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Role Playing Gamification in the Science Classroom
Get PDFInvented in 1972, Dungeons & Dragons was a brand new way to play games—utilizing the strongest computer humans have ever conceived: the human brain. This project strives to categorize some of the techniques used in the classroom as role playing in their own right. The purpose of all gamification, role playing and SEL, and the satanic panic that came out against Dungeons & Dragons are looked at. This paper additionally looks at some examples of role playing in the classroom that have succeeded at a small charter school in Minneapolis. These findings underscore the equity achieved by allowing for student choice when planning how they will show their mastery of what we are working on. In addition, this practice allows students to work on something they care about, which evens the playing field for all parties involved
In what ways are schools, districts and states proactively supporting the mental health of their teachers to reduce teacher turnover and burnout?
Get PDFTeacher mental health is of high concern when looking at the number of teachers leaving the profession. Schools are facing high levels of turnover due to teacher burnout. This issue did not arise as a result of the COVID-19 pandemic, but the number of teachers leaving has increased since 2020. Teachers are feeling burnt out due to underlying issues of the education system. This research involves the reasons why teachers are feeling burnt out, what educators can do to help build self-resilience, and what leadership teams can implement to support teachers within their schools. The research goes broader and identifies what school districts and states are doing to help struggling teachers and schools. My findings are illustrated in a website designed to house multiple existing resources that educators and leadership teams can review and discuss. There are links to existing professional development opportunities for educators and administrators. The website also has resources for general mental health facts and statistics
A Need For Culturally Relevant Texts To Motivate K-2 Students In Reading
Get PDFThe research question addressed in this capstone project was: How can K-2 teachers boost student motivation in reading through interactive read-alouds using culturally relevant texts? After delving into the research on reading motivation, Culturally Relevant Texts, creating a Culturally Relevant Text set, developing student identity, promoting students’ appreciation of cultural diversity, and Interactive Read Alouds, the author created a We Are All Different and That’s Beautiful” Text Set Unit which promotes students’ appreciation of cultural diversity by incorporating culturally relevant texts and interactive read-alouds. The text set unit with eight chosen culturally relevant texts and matching interactive read-aloud lesson plans are included in the curriculum. These lessons guide instructors to highlight the significance of taking pride in learners’ identity and culture, as well as exposing them to other diverse cultures through texts. Students develop relationships with the texts, explore their own identities and cultures, and learn the value of understanding and appreciating those who are different from them. This also boosts their enthusiasm and curiosity in reading
Exploring Perspectives on Nature-Based Early Childhood Education: A Comparative Analysis of Educators and Families
Get PDFSchaller, R. (2023). Exploring Perspectives on Nature-Based Early Childhood Education: A Comparative Analysis of Educators and Families. Nature-based early childhood education programs have become an innovative approach to comprehensive child development. This research investigates the development of curricula and policy in nature-based programs, focusing on aligning educators\u27 and families\u27 needs and preferences. The primary objective is to explore the attitudes and opinions of families enrolling their children in environmental education early childhood programs, comparing these perspectives with those of the educators and administrators responsible for program design. The study employs a mixed-methods approach, utilizing survey research with a combination of open-ended questions and Likert scale inquiries. This methodology allows for collecting both qualitative and quantitative data. The research delves into the shared and distinct viewpoints of educators and families, with the aim of spotlighting instances of disparity and revealing areas of potential cooperation. The study shows that families and educators are strongly interested in outdoor play and place-based learning programs. Notably, both groups express a common understanding of the importance of nature-based education for young children. The significant findings of this study reveal that families and educators share common attitudes about program structures and common fears over the risk of injury. Despite this fear, there is a strong confidence in educators\u27 ability to keep children safe, emphasizing a trusting relationship between families and educators. Implications of the research call for educational initiatives targeting both families and educators, ultimately cultivating a richer educational experience for young children amidst the urban landscape. This study enhances our understanding of how these programs are constructed in response to the requirements of educators and families. The findings of this research will contribute to informed decision-making and policy development in early childhood environmental education, ultimately fostering the growth of effective and inclusive nature-based programs
Implementation of Co-Teaching to Benefit Students with Unique Needs
