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Non-ESL High School Teachers’ Instructional Training and Professional Development Needs and Their Emergent Bilingual Student Classrooms
No full textThe U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary non-ESL teachers who serve emergent bilingual students. The researcher collected data in this qualitative case study through semistructured, one-on-one interviews, a questionnaire, and a review of the district framework of ESL teachers and program descriptions. The sample consisted of 12 non-ESL high school classroom teachers. The findings revealed that the non-ESL high school teachers were not provided sufficient professional development to support their emergent bilingual students, and they did not understand the ESL program itself. Furthermore, participants indicated a lack of guidance from their respective campus administrators and revealed low teacher efficacy among the sample group. Additional findings revealed a disconnection between the non-ESL teachers and the campus ESL teachers and their lack of awareness of the campus ESL teacher. These findings suggest an intentional approach to providing professional development, ESL programs, and teacher misconceptions, as well as increasing teacher efficacy and campus leadership taking charge of their emergent bilingual students and teachers. Also, addressing the needs of high school non-ESL teachers requires a comprehensive approach that includes specific and relevant professional development, utilizes the ESL teacher(s) as an instructional leader, and creates professional learning communities or with campus administrators. These findings provide teachers, schools, and administrators with additional insight into the instructional needs of non-ESL teachers and their emergent bilingual student classrooms and contribute to their ability to close the gap in emergent bilingual education. Keywords: emergent bilingual, education, high school, teachers, instructional needs, professional development
Student and Teacher Perceptions Regarding Incentives in the Classroom
No full textIncentives, which are a behavior management tool, have long existed in education as a way to motivate students to display targeted behaviors and achieve academic goals. This action research study, which was conducted in a first-grade classroom, had the purpose of understanding students’ and the teacher’s perceptions of incentives in the classroom. Through collecting surveys, interviewing the students and the classroom teacher, taking field notes, and collecting artifacts, qualitative data was analyzed to find common themes that emerged, while quantitative data from the surveys was calculated to find the mean. The researcher found that the students and classroom teacher had positive perceptions of incentives. The classroom teacher recommended the utilization of incentives because of how effective it was as a behavior management tool. Students appreciated fuzzies because of the rewards that they could exchange their tokens for
Readers Aboard! What Happens When Middle Schoolers Try Reading on Their Own?
No full textThis research examines a reading instruction model that combined reader’s workshop and literature circles. The study aimed to determine whether a combined instructional model, here labeled as reader’s circle, would be effective and what student perceptions toward this model would be. Research was conducted within an eighth-grade Reading and Language Arts classroom for three weeks, throughout which the combined instructional model was implemented. This study analyzed pre- and post-intervention test results alongside post-intervention surveys, classroom observations, and individual interviews. Findings included themes of reading preferences, reading independently, and new “peer-spectives.” Some students displayed pre-existing preferences for or against reading, but the majority of students demonstrated competence during reader’s workshop. Additionally, most students valued the differences of opinion shared during literature circles
Global Voices of Research Fellows: Evaluating Learning Gains from International Research Presentations
No full textThe underlying assumption of all study abroad programs is that they provide extraordinary benefits to students who participate in them with benefits that far exceed a course of study that is strictly domestically based. The concept of learning gains, briefly summarized as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. The purpose of this study was to evaluate the learning gains acquired by research fellows through the process of developing and presenting projects internationally. The following research questions guided this study:
1. What specific learning gains were achieved by research fellows through international project presentations?
2. How do research fellows perceive the development of communication and presentation skills through international presentations?
