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Educational Materials on Pollinator-Friendly Yards to Increase Residential Support
Get PDFThere are over 200,000 pollinator species in the world and humans rely on them for a diverse range of wants and needs. Everything from daily nourishment to the global economy can be traced back to these little creatures, yet pollinator populations are declining and at risk of global extinction. The health and future of pollinators relies greatly upon the public\u27s support and evidence indicates residential yards can assist pollinators by providing food, shelter, and refuge. Research shows that awareness of pollinator declines correlates with one’s willingness to partake in pollinator conservation. This project answers the research question: How can educational materials on pollinator-friendly yards increase residential support for them? The project involved the creation of numerous educational materials centered on educating the public on how they can support their local pollinators. While the materials are primarily intended to be used to enhance a non-formal adult environmental education workshop centered on pollinators and pollinator-friendly yards in Minnesota, the resources can be useful to many. The goal of this project was to provide the public with the knowledge and resources they need to create a pollinator-friendly yard and adopt pro-pollinator practices
Servant Leadership: Perceptions and Practices of Parochial School Administrators in the K-12 Setting
Get PDFThis study addressed the dichotomy between administrators\u27 perceptions of themselves as servant leaders and their implementation of servant leadership practices in parochial schools. Although servant leadership aligns with parochial school values, simply adopting the terminology without true implementation can undermine school effectiveness. The purpose of this qualitative case study was to examine whether differences exist between administrators\u27 perceptions of their servant leadership and teachers\u27 perceptions of how administrators implement servant leadership practices. The study employed a phenomenological case study approach using the Servant Leadership Questionnaire (SLQ) and administrator interviews. Three administrators and ten teachers from two Christian K-12 schools in South Texas participated. Data analysis compared administrator self-assessments and teacher assessments across seven dimensions of servant leadership, along with thematic analysis of interviews. The findings revealed significant perception gaps between administrators and teachers. Three themes emerged among effective servant leaders: prioritizing relationship-building, maintaining a learning mindset, and making mission-driven decisions. The study concluded that neither experience nor self-identification as a servant leader guaranteed effective implementation. These findings provide valuable insights for improving leadership development in parochial schools through better alignment of leadership philosophy with practice, benefiting administrators, teachers, and overall school effectiveness
Responding to Disruptive Behavior in Elementary Special Education
Get PDFThe research questions addressed in this study were: How effective is a systematic approach to student reflection in reducing disruptive behavior in Federal Setting IV elementary special education? What impact does systematic student reflection have on engagement and behavior? How do staff describe their experiences implementing systematic student reflection? Topics explored in the review of the literature include how regulation develops in young children, the concept of emotional behavioral disorders and how they impact education, the differing approaches to discipline used in education, and several methods of classroom management and discipline being utilized in general and special education. The study tested the use of a behavioral graphic organizer developed by McDaniel and Flower (2015) in a emotional behavioral disorder classroom in a day school for students with special education needs. Students who were demonstrating persistent disruptive behaviors (n=3) were asked a series five questions later in the day about their behaviors. The researcher recorded answers to questions about their behavior and examined responses and searched for themes for individual students. A mixed methods approach was used to determine if this systematic approach helped students to develop regulatory skills to prevent disruptive behaviors in the future, or to promote engagement and reflection. Student affect data was collected and the researcher maintained an observation journal to evaluate changes in student behavior and impact of the intervention. A staff survey was also distributed to find the viewpoints of staff involved in the intervention (n=4) to evaluate ease of use, and to collect more observations regarding the impact of the intervention. Data revealed mixed results, possibly due to the differing motivations for disruptive behavior by individual students. A student engaging in disruptive behavior motivated by escape was not found to benefit, but a student engaging in disruptive behavior for attention was found to be positively impacted. Ultimately, this study found that there is possible benefit in engaging in a systematic approach to reflection with students who engage in disruption for attention. Limitations, implications, and recommendations for future research are also discussed
Competency-Based Grading: Fostering Deeper and More Authentic Student Learning
