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Friend or Foe to Mental Health: A Study of the Relationships Between the Use of Instagram and Mental Health of Latino Students in an Urban Northern California High School
No full text50 leavesThe purpose of this study was to examine the potential relationships between the use of Instagram and mental health (social and emotional) of Latino high school students. A purposive sample of ten students participated in an online survey and of those students, five consented to also participate in an individual semi-structured interview over the phone. The research took place at one urban high school in Northern California and took approximately two weeks to complete. Six themes emerged from the interviews- cyberbullying, perception vs. reality, mental health, parental control, safety concerns, and overall lived experiences, both positive and negative of using Instagram. Overall, the findings of this study suggest that there are both positive and negative results between students’ use of Instagram and their mental health. It was also discovered that students, for the most part, welcome parental intervention in their use of social media
College Soccer Coaching Style
No full text41 leavesCollege soccer coaching in the United States of America is not at the level it should be. Coaches get paid large sums of money to coach, yet they are not qualified enough to compete at the global level. Student athletes’ professional soccer careers are hindered by coaches. In the United States, the coaching courses are extremely overpriced in comparison to other countries in the world and many top university coaching staff are under-qualified because the coaching requirements at this level are minimal. Exhaustive research has been conducted to explore ways we can remedy these deficits and improve overall coaching at the collegiate level. Better coaching leads to better leadership which makes for better players. Better players create a larger pool of elite competition which then answers the phenomenon, allowing the United States to compete on a global level. After conducting several interviews, findings have shown that more time, and attention needs to be given to the individual players. Additional support can range anywhere from team meetings, video footage, and tactical explanations before they even get on the pitch to apply it. Collegiate players need to be incentivized in ways beyond playtime and scholarship awards. Training coaches to establish player engagement, and decisions from everyone on the team, creates more competitive training, more entertaining games, and more attention from scouts. Coaches should expect to look inward for team, tactical improvements and seek beyond leadership groups to obtain information about all players. There is a clear indication that with the appropriate coaching level and training, we can increase the national percentile of college players having a professional career
A New Generation of STEM Leaders
No full text45 leavesThe following research investigates the influence the nonprofit, Self-eSTEM has on Black, Indigenous, People of Color (BIPOC) middle and high school girls. The study examines how the nonprofit promotes interest, engagement, involvement, and aspirations in science, technology, engineering, and math (STEM) careers. The study contributes to an emerging field of research on accelerating interest in STEM with BIPOC girls. Previous research has primarily focused on girls in STEM but did not speak to specific challenges and oppotunities for BIPOC girls. The study used a mixed methods approach to triangulate quantitative survey data with the qualitative experiences of girls within the program. The study found that the Self-eSTEM program positively influenced girls' mindsets, behaviors, character, and self-efficacy. Based on the findings, it is recommended to continue to support, educate and advocate for STEM programs that support BIPOC girls
A Case Study in Multimodal Instruction in Word Decoding
No full text65 leaves"A Case Study in Multimodal Instruction for Word Decoding" explores the impact of phonics instruction with multiple modalities (simultaneously combining visual, auditory, and tactile-kinesthetic senses) on a student's ability to decode one- and two-syllable words. A second grade student, suspected of having dyslexia, received supplemental instruction twice a week for four months in an educational therapy framework. The researcher guided the student in multimodal learning, particularly tactile-kinesthetic, to strengthen sound-symbol correspondences and decoding strategies. The findings of the study were positive with word reading efficiency improving from a pre-intervention standard score of 78 to a post-intervention standard score of 87. Another benefit of multimodal learning was also seen in the student's ability to focus and sustain attention
Understanding Black Teachers' Racialized Experiences on Suburban Public High School Campuses in Northern California
