4955 research outputs found
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Culturally Informed Literacy Curriculum for Underserved Urban Elementary Students
Full text linkThis capstone project explores the question: What approaches can teachers take to design a curriculum that leverages culturally relevant methods to enhance literacy development for students from underserved backgrounds? Grounded in research on foundational reading skills, culturally responsive pedagogy, and the opportunity gap, the project identifies gaps in current literacy curricula and proposes a new curriculum designed to affirm and engage diverse learners. Drawing on frameworks such as Understanding by Design (UbD), Funds of Knowledge, and Culturally Relevant Teaching, the curriculum integrates explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension with culturally relevant texts, multilingual resources, and student-centered strategies. Key learnings from this project emphasize the need for literacy instruction that not only meets academic standards but also validates students’ cultural and linguistic identities. The project highlights broader implications for literacy policy, curriculum design, and teacher preparation in an era when DEI initiatives face increasing opposition. While acknowledging limitations related to scope, funding, and formal piloting, this capstone asserts that culturally responsive foundational literacy instruction is essential for educational equity and long-term student success
Incorporating Indigenous Knowledge Systems in Environmental Education: Creating Culturally Responsive Curriculum to Foster a More Inclusive and Holistic Approach to Science Learning
Full text linkThis project explores how elementary science curriculum can be adapted to become more culturally responsive (CR), with a particular focus on integrating Indigenous Knowledge Systems (IKS) into 4th-grade instruction. Grounded in the belief that many Indigenous cultures have long held deep ecological knowledge and sustainable practices, the curriculum seeks to challenge the dominant, Eurocentric framework of traditional science education. Research highlights that culturally responsive teaching not only affirms students’ identities but also improves engagement, academic achievement, and long-term retention of scientific concepts. However, few curricular models at the elementary level meaningfully incorporate Indigenous perspectives in ways that are respectful, authentic, and educationally effective. The resulting curriculum includes a series of place-based, inquiry-driven lessons designed to align with Next Generation Science Standards (NGSS) and Colorado State Standards while honoring Indigenous worldviews. Lessons encourage students to explore their local environment, build personal relationships with the land, and learn through storytelling, observation, and seasonal cycles; methods rooted in IKS. Special attention was given to creating materials that are accessible for educators of all backgrounds, with reflection prompts and adaptations that support respectful engagement with cultural content. This project aims to promote a more inclusive, relational approach to science education; one that validates Indigenous ways of knowing, nurtures students’ connection to the natural world, and encourages critical thinking about sustainability, identity, and the history of science itself
She Speaks With Stars: Teacher Support for American Indian Students who are Gifted and Have Experienced Trauma
Full text linkOlson, T.L. She Speaks with Stars: Teacher Support for American Indian Students Who Are Gifted and Have Experienced Trauma. (2025)
This qualitative study utilized grounded theory analysis through the use of survey and interview to research how teachers support American Indian students who are gifted and have experienced trauma. The study focused on survey results as well as interviews of a selection of teachers from various grade levels, years of experience working with American Indian students, and roles in the educational system. The themes that emerged from the data illustrate the imperative need for more research into Native American students who are gifted. While significant data exists regarding giftedness and talent development, very little is available on this specific student population. While the data reflected educators’ using specific strategies to engage and challenge their gifted students, the data also reflected educators’ strong commitment to their students in their use of trauma-informed practices. This indicates the need for training and system-wide support for gifted students and their teachers
Using Fables to Enhance Social Emotional Learning
Full text linkThe research question guiding this project is: How can we use fables to strengthen SEL connections with our students and families while enhancing the relationship between character development and life skills? The project addresses growing concerns about student anxiety, depression, and social disconnection while recognizing schools\u27 expanding role in mental health. This work builds upon literature on home-school partnerships, bibliotherapy, and culturally responsive pedagogy, including research on fable comprehension, CASEL\u27s SEL framework, and funds of knowledge that honor diverse cultural perspectives.The methodology involved developing a curriculum unit that integrates fables into the existing CharacterStrong SEL program through a Universal Design for Learning framework. The project features bi-weekly fable distribution to families via multiple formats with discussion questions, culturally diverse selections, differentiated engagement strategies, and assessment tools measuring comprehension and participation. The project creates meaningful engagement opportunities for multiple stakeholders. By connecting classroom instruction with home experiences through narrative storytelling, the curriculum fosters deeper understanding of ethical decision-making and strengthens the vital partnership between families and schools in supporting student development. This work contributes to comprehensive SEL implementation and offers educators a research-backed, culturally responsive strategy for addressing students\u27 social-emotional needs
Solid Waste Education for Fourth Grade Students in Washington County, Minnesota
Full text linkThe topic of environmental education has grown in recent years, but this study discovered that there is a lack of education focused on solid waste. Four key themes were explored in the current literature: climate anxiety, place-based education, social-emotional learning, and behavior change. This paper is not a research study, but rather a summary of previous research with a discussion of the current situation supporting the need for, and process of, this project’s development. The guiding questions for developing this project are: How can 4th-grade students and teachers in Washington County, Minnesota, perceive the impact of solid waste education lessons on promoting sustainable waste management behavior change, and what factors are seen as influencing the success of these programs in local schools
From Classrooms to Jail Cells: Reimagining Accountability in Public Education