Get PDFThroughout this project, the research question analyzed is: How can educators learn to implement co-teaching to benefit students with unique needs in the general education classroom? The review of literature contains various co-teaching matters including the history and rationale for co-teaching, the effects of co-teaching on both students and educators, and various implementation strategies. Co-teaching is very powerful and can increase proficiency levels in a variety of subjects for students with unique learning needs. Research shows that co-teaching encourages a sense of belonging and community in the general education classroom. This teaching strategy is unlike any other because it allows two educators to share students, expertise, and responsibilities which leads to higher morale among educators. The final product created is a series of professional development sessions where information regarding co-teaching and implementation strategies are given to a large group of educators in an elementary school setting. Educators have the opportunity to analyze the six co-teaching strategies created by Cook and Friend (1995). The goal of these professional development sessions is to share the benefits of co-teaching for all students in a general education classroom and to encourage educators to participate in the co-teaching strategy with a specialist of their choice
Critical Literacy and Independent Learning Routines with Opportunity Youth
Get PDFThe nation’s population of opportunity youth, those aged 16–24 and disconnected from school and work, has increased since the pandemic. Many of these young people lack a high school diploma or GED. Due to past school experiences, many opportunity youth have not had the same instruction and time necessary to develop their literacy skills when compared to peers with uninterrupted education. This project addresses the research question: How can a high school equivalency curriculum based in critical literacy and independent learning strategies engage opportunity youth and empower them as self-directed learners? Building a classroom curriculum utilizing critical literacy and developing students’ independent learning skills increases learner engagement and sense of themselves as critical readers. This project was guided by Freire’s foundational theory of critical literacy, and McLaughlin and DeVoogds’ adaptations of his theory for modern classrooms. Critical Literacy is a collaborative process, in which students ask questions of and seek alternative perspectives to the dominant point of view in a text. This curriculum project provides adult educators with the tools to integrate critical literacy in the classroom, while supporting students to develop self-directed learning skills through explicit instruction, guided practice and independent practice. The multi-week literacy unit is designed to prepare students for a high school equivalency test, like the GED or HiSET. Students learn and practice two critical literacy skills: problem posing and alternative perspectives throughout the unit, culminating in a collaborative and flexible social action project. It utilizes authentic youth-focused materials, like advertisements, stand-up comedy and more, connecting U.S. history to current events with the focus on the 14th Amendment. The main goals of this project were to increase national attention to the needs and strengths of opportunity youth, to provide adult educators with a curriculum made specifically for this population, and to support youth to increase their academic competence and confidence so that they may reclaim their high school education
“Using Culturally Responsive Educational Practices to Help Campus Communities Reach Their Zero-Waste Goals”
Get PDFCulturally responsive teaching is a term that has increased in popularity amongst educators over the past decade. However, it is not always addressed within zero-waste education on college campuses across the United States. This paper uses a critical lens to connect research from the book Culturally Responsive Teaching and The Brain with zero-waste practices and education on college campuses. The presentation created for this project is targeted towards college students to educate them about zero-waste and culturally responsive teaching. The content in the presentation challenges students to create a path towards zero-waste by: building collectivism across the campus community, addressing feelings of hopelessness and policies, building relationships, and removing barriers. This all can be done while encouraging campus communities as they strive to achieve their zero-waste goals
Third Sector Organizations in Iceland: Size, Scope, and Scale
Get PDFThis study seeks to contribute missing data to existing studies on the comparative nature of global third sector economies. Iceland, a modern, high-income, high-service society on the cusp of the Arctic Circle has not been included in these studies while the other four Nordic countries have all been analyzed. This study aims to map over 12,000 registered third sector organizations in Iceland to demonstrate the type and level of public-facing organized activity in the country. The quantitative research design relied heavily on the concept and inspiration of the Johns Hopkins Comparative Nonprofit Sector Project and proved that Iceland was indeed a part of the “global associational revolution.
Creating Safe and Welcoming Spaces on Public Lands: An Anti-Oppression Toolkit for Public Lands Interpreters
Get PDFPublic lands interpreters have a set of unique research and communication skills they use to facilitate emotional and intellectual connections to natural, historical, and cultural resources. The anti-oppression toolkit designed for this project focuses on providing interpreters with opportunities to educate themselves through a framework of anti-oppression education and action on the topics of identity and systemic oppression to better establish safe and welcoming spaces on public lands for members of oppressed communities. Rooted in the study of anti-oppression, with particular focus on ableism and racism, this toolkit was inspired by professionals in the field of diversity and inclusion on public lands such as Jannette Chien (Washington State Parks) and Rowzat Shipchandler (Minnesota Department of Human Services) and the thinkers, researchers, and leaders challenging oppression in American culture. Using assessments, readings, and exercises designed to provoke critical thinking and reflection, the toolkit provides a starting place for interpreters who may be unaware of the history and modern impacts of systemic oppression and historical exclusion of oppressed groups on public lands