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Adult English as a Second or Other Language Peer Oral Interaction in Online Breakout Rooms
Full text linkPeer interaction is essential for adult English as a Second or Other Language (ESOL) students\u27 oral skills development. However, it is more challenging to offer peer interaction in online synchronous classes. To support new teachers who begin online teaching, the author reviewed research on peer learning and online classroom interactional competencies. Based on a foundation of second language acquisition theories and communicative teaching practices, oral skills are developed more with specific types of activities in online breakout rooms: task-based, cooperative, and collaborative activities. These activities are inherently social and motivate learners to engage in negotiation for meaning and a focus on form. Digital skills, explicit directions, social supports, and online interactional competencies are also needed for effective peer interaction online. This capstone begins to answer the question, What practices increase peer oral interaction in adult ESOL online breakout rooms? The project provides a series of professional development trainings offered as online synchronous workshops that introduce and model the research findings for how to adapt peer interaction as a tool to mediate language learning in online breakout rooms
Beyond Language Barriers: Challenging the Equity and Validity of English-Only Standardized Tests for English Language Learners
Full text linkEnglish Language Learners represent one of the fastest-growing student populations in American schools, yet they are required to take state standardized tests designed exclusively for native English speakers. This practice creates significant validity, reliability, and equity concerns–as research demonstrates that academic English proficiency takes 4-8 years to develop while students face annual testing requirements beginning in grade 3. This capstone uses a comprehensive literature review examining standardized testing practices, English language acquisition processes, and equity challenges to answer the research question: To what extent does administering English-only standardized tests to English Language Learners (ELLs) produce valid measurements of their academic knowledge and skills, and what are the implications for educational equity and accountability systems? Research concludes that English-only standardized tests do not produce valid, reliable, or equitable measurements of ELL academic knowledge and skills, instead measuring language proficiency rather than content knowledge. This creates systematic disadvantages for ELLs and distorts educational accountability systems. As a result, this study recommends the development of multilingual assessment approaches to ensure equitable and accurate evaluation of ELL academic capabilities
Middle School Science Inquiry-Based Learning on a Budget
Full text linkThis curriculum project was based on the question, “How can science educators teach middle school students while promoting quality inquiry-based learning with a minimum budget?” It was inspired by budget constraints forcing teachers to spend personal funds (750 annually) on classroom supplies. Science teachers are particularly impacted due to specialized equipment needs, and quality inquiry-based learning is often sacrificed due to cost limitations. The curriculum created as part of this project was written with the framework of Pedaste et al.\u27s (2015) inquiry phases, the National Research Council\u27s (2012) A Framework for K-12 Science Education, and Wiggins and McTighe\u27s (2011) Understanding by Design backward planning approach. The literature review focused on inquiry-based learning, the cost of science education, community assets, Minnesota Science Standards, and state testing. The curriculum produced is a 15-day seventh-grade ecosystems unit using zero additional budget integrated into the existing McGraw Hill Inspire Science curriculum with community-based alternatives. Additionally, the enhanced curriculum improves cultural equity through place-based learning and local knowledge systems integration while developing real-world connections. This practical framework was developed to be implemented by other educators facing budget constraints, eliminating personal financial burden while improving curriculum relevance
Making More “Math People”: Increasing the Accessibility of High-Level Math Classes Through Detracking
Full text linkOne of the most often maligned subjects, mathematics courses are typically strictly tracked by skill level. This project attempts to create more ‘math people’ by designing a curriculum to answer the question: How can differentiation, in-class grouping, and detracking be used to increase the accessibility of high-level math classes? Drawing from a personal narrative, this project reviews literature on the benefits and drawbacks of tracking systems, differentiation, student outcomes, and mathematical mindsets, drawing heavily on work by Jo Boaler (2022). The curriculum is designed with both Understanding by Design and Standards Based Grading framework, and also leverages the flipped classroom model. The resulting artifact focuses on mindset development while weaving multiple learning objectives together, to create a classroom environment where students engage with mathematics beyond memorization and repetition, and thus hopefully leaving them more likely to describe themselves as a ‘math person.
What Are the Most Effective Social-Emotional Behavioral Management Strategies for Creating a Culturally Affirming Classroom Environment?