No full text70 leavesThe goal of this study was to explore Black teachers’ experiences navigating racialized experiences on the suburban public high school campuses where they work. Five Black teachers from three different school districts in Northern California were selected through purposive sampling to participate in the study. Methodologically, the study consisted of semi-structured interviews and surveys. Data were analyzed using In Vivo Coding and Emotion Coding. This study explored racialized experiences, like microaggressions, the impact of enduring racialized experiences, and responses to racialized experiences. The findings of this study were that all five participants had varied experiences with microaggressions, direct and indirect racism, and overt racism on their suburban public high school campuses which yielding a numerically varied impact, as well. This finding supports the fact that Black people are not a monolith. However, two of the study’s participants who happen to work in the same school district shared similar stories and experiences with more overt forms of racism. The data support the claim that although Black people are not a monolith, they did have similar experiences working in the same suburban public high school district, each naming the impact of their racialized experiences leaving them “feeling broken” and acting with hypervigilance. Both hypervigilance and feeling broken were addressed across the literature (Kohli, 2008; Kohli et al., 2018; Lisle-Johnson & Kohli, 2020; Smith, Yosso, & Solórzano, 2011). Some of the participants’ experiences mirrored each other, while others contradicted. Recommendations for understanding Black teachers’ racialized experiences are: engage Black teachers, and all teachers of color in dialogue, listen, and seek to understand their experiences working on suburban public high school campuses, interrogate and reflect on held beliefs and how they may contribute to maintaining the status quo, or perpetuating harmful racial stereotypes, and directly address the absence of candidates of color
Mindfulness and Executive Functions
No full text66 leavesThis paper summarizes the research and findings that investigate the effects of a daily mindfulness practice on executive functioning skills in university students during a four-week intervention. Two of the participants had an official ADHD diagnosis and two participants did not report having ADHD. Daily journals and weekly interview data were compiled and analyzed from the perspective of comparative case studies. At the conclusion of the intervention, participants reported benefits in both executive function skills and mindfulness around school, suggesting that a daily mindfulness practice, in conjunction with EF coaching, may reduce the stress levels of all students
21st Century Kodály: A Different Beat, Beats Odds
No full text91 leavesExhaustive research has been conducted to show how the Kodály Concept has positive outcomes on K-12 children in the areas of music appreciation, social skills, and improved testing scores. As much research conducted on Title One students indicates, environmental factors such as hunger, poverty, and domestic violence are contributing factors to the social skills, testing scores and behavioral issues for which deficiencies are exhibited in this group of children. Findings suggests inclusion of the Kodály Concept in the curriculum presented to 4th grade Title One children did improve Standard Reading Inventory scores, social and emotional development, as well as an understanding of rudimentary music fundamentals. There is an indication that modifying a proven 20th century Kodály concept with a fresh 21st century approach with music that is relatable to students, positive learning outcomes can be realized in social and cognitive areas of a child’s development
After-School Programs and Social Capital
No full text82 leavesThis case study is an application of Coleman’s social capital framework in the investigation of the state of social capital (the resource of relationship) development of one publicly funded after-school program in the San Francisco Bay Area. Amid an ongoing budget crisis for public schools, this study explored the factors that contributed or detracted from programming success, which included the financial, social, and structural variables that made success possible among participants. The site observed is the after-school program of an alternative high school in Oakland, whose student population consists of students who would have otherwise dropped out of high school working to become college eligible and prepare for a career after graduation. Participants (N=15) consisted of male & female, black and brown (Latinx) students, one staff member, and one after-school program director. Student participants (N=11) responded to a questionnaire that gauged opinions on the program: its consistency and reliability of services, its staff members and the quality of their relationships, and the participants’ peer relationships. Then, one student, one staff member, and the program director were interviewed to dig into the themes of social trust, direct service, norms and effective sanctions, access to information, and finances. Due to the combination of program size and affiliation with the school, quality of staff-relationships, and consistency of programming irrespective of funding, social capital was found to be developed. However, due to the unique nature of this program, more research needs to be done to generalize social capital development findings to other publicly funded programs
