17246 research outputs found
Sort by
Teacher\u27s Contract 1877, School District Nine, Winona County, Minnesota
No full text1899 teacher\u27s contract between Annie W. Robb and School District Number Nine of Winona County, Minnesotahttps://openriver.winona.edu/wsuphotographs-minnesotareflections/1298/thumbnail.jp
Leading With Joy and Purpose
No full textIn academia, success is often defined by achievements such as publications, tenure, and promotions. However, a performance-driven culture overshadows joy and purpose, leading to burnout and disengagement. Recent studies reveal that over 64% of faculty report high levels of burnout, with even higher rates among women and minority professors (Vyletel et al., 2023). This paper, Leading with Joy and Purpose, explores how fostering an emotional culture of joy enhances educator well-being, retention, and institutional success. Drawing on research by Dixon (2022), Whitsed et al. (2022, 2024), and Aboramadan et al. (2023), how psychological safety, recognition, autonomy, and meaningful connection to organizational goals promote joy and purpose in academic environments is examined in this reflection paper. Practical strategies discussed include cultivating self-care, setting boundaries, and engaging in community service. Through these intentional practices, leaders create psychologically safe and emotionally supportive spaces where faculty feel valued and motivated. Ultimately, joy at work is not merely the absence of burnout, but rather it is having resources to fulfill your purpose. Leading with joy and purpose redefines academic success, ensuring educators thrive both personally and professionally while contributing meaningfully to their institutions and communities
Evaluating the Effects of Literacy-Embedded Play Centers on the Academic Success and Social Emotional Learning Behavior of Kindergarteners
Full text linkThis study investigates the impact of literacy-embedded play centers (LEPCs) on kindergarten students academic and social emotional achievement, demonstrating the need for play in the educational setting. This research is significant as previous studies have not explored the connection between LEPCs and academic achievement or social-emotional learning. A month-long study using a control and experimental group was conducted in one kindergarten classroom. The experimental group participated in 15 minutes a day of LEPCs. Pre-test and posttest data were collected and analyzed. The results indicated that LEPCs had a considerable impact on students’ academic achievement, and no significant impact on their social-emotional growth scores. The findings from this study suggest that teachers and administrators should build in time for play and LEPCs to improve students’ academic achievement
Revisiting Least Restrictive Environment in Adapted Physical Education: A Framework for Evidence-Based Practice
Full text linkThis article addresses the implementation of Least Restrictive Environment (LRE) principles in adapted physical education. Despite the legal mandates established by the Individuals with Disabilities Education Act, the field faces significant challenges, including a shortage of qualified professionals, overemphasis on universal inclusion, and the exclusion of student voices from placement decisions. Through analysis of historical context, implementation challenges, and a proposed Student-Centered APE Placement Model (SCAPM), this article provides a preliminary framework for making evidence-based placement decisions that prioritize student success. By integrating perspectives from a preservice teacher education candidate and current higher education practice, the framework offers practitioners a structured approach to navigating the complex terrain of LRE implementation while maintaining focus on individual student needs
Student Senate Meeting Minutes November 12, 2025
No full textThis document is the official Winona State University Student Senate Minutes for November 12, 2025
Professor Mary A. W. Cooley of Winona Normal School
No full textMary A. W. Cooley, music and German instructor at Winona Normal School from 1873-1877https://openriver.winona.edu/wsuphotographs-minnesotareflections/1001/thumbnail.jp
Professor Myra Kimball (Mrs. Coldney) of Winona Normal School
No full textMyra Kimball (Mrs. Coldney), laboratory school instructor at Winona Normal School from 1872-1879https://openriver.winona.edu/wsuphotographs-minnesotareflections/1013/thumbnail.jp
Professor Charles A. Morey
No full textCharles A. Morey, Principal at Winona Normal School from 1874-1879https://openriver.winona.edu/wsuphotographs-minnesotareflections/1022/thumbnail.jp
[Metadata To Be Created] not found in MDL
No full texthttps://openriver.winona.edu/wsuphotographs-minnesotareflections/1040/thumbnail.jp
Student Senate Meeting Minutes November 19, 2025
No full textThis document is the official Winona State University Student Senate Minutes for November 19, 2025