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I Gotta Lock-In : Metacognition Strategies in a High School Biology Classroom
No full textMetacognition is an emerging focus in education and has been shown to enhance student learning outcomes and self-efficacy. This study aimed to investigate both student and teacher perceptions of implementing metacognitive strategies in a high school biology classroom, as well as the impact on students’ self-regulated learning. The researcher collected data through classroom observations, student surveys, teacher interviews, and analysis of student test scores. Using the constant comparative method, qualitative data revealed secondary codes of problem- solving strategies, study methods, perceptions of content mastery, impact of classroom environment, and evidence of metacognition. Quantitative data showed a statistically significant increase in scores from pre-test to post-test for the intervention group. Findings suggest that metacognitive strategies improve student agency when coupled with a “safe-to-struggle” environment
Do I Feel Safe at School? A Study of Student and Teacher Perceptions of School Safety Measures
No full textThis study examined student and teacher perceptions of current school safety measures. It explored feelings of safety among high school students and their classroom teacher, focusing on their perspectives regarding school safety measures and school resource officers (SROs). Students took a survey asking their thoughts regarding current school safety measures using Likert scale questions as well as drawing a picture and writing a describing paragraph regarding their perceptions of safety. From the survey results, 11 students were selected to be a part of two separate focus group interviews. The qualitative data was analyzed using the constant comparative method, while the survey data was analyzed using descriptive statistics. The researcher found that both students and the classroom teacher expressed a range of perspectives on school safety. While many voiced concerns and suggested changes to existing measures, others shared appreciation and confidence in current practices and staff efforts to maintain a safe environment
Ensuring Success and Retention: A Review of Key Factors for Diverse Online Scholars
No full textThe widespread adoption of online learning in higher education necessitates a critical understanding of factors that promote the retention and academic success of diverse student populations. This paper provides a synthesis of existing research investigating the numerous elements that influence the educational experiences of distinct student cohorts, with a particular focus on literature pertaining to non-traditional Latina students in postsecondary online learning environments. This review critically examines established scholarship to comprehend the array of challenges and prospects these students encounter, identifying critical determinants of their academic trajectories as established in prior studies. Key determinants frequently cited in the literature include socioeconomic status, cultural background, access to college readiness initiatives, institutional engagement strategies, and the pivotal role of faculty and institutional support personnel. Existing scholarship indicates these elements collectively exert considerable influence on student persistence and academic performance.
The consolidation of this body of research yields actionable recommendations for educators, institutional administrators, and policymakers. This analysis underscores the importance of a comprehensive understanding of the difficulties Latina online students frequently navigate (as documented extensively in the literature), alongside effective support mechanisms identified, to inform the development of targeted institutional strategies. The objective is to thereby foster improved retention and the attainment of educational objectives for this demographic. Ultimately, this review contributes to the broader discourse on digital and online pedagogy by identifying evidence-based approaches for cultivating more equitable and supportive educational ecosystems, particularly for non-traditional Latina students. Drawing upon this synthesis of existing scholarship, it is recommended that subsequent research endeavors employ diverse methodological approaches—such as integrating quantitative metrics of student achievement with qualitative narratives of lived experiences—to achieve a more comprehensive understanding of the factors that genuinely promote success within this student population
Restoration Day 2025 - The Hidden Origins of the Stone-Campbell Movement: Evangelical Influence in the Past for the Future
No full textThis is the first of two lectures. The second lecture can be viewed on the Restoration Day Lectures page.
Lecture 1 - The Hidden Origins of the Stone-Campbell Movement: Evangelical Influence in the Past for the Future”
Lecture 2 - What Has Alexander Campbell to Do with Christian Nationalism?
Program Development for Previously Incarcerated Individuals Transitioning back into Society
No full textThis project supports individuals re-entering society after prison, dealing with substance abuse, or court commitments. Through real-life activities such as paying rent, working, cooking, and community service, it helps participants build independence, manage routines, and prevent relapse or recidivism. The program offers occupational therapy-based interventions to address key life skills like time and money management, job acquisition, self-care, and emotional regulation. It also aids in addiction recovery, ensuring individuals can adapt to new roles and routines that may initially feel unfamiliar or uncomfortable. A key component is an occupational therapy assessment that evaluates participants’ readiness to transition to independent living, ensuring they have the stability and skills needed for a successful reintegration into society. Ultimately, the program helps participants find meaningful routines and environments that promote lasting recovery and reduce the risk of returning to negative patterns
Consequences of Secondary Traumatic Stress on Individuals Without Formal Psychological Training Working With Trauma-Exposed Children
No full textLiterature has suggested that secondary traumatic stress could cause various adverse effects for
individuals working with trauma-exposed populations. However, direct care workers performing
in shelters designed to serve unaccompanied immigrant children are faced with the task of caring
for these minors who may have been exposed to trauma in their home countries, while traveling
to the United States, or after arriving in the country. This qualitative case study was conducted to
understand and describe the experiences of 15 current employees and five ex-employees who
have worked with unaccompanied children for at least a year. These individuals participated in
in-depth personal interviews. The collected data were transcribed to construct five major themes
and 10 subthemes using initial, in vivo, and descriptive coding. The major themes included
service-oriented, exposure to traumatic experiences, challenges of working with trauma-exposed
unaccompanied children, training provided, attrition, and lack of support from the organizations.
The findings from this study imply that for this select group of direct care workers, the amount of
training provided may be adequate for some areas. However, training in other areas may present
challenges. The results of this study could encourage individuals and organizations faced with
the difficulty of obtaining or providing trauma-informed or self-care training to seek resources
that possess essential information to aid personnel in developing and maintaining protective
practices for their mental health