Full text linkClassroom management often emphasizes teacher control and a top-down approach. But what if we built a classroom culture with students, one rooted in relationships, identity, culture, and the social-emotional skills they need to succeed? This Capstone explores how integrating SEL into academic and classroom settings can shape classroom culture and transform our approach to management. It answers the question, What are the most effective social-emotional behavioral management strategies for creating a culturally affirming classroom environment? How can creating a binder of social-emotional strategies help teachers create a culturally affirming classroom? This project highlights the five core SEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—and how they relate to culturally responsive teaching. The project offers a binder of SEL strategies for kindergarten through third grade, designed to be used throughout the school day across all academic subjects. The approaches go beyond behavior management; they recognize students as valuable assets, respect their cultures, and create spaces where learners feel valued, safe, and empowered to grow, making them the co-creators of our classroom management
Assessing the Relationship Between Screen Time, Academic Achievement, Executive Function, and Emotional Regulation: The Role of Digital Citizenship in the Upper Elementary Classroom
Full text linkRecent research has shown that elementary school students are spending time online at unprecedented rates, and that this excessive screen time has negative impacts on the physical and psychological health of children. The research question addressed in this project was: what is the association between screen time, academic achievement, executive function, and emotional regulation in elementary school-aged children? Excessive screen time has been found to negatively impact children’s emotional regulation, but the data regarding the association between academic achievement, executive function, and screen time were inconclusive, resulting in a partial rejection of the hypothesis. The research suggested that screen time negatively impacts children’s attention span, their ability to emotionally regulate themselves, and their use of impulse control. Two possible solutions to these findings have been suggested, including teaching digital citizenship (DC) concepts and social-emotional learning (SEL) in the classroom. Social-emotional learning curricula such as the Toolbox Project and PBIS were evaluated in this study, and have been found to improve students’ emotional regulation and social-emotional skills, potentially helping to counteract the effects of excessive screen time. Digital citizenship encourages students to become safe and responsible online users, and the teaching of digital citizenship in the classroom has positive implications for reducing digital device related physical and psychological impacts. The curriculum designed for this project focuses on introducing the idea of digital citizenship and screen time to students, and encourages them to think critically about their time spent online. The goal of the mini-guide portion of the project is to introduce teachers and families to the dangers of excessive screen time, while making recommendations for avoiding the development of negative digital device habits
ELLs’ Voices: Their Experiences About WIDA ACCESS Testing And Ways To Support Them
Full text linkThis study investigated the lived experiences of 15 English Language Learners (ELLs) in relation to the annual WIDA ACCESS assessment. Using a mixed-methods design, the research combined quantitative survey responses with qualitative interview data to gain a more complete understanding of how students perceived the test and the supports provided to them. Findings revealed that participants often experienced anxiety before the test, felt confident during the test, and became nervous afterward. They expressed a need for clearer instructions, more practice opportunities, and a preference for paper-based testing. The study also emphasized the importance of culturally responsive instruction, consistent preparation, and meaningful family engagement. These insights aim to inform more equitable approaches to language testing by centering the perspectives of the learners themselves and advocating for changes that nurture confidence, reduce stress, and support language development
Bridging the Divide: Addressing the Achievement Gap Amidst Educational Resegregation in the Twin Cities
Full text linkThis study uses secondary analysis of data to examine the following research questions: RQ1: What is the relationship between funding allocation and academic performance across metro high schools with varying levels of racial segregation? RQ2: What is the correlation between demographic factors and academic achievement in metro high schools, and how do these factors contribute to the racial achievement gap? The review of literature analyzes the implications of the rapid resegregation in the Minnesota education system, examining how racial and economic segregation confines Black and Brown children within a cycle of inequality, forcing students to receive a lesser education. The study includes a comprehensive analysis of 20 schools within the Minneapolis-St. Paul metropolitan area. Chosen at random, each school contains contrasting levels of racial segregation based on the number of White to Non-white students. The correlation between a school’s racial makeup, resource allocation, and academic performance in the 20 Twin Cities high schools is examined to identify what directly influences higher achievement. With secondary data provided through Minnesota’s public education database, a correlation analysis displays the strength and direction of the relationship between funding allocation, demographic composition, and achievement performance. The study concluded that while schools with higher numbers of Black and Brown students receive higher funding through taxes, this funding does not equate to higher achievement. The study also found no significant correlation between the allocation of funding for education resources and academic performance across the 20 high schools. The study presents important implications for adequate funding in the state of Minnesota. The excess funding cannot lead to better educational outcomes for their students because it is primarily intended to address disparities that students face outside the classroom. Minnesota must look toward providing additional funding and resources that are tailored to the unique situations within Minority schools. As we continue to segregate our schools, we perpetuate White supremacy and intentionally undermine the futures of our students of color. Though education is a right, quality education remains a privilege
The Academic-Athletic Playbook: A Guide to Maximizing Benefits for All Students
Full text linkIn America, it is difficult to get people to agree about anything, especially when it comes to the public school system. One nearly universal belief among parents and educators is that after-school sports are beneficial for their high school aged children. This paper will not be looking into whether or not after-school sports teams are good for kids. Instead, it will explore what aspects contribute most effectively to their academic success. In short, the guiding question for this capstone is: What specific components of after-school sports contribute most effectively to the academic success of high schoolers, and how could they be delivered more effectively? Through the creation of a set of handbooks called the “Academic/Athletic Playbooks,” a more meaningful relationship between activities and academics is created and can serve as a gateway to discovering the rewards of hard work and dedication
Enhancing School-Home Communication Through High-Quality Translations for Somali Parents with LEP
Full text linkThe central research question guiding my capstone project is: How can professional development for school translators be enhanced to improve the quality of translated communications from schools to Somali parents with Limited English Proficiency (LEP)? This study explores how professional development for school translators can be enhanced to improve the quality of translated communications delivered to Somali parents with Limited English Proficiency (LEP). Effective communication between schools and families is essential for fostering student success, yet language barriers often lead to misunderstandings and disengagement. This project draws on best practices in translation training, cultural responsiveness, and meaning-based communication. It develops a specialized professional development workshop designed to strengthen translators’ skills in producing clear, accurate, and culturally appropriate Somali translations. The research also examines the challenges of literal versus communicative translation, the importance of consistent terminology, and the role of human review alongside translation tools. By partnering with teachers, school and district leaders, the project seeks to establish a sustainable professional development model that equips translators to better support Somali families’ engagement in their children\u27s education. Additionally, this project includes a research-based literature review, a professional development presentation tailored for school translators, supporting translation resources, and recommendations for continued training to deepen understanding and practice of the strategies introduced