3. What challenges and benefits are associated with presenting diversity related research projects internationally?
This study investigated and provided comprehensive insights into the strategies, challenges, and support mechanisms necessary for effectively preparing doctoral scholars for successful international study experiences. The findings from this study will help inform the development of robust programs and resources to support the academic and cultural transition of doctoral students pursuing global educational opportunities
An Exploration of the Influence of Occupational Mentorship on the Success of Black Female Executive Leaders in Educational Sales
No full textThe dearth of Black women in executive-level leadership roles within U.S. business organizations persists due to numerous barriers such as tokenism; racial fatigue; stereotypes; a lack of identity; and the intersection of race, gender, and social injustices impeding their upward mobility in the educational sales industry. Despite recognizing the potential for change through tools and programs, the absence of robust occupational mentorship emerges as a pivotal barrier hindering the transformation of Black women’s roles in these educational sales environments. The sample size for this hermeneutical qualitative study was seven Black women in the K–12 educational sales industry. Data collection methods involved audio recordings of semistructured interviews to capture participants’ authentic voices, and efforts were made to bracket personal reflections and biases to ensure the integrity of the findings. The key conclusion is that despite various efforts and potential for change, the scarcity of Black women in executive-level leadership roles within U.S. business organizations persists due to numerous barriers such as tokenism, racial fatigue, stereotypes, and a lack of identity. Specifically, within the educational sales industry, these barriers impede the upward mobility of Black women. Overall, the study aimed to provide a voice for underrepresented Black women in the educational sales industry and to delve into their unique stories and lived experiences despite the challenges and rewards encountered in the scholarly space
Effects of Aromatherapy on Promoting Sleep in Patients With Neurological Deficits
No full textReliance on sleep aids in neurological patient population can lead to negative side effects and compromise patient safety. The purpose of this doctoral nursing project was to determine if the implementation of McDonnell and Newcomb’s aromatherapy process will reduce the incidence of sleep-promoting medication administration as compared to the current practice in neurological deficit patients over 4 weeks. A quantitative, quasi-experimental design evaluated effects on sleep quality and pharmacological sleep aids by using McDonnell and Newcomb’s aromatherapy combination of lavender, bergamot, and ylang ylang essential oils placed on a cotton ball at the patient’s bedside each night. The sample included 40 neurological patients. Pre- and postintervention data were compared using a two-proportions z test. Results showed a significant reduction in pharmacological sleep aid use, decreasing from 82% pre-intervention to 30% postintervention (z = 6.02, p \u3c .001). Findings indicate aromatherapy effectively improved sleep quality while reducing reliance on pharmacological interventions and supporting patient safety. The project results support the use of nonpharmacological therapies to improve patient sleep and measurable outcomes. Recommendations for future projects include expanding aromatherapy interventions to larger and more diverse patient populations, examining long-term effects, and comparing outcomes with other nonpharmacological sleep strategies. Incorporating validated sleep quality measures and structured staff training can support safe, effective, and sustainable integration into clinical practice.
Keywords: aromatherapy, sleep, neurological patients, non-pharmacological interventions, holistic nursin
Program Development and Evaluation & Clinical Skills of a Comprehensive Screening Tool for the Pediatric Population
No full textThis capstone project focused on occupational therapy screening tools for the pediatric population within the areas of specialization of program development and evaluation and clinical skills. The literature revealed that there is a lack of recognition of the intent, knowledge, and access to screening and how it fits within the overall evaluation process. To address this gap, this capstone project aimed to create a positively perceived comprehensive screening tool for occupational therapy clinicians to utilize for the early identification of developmental delays within preschool-aged children. This capstone project also aimed to organize a screening program in coordination with local schools/daycare facilities to foster developmental support within the community and promote the expansion of screening tool use. Following the development of an updated comprehensive screening tool for preschool-aged children, occupational therapists at Allison’s Therapy Corner were trained to implement the tool and interpret results in preparation for formal screenings. Project implementation yielded 49 screening administrations across three settings, identifying 12 children who were recommended for formal evaluations, and seven children who were identified as having borderline skill progression. This capstone project revealed that there is a need for access to positively perceived comprehensive pediatric screening tools to encourage early identification of delays and promote early intervention needed for appropriate skill development among preschool-aged children. In addition to increased screening tool utilization and usability, this project revealed that program expansion allows for increased clinical outreach and opportunities for clinical growth
World on Fire: The Hunger Games and the Rhetoric of Revolution
No full textIn the decade between 2010 and 2020, more people participated in mass protests than at any other point in human history. From the Arab Spring to Occupy Wall Street and Hong Kong’s “umbrella movement,” street demonstrations exploded on a global scale. This period of global unrest coincided with another explosion: the dystopian young adult series The Hunger Games surged in popularity, quickly becoming a cultural phenomenon. Following the release of the book series and its subsequent film adaptations, The Hunger Games became a global symbol of grassroots resistance as social and political movements adopted the language and symbols of its fictional rebellion. My analysis traces the adoption and circulation of three key symbols of resistance—the three-finger salute, the phrase “If we burn, you burn with us,” and the mockingjay symbol. I also examine the intersection of performance and political engagement, as well as the larger cultural implications of activists turning to pop culture and fictional narratives as models of revolution