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Supporting Middle School Readers: Tier Two Reading Interventions For Middle Grades
Full text linkThe research question guiding this project was: How can existing evidenced-based reading interventions be modified to be age appropriate for middle school students? There has been an increase in older students measuring below grade level in reading, but the materials for interventions teachers have access to are often geared toward young readers. The body of evidence that is called the science of reading has created a shift in understanding how best to teach reading and support struggling readers. Data reviewed supports there are some distinct differences in how to approach middle school students with reading interventions. These distinctions include such methods as connecting phonics interventions with vocabulary interventions and an overall approach of having phonics, fluency, vocabulary and comprehension interventions merged to work on multiple types at once. These older readers also need to have opportunities to take ownership and learn by interacting with each other while still having access to age-appropriate material that is written at accessible text levels. This project includes six sets of reading interventions geared towards middle school students and includes components that address phonics, fluency, vocabulary and comprehension. This project was built as an intervention curriculum for a tier two reading classroom to support struggling readers in middle grades
Incorporating Technology and Engineering Literacy into the 4th through 8th Grade Educational Experience
Full text linkThis capstone project addresses the lack of technology and engineering literacy education at the elementary and middle school levels. The purpose of this capstone project is to help educators at schools without a STEM focus improve the technology and engineering literacy of their 4th through 8th grade students. The project was designed to create a series of practical and engaging professional development sessions tailored to educators with limited time and resources. To achieve this the existing standards and research were reviewed with a concentration on the ITEEA Standards for Technological and Engineering Literacy (STEL), the impact of experiential learning in the educational setting and the personal and social development of students in the 4th through the 8th grades along with the potential impact of Technology and Engineering Education (TEE) on their sense of their future place in society and their future career ambitions. The professional development series delves into the educational, social and economic challenges that impact today’s elementary and middle school-aged children. The professional development series provides the participants with practical, fun and engaging teaching methods for their classrooms that takes into account these challenges, dovetails with the existing STEL standards, and leverages experiential learning techniques. This project demonstrates that in an historical period of great technological change and its outsize impact on the lives of our children where the need for technology and engineering literacy is greater than ever, there is a place for, as well as practical methods available to, educators at schools without a STEM focus and with limited access to resources, to incorporate technology and engineering literacy education into their curriculum
Best Practices for Improving Early Literacy Outcomes for Dual Language Learners
Full text linkThis capstone project focuses on the question, What are the best practices for improving early literacy outcomes for dual language learners? The project is a three-part professional development series that is focused on supporting early childhood educators. The project emphasizes the importance of early literacy, equity, culturally responsive teaching practices, and partnering with parents. Early literacy plays an important role in developing foundation skills for children. Not only does early literacy support learning to read and write, it also is connected with a child\u27s ability to critically engage with the world around them. Empowering families to support early literacy skills at home can play a critical role in a child\u27s literacy development. Culture can also affect early literacy. Differences in expectations can lead to a lot of misconceptions about early literacy. It is important that educators work with families to ensure that they are setting appropriate expectations and providing children with the support necessary to reach their maximum potential. With the increasing number of dual language learners in the United States, investing in early literacy is essential in paving the way for academic success
Best Practices for Integrating Technology Into the Classroom for Kindergarten Through Second Grade Multilingual Learners
Full text linkThe research question addressed in this capstone project is: “How can educators better integrate technology into in-person instruction for K-2nd grade multilingual learners?” This paper and project was inspired by the Covid-19 pandemic and the resulting transition to distance learning and its effect on multilingual learners (MLs). This document looks at the ways in which MLs have dealt with systemic barriers to learning, and effective pedagogical practices to combat those barriers. It then explores how educators can effectively use digital learning resources to enhance in-person learning. A website was created to present these findings for any stakeholder to gather information and resources. Links to various online resources are provided, and visitors to the website have an opportunity to also share their own resources that others may find useful
Minnesota\u27s Path to Prosperity: A Single Case Study Examining the Evolution of Children\u27s Programs and the Birth of the Department of Children, Youth and Families (DCYF) - Implications for the Well-being of Minnesota Families
No full textThis case study research inquiry delves into the possibilities of restructuring children\u27s programs, with a specific focus on the establishment of the Department of Children, Youth, and Families (DCYF) in Minnesota. The goal is to address and rectify ongoing challenges in the current system by employing a human-centered design approach. These challenges encompass program silos, restricted access to essential resources, and the pervasive scarcity mindset that detrimentally affects the well-being of Minnesota families. The study endeavors to investigate how the restructuring, realignment, and innovation of children\u27s services can result in an adaptive, transformative, and people-centric system capable of providing holistic support to whole-family systems.
