance to address research questions one and two. A one-way between-group analysis of variance was conducted for the third hypothesis, and a multivariate analysis of variance was used to address the fourth research question. Results did not support the hypotheses of the study. However, implications for these results as well as possible future directions are discussed