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How Do We Expand Current Notions of Technology in Science Classrooms
Get PDFThe research question addressed in this study was: How do we expand current notions of technology in science classrooms? The topics reviewed in the literature include the history of technology in secondary education, the use of technology in classrooms, the use of technology in science pedagogy, technology standards in education, technology training for teachers, use of technology during and post-pandemic, job-related stress during covid, technology use of adolescence before and post COVID, and student behavior and mental health. The website created for the project focuses on defining the purpose of technology, providing a training resource that assists teachers in incorporating technology in content lessons or using technology for content understanding in lessons, and implementing a time-saving tool to create or validate lessons. The website\u27s goal is to change educators\u27 notions of technology to encourage adoption rates of technology rather than excluding technology from the classroom
Supporting Learning Experiences for English Learners at Environmental Learning Centers Through the Creation of Pre-teaching Materials
Get PDFEnvironmental education should not be limited to those who speak a specific language. All students benefit from the integration of environmental education into their curriculums and spending time outdoors. Environmental learning centers are just one of the many places that students can visit to increase their environmental literacy, yet the lessons are not always easy for language learners to access. My capstone project seeks to answer the question: How can Environmental Learning Centers improve learning experiences for English Learners through pre-teaching resources and strategies? For this project, I partnered with an environmental learning center to create supplemental vocabulary curriculum based on their field trip lesson plans. These supplemental slideshows were based on the research I did around pre-teaching vocabulary. They can be used by any school visiting the Osprey Wilds site to prepare students for the language they will encounter during their trip, thus increasing their opportunity to participate in the learning activities
Student-Driven Oral Reading Fluency Curriculum
Get PDFIn recent years, the United States has seen a decline in literacy rates which was made worse by the Covid-19 pandemic. This decline has reaching effects on all learners, but most intervention work is done at the elementary level leaving middle and high school struggling readers vulnerable to long term consequences. This capstone project’s creation was driven by the question in what ways might a student driven oral reading fluency (ORF) progress monitoring curriculum support student engagement, reading fluency, and reading comprehension for secondary learners? Oral Reading Fluency is the ability to read texts aloud with accuracy, in a smooth manner, and with appropriate expression and speed. Based on research in oral reading fluency, reading comprehension, and student motivation, this once-a- week semester-long curriculum provides the resources for secondary students to practice and self-monitor their fluency skills. The implementation of this curriculum project will result in student growth in literacy and increased reading stamina
The Impact of Teacher-Led Read Alouds on Middle School Students’ Reading Comprehension and Literacy Skills
Get PDFThis capstone curriculum project seeks to answer the question: How will middle school students\u27 literacy and reading comprehension be impacted when using the intervention of read alouds? Current research shows that the instructional practice of read alouds encourages students’ reading comprehension, literacy skills, and fosters a love of reading. Based on the resources found in the current literature, this unit was designed as a novel study of Gris Grimly’s Frankenstein that regularly applies read alouds into the curriculum. These lessons provide students with opportunities to apply their learning and includes assessments for teachers to measure comprehension. This unit could be implemented to support learners of all abilities as the practice of read alouds should be applied to all grade levels. Read alouds can be applied to other content areas and other units of study as well
Teacher Identity Development Through Critical Self Reflection
Get PDFMany educators struggle daily to balance the many facets of their teacher identity, encompassing their personal and professional lives, as well as how they are portrayed in the media and political realm. This along with the other demands of the job can often lead to teacher identity conflict. While teacher identity conflict is a necessary component to growth throughout one\u27s career, lack of support through these challenges can create frustration, stress, and ultimately cause educators to leave the field altogether. This paper explores the research question: How can educators engage in critical self reflection to overcome conflicts in their teacher identity? The literature suggests that while critical self reflection can be done alone, it is more powerful in a supportive environment of colleagues. Despite being a vital tool in overcoming teacher identity conflict, there is a lack of existing spaces for both pre-service and in-service educators to engage in critical self reflection with peers. Research suggests creating more opportunities for teachers to explore identity through critical self reflection in what are coined brave spaces: trusting, vulnerable communities educators committed to personal and professional growth. These brave spaces allow teachers to explore critical self reflection through conscious and intentional activities led by a facilitator that probes participants to think more deeply about systems of power and oppression. Implications for this paper include improving teacher access to brave spaces and continuing expanded research on critical self reflection and identity development for educators
Engaging Multilingual Learners through Discussions and Writing Using Interactive Read Alouds in Early Elementary Education
Get PDFThe project aims to answer how English language teachers can support writing using a multicultural text set to engage early elementary Multilingual Learners. The research focuses on the needs of Multilingual Learners, the benefits of engaging students in discussion and writing, and the positive impacts of sharing multicultural literature. Using culturally responsive literature, the project builds engagement in conversations and writing. The curriculum project is designed as a supplementary writing unit for Multilingual Learners. The project may foster relationships with the students and create a sense of belonging, with discussion points and writing prompts built into the 12-book text set for kindergarten and the 12-book text set for first grade. Although it is written with multilingual learners in mind, using multicultural literature also benefits all learners, broadening their worldviews
Faith Development in Informal Environmental Education through Rock Climbing
Get PDFThe outdoor world invites a sense of wonder, of learning, of believing in something bigger than yourself. In order to foster this connection for years to come, it is necessary to find ways to connect individuals to the land around them. This capstone project answers the question: How can rock climbing contribute to the faith development of students and educators in the informal environmental education setting? Through research into this topic, it is concluded that place-based and outdoor experiences have the opportunity to increase both environmental literacy and Christian faith for individuals and communities. This research was used to develop a Christian devotional for individuals and groups to use prior to engaging in rock climbing. In the devotional there are twenty-one different topics, including: encouragement, fear, and trust. The devotional topics are followed by a few questions and a blank page to record ideas and learnings
The Promise of Scriptural Reasoning
Get PDFRegius Professor of Divinity Emeritus in the University of Cambridge and a Fellow of Selwyn College, Dr. David F. Ford OBE, one of the co-founders of Scriptural Resaoning, addresses ‘The Promise of Scriptural Reasoning’, in the context of 2024 Spring Mahle Lecture Series on ‘Interreligious Peacebuilding through Study.’ In what follows he does two things as part of this keynote lecture. First, he speaks about his experience of Scriptural Reasoning, its origins, its character, and its spread up to now. Second, he reflects on the future and promise of Scriptural Reasoning, culminating with an expansive vision of its potential