Moreover, this research places a distinct emphasis on comprehending the implications of this restructuring for historically underserved communities, particularly those in Communities of Color and Indigenous communities. By immersing itself in the complexities of program restructuring, with a strong commitment to human-centered design principles, this study aims to inform policymakers, advocates, and practitioners about the vital steps required to create a more equitable and impactful child and family welfare system in Minnesota. The ultimate objective is to foster holistic well-being and empowerment for all families in the state, ensuring their unique needs and aspirations are at the heart of the design and delivery of supportive services
Teaching Holistic History with Purpose: Developing a New Curriculum for a Unit on the World Wars
No full textThis capstone project addresses problematic elements of high school World History education, specifically textbook-centrism and the exclusion of marginalized voices. The current pitfalls of textbook-centered history often include a perpetuation of a narrow, Eurocentric narrative that fails to represent communities of color. Textbook-centrism in history classes has also contributed to student disengagement with the historical past and offers few opportunities for students to practice desperately needed critical thinking skills. The central research question addressed in this capstone is: How can we teach high school history classes using diverse perspectives and primary sources to develop students’ critical thinking skills? The final product of this capstone is a unit-length curriculum intended for a high school world history classroom focusing on the World Wars period. The primary method employed was curriculum design and development. This involved creating complete, adaptable, and ready-to-use lesson slideshows, and primary source lab activities that deliberately de-center the traditional textbook approach to history classrooms. The curriculum prioritizes instruction based entirely on primary sources that offer varied perspectives, notably those of historically marginalized communities. The unit includes structured activities for comparative source analysis and evidence-based short-response writing to develop both historical empathy and advanced critical thought among students. The end result of the project is completion of unit that provides history educators with a practical model to simultaneously improve student critical thinking through primary source analysis and ensure that students feel represented in the historical narrative
A Look at Improving Independent Reading: Introducing Concept Mapping into Sustained Silent Reading to Improve Comprehension
Full text linkReagan, S. (2025). A Look at Improving Independent Reading: Introducing Concept Mapping into Sustained Silent Reading to Improve Comprehension
This thesis explores how integrating concept mapping into a sustained silent reading (SSR) program affects middle school students’ reading comprehension. Motivated by personal experiences as a reader and educator, and shaped by literacy research and the Science of Reading movement, this study investigates strategies to increase student engagement and comprehension through intervention within independent reading programs. Conducted at a K–12 charter school in Minneapolis, the quasi-experimental study involved two sixth-grade English Language Arts classes over nine weeks. One class (experimental group) incorporated low-stakes concept mapping during SSR, while the other (control group) followed traditional SSR practices. Pre- and post-intervention reading comprehension was measured using CommonLit curriculum assessments. Results suggest that combining SSR with concept mapping can foster higher levels of engagement throughout a SSR program and ensure a modicum of benefit to all participants. However, the results showed that struggling or reluctant readers in the control group, those typically thought to be least benefitted by SSR, had the highest increase in reading comprehension. This lies contrary to much previous research, and the results point to many disparate conclusions and opportunities that are discussed near the end of the thesis. Limitations, implications for practice, and recommendations for further research are also discussed
Form a More Perfect Union: Educational Direction for Teaching Effective Political Discourse
Full text linkEfforts to strengthen civics education in support of democracy have expanded in recent years. Schools increasingly offer project-based learning, authentic assessments, and rigorous course options. Yet while standards emphasize argument formation, little attention is given to the practical skills required for political discussion. Research shows that public schools, with their diversity of perspectives, are well suited to foster dialogical approaches to civic discourse. Despite this potential, classroom discussions often lack depth, and educators frequently lack the resources and training to engage students in high-quality political dialogue. This literature review identifies the importance of political discourse education, interdisciplinary practices to improve classroom discussion, and the benefits of varied instructional approaches. The project also includes materials for presenting actionable highlights at a social studies conference. Its goal is to raise awareness of the need for more effective student discourse, provide simple steps for teachers to reflect on their pedagogical practices, and encourage the field to prioritize political dialogue in civic education
The Integration of Movement and Technology in Elementary Schools: Enhancing Student Learning
Full text linkFollowing the COVID-19 pandemic, the use of technology has increased within elementary classrooms. Research shows that there are many advantages and disadvantages to students having these technology tools during the school day. Movement-based learning has since taken a decline in elementary classrooms since the pandemic. Research suggests that movement is impactful to students retention, engagement, and mood. This encouraged the idea of How can educators combine technology and movement activities to enhance learning outcomes for elementary students? The literature review explores the different sides of technology and movement-based learning. It examines the advantages and disadvantages, challenges, and the impact that each has on student learning outcomes. The findings resulted in the creation of a website that includes step by step lesson plans to implement the integration of technology and movement-based learning in kindergarten through fifth grade classrooms
How Does the use of Restorative Circles During Instruction Impact Student Engagement and Agency?
Full text linkThe purpose of my capstone project was to explore and help answer the research question of How does the use of Restorative Circles during instruction impact student engagement and agency? Through a Literature Review, professional experiences, and personal beliefs around teaching, this capstone project is inspired by Restorative Practices, specifically Restorative Circles, and how they build community in the classroom. The project helps educators in creating a classroom community that limits disruptive behaviors which is supported by personal educator experience, along with scholarly studies that found student engagement is impacted by personal relationships with their teacher and peers. When students feel safe within their classroom environment, unwanted behaviors decrease, and engagement grows. The capstone project is a Teacher Toolkit that helps guide school staff when implementing Restorative Circles with their students. The associated Toolkit is designed to be used quickly and in the moment. Each Circle is one page long and provides a quick overview of when to use the Circle, prompts to ask during the Circle, and how to close the Circle. The Toolkit also provides background information on RPs and Circles. Key influences include Barrasso, M. M. (2020), Boyes-Watson, C., Pranis, K., & Riestenberg, N. (2020) and Evanovich, L. L., Martinez, S., Kern, L., & Haynes, R. D. (2020)