Get PDFModels of student learning and assessment have evolved dramatically since the systemization of learning in post-Renaissance Europe and its colonies. The recent emergence and challenges of a competency-based learning model have led many school districts in the United States to begin implementing a grading system more closely aligned with this novel model of learning. This capstone first considers the deficiencies in both traditional and standards-based grading systems to ultimately answer the primary question, How can competency-based grading foster deeper and more authentic student learning experiences? A review of the existing literature concludes that the implementation of a competency-based grading system designed and embedded with transferrable, skill-based competency criteria allows for opportunities that challenge students to make use of higher-order thinking skills, which can best be achieved through more authentic learning and assessment experiences. A unit designed for a middle school geography classroom was drafted to exemplify these conclusions
Increasing Caregiver Involvement in Strengthening Learning Through Movement
Get PDFThe project and paper address the research question of, what resources can educators provide to caregivers to help strengthen learning through movement in the home environment? Research has shown that students perform better academically when they are supported by both their educators and their caregivers, when they have ample opportunities to intentionally move their bodies both at home and at school, and when their educators and caregivers are working together as a team to support them as a person and as a learner. Ten resources have been put together to make up the contents of a movement backpack, which can be easily transported between the home and school environments. Although they can be created for any grade level and subject matter, the resources mentioned are tailored for primary grade students. These resources include visuals, price points, and write-ups to help caregivers know how to use the resources as well as to learn about what skills are being strengthened in their children through the use of these materials. The goal of these backpacks is to get students moving their bodies in intentional manners to help strengthen learning, help reduce the burden on caregivers of “learning at home” responsibilities, and foster strong connections between educators and caregivers. Benefits, limitations, and future projects are discussed
Elementary Educators Building Relationships With Parents and Caregivers, to Promote Student Achievement
Get PDFThe link between elementary educators and the parents and caregivers of their students, and their relationships with one another as correlated to possible benefits of academic and behavioral outcomes for the student, is examined. The basis for this author’s inquiry is: What is the intrinsic value of elementary educators building meaningful relationships with parents and caregivers as a means to support positive student learning? The literature review analyzed historical and cultural assumptions, and expectations surrounding relationship building for educators, parents and caregivers. Federal and state mandates, statistics, and strategies on behalf of educators for developing and maintaining relationships are also reviewed. The literature review examines the historical and racial dynamics between teachers, parents and caregivers. Challenges within the existing research and literature and recommendations for future research are discussed. The accompanying project of storytelling sessions was based on adult learning theories supporting teacher knowledge and well being, while taking a wide array of parent and caregiver culture into consideration. This project created positive, collaborative sessions where attendees contribute funds of knowledge, addressing the question of value in these critical relationships towards student achievement
Building Relationships in the Elementary Classroom
Get PDFElementary school thrives on strong relationships between students, families, and educators. This research explores how these connections boost academic achievement, social-emotional learning, and student well-being. The author, a 3rd-grade teacher, highlights the importance of trust, communication, and cultural awareness, especially with BIPOC families. An interactive classroom website is proposed to bridge the home-school gap and foster collaboration. This research emphasizes the collective responsibility for creating a supportive learning environment where all students can flourish
Can You See Yourself in My Classroom? Programming Folk Traditions Into the Elementary Music Setting
Get PDFCan you see yourself in my classroom? Do you hear the songs of your culture being sung, the stories being told, or the dances being danced? How can I help you see yourself? How can I help you feel like you belong? This capstone project was completed to incorporate culturally responsive teaching in the elementary music classroom. I noticed that my student body was becoming more diverse and felt I needed to explore past the norm of teaching Western Music. I wanted all of my students to be able to see and hear the music from their culture. The conclusions that researchers who have gone before me quickly started to appear in my classroom for the positive. This capstone focuses on the following ideas: the history of music education, what is culturally responsive teaching in general, how to incorporate it into the music setting and shape world perspectives, and how to avoid cultural appropriation. The project includes 12 culturally responsive lessons that incorporate song, chants, and dances from around the world