Full text linkExclusionary discipline practices in the United States continue to funnel vulnerable students into the criminal justice system, reinforcing the school-to-prison pipeline. This capstone explores the methods and punishments students receive by asking: How do zero tolerance policies and exclusionary discipline practices in schools contribute to and play a role in the school-to-prison pipeline, particularly students of color? Through a mix methodology combining literature research, participant interviews, and narrative podcasting, the work examines how restorative frameworks can foster accountability, empathy, and community healing. The podcast weaves personal stories with data to shed light on the cost of zero tolerance discipline. The findings emphasize the relational and emotional perspectives of school discipline, the systemic barriers to reform, and the potential of restorative approaches to disrupt the cycles of exclusion. By bridging academic rigor with storytelling, the project advocates for culturally responsive, student-centered interventions that reshape discipline as an opportunity for restoration rather than punishment
Outside Accessibility for All, A Look at Universal Design within the Rugged Outdoors for Individuals with a Physical Disability
Full text linkThis land and its wild outdoor recreation spaces “were made for you and me” as the old Woody Guthrie song goes (Guthrie, 1944). When I find peace and joy in the rugged national parks, I would like to share it with all my friends, able bodied and not. It is for this reason I explore a thesis topic of accessibility within the rugged outdoors. Therefore my guiding thesis question was: How do our natural outdoor recreation spaces in the USA offer full accessibility for individuals with a physical disability? While completing the literature for this capstone thesis, several key influences included Burns, N., et al. as well as Donlon, J. G. and the Targeted News Service reports. Burns et al. completed two studies (in 2008 and 2013) that were particularly relevant, as they centered specifically around disabled people’s experiences in the outdoors. Donlon’s work simplified American with Disability Act statues for the common person, and explored the impact of those statues on outdoor parks through the lens of attraction. Lastly, Targeted News Service reported on several replies issued to the Department of Veterans Affairs in response to their call for comment on disabled veterans’ accessibility programs from organizations that use outdoor parks. In addition to the literature review, research was conducted in two methods - survey and ethnographic interviews. The survey was directly distributed via some 350 emails, nationwide to members of Team River Runner - a disabled veterans’ kayaking group. Survey data resulted in quantitative analysis of general preferences and experiences of disabled individuals within the outdoors. Out of 17 survey participants, 2 individuals were then part of an ethnographic interview, resulting in more qualitative data concerning personal experiences. Through research it became apparent that differently abled individuals enjoy the outdoors just as much as anyone, but they often have to overcome obstacles presented by disability aor accommodating amenities. Safety, universal design and feeling welcome are some answers to inclusion. Bringing the voices of those who have disabilities into the planning conversations would advocate designs that are universally accessible, inherently safe and welcoming to all individuals regardless of disability status
Equipping Secondary Teachers in Trauma-Informed Practice
Full text linkThe research question addressed in the capstone is, “How can new teachers be equipped to navigate the behavioral, developmental, and academic challenges of children and teens impacted by trauma?” The foundational paper explores the escalating volume and intensity of the impact of trauma on children and teens, specifically the impact of trauma on the brain and learning. The lack of teacher training in Trauma-Informed Practice nationally is also evaluated within the body of literature. The review of the literature informed the development of a year-long teacher mentorship professional development program aimed at Early Career Teachers (ECT) and their veteran peers. The hope of the mentorship program is to equip ECTs and veteran teachers with a more robust understanding of trauma as manifested in students at the secondary level along with practical tools and methods to support students who have experienced trauma. Included within the project are the literature review of current research, a professional development mentorship guidebook and presentation (including embedded supplemental materials), and additional resources that can be used for further study and potential strategies for implementation
Building Fluency: A Toolkit for Supporting English Learners in Reading
No full textMany multilingual learners in US schools face significant hurdles in reading achievement, especially in rural and under-resourced districts. This capstone project addresses the question, How can a teacher-created toolkit enhance existing curriculum to improve reading fluency for English learners? Reading fluency, which serves as a bridge between decoding and comprehension, is an essential component of the science of reading. This project focuses on designing a research-based reading fluency toolkit that supports the Geodes® curriculum through hands-on activities that strengthen accuracy, speed, expression, pacing, prosody, word recognition, and comprehension. While the toolkit has not yet been formally implemented, analysis will include the use of assessment tools such as FASTBridge for progress monitoring and the ACCESS for ELLs to assess annual growth. This project illustrates how accessible, classroom-ready supports can help educators provide opportunities for English learners to become more fluent readers
When the Student Becomes the Teacher: Learning-by-Teaching as a Tool for Conservation Career Development
No full textDixon, A. (2025). When the Student Becomes the Teacher: Learning-by-Teaching as a Tool for Conservation Career Development
This study explored the research question: How do teaching-centered conservation career development programs influence participants’ science identity and self-efficacy? The literature review includes context on STEM and conservation careers, social cognitive career theory, science identity and self-efficacy, and learning-by-teaching. Participants in the Zoological Society of Milwaukee’s High School Assistant (HSA) volunteer and conservation education internship programs were given the option to complete pre- and post-surveys surrounding their participation in their respective summer program. These surveys measured individuals’ science identity, science and environmental self-efficacy, and environmental education teaching self-efficacy. Data analysis showed significant change in science and environmental education teaching self-efficacy, but not in science identity. This could potentially be explained by a combination of ceiling effects and the application-based nature of the programs. Results also indicated that interns had significantly higher environmental education teaching self-efficacy scores than HSAs, both before and after program participation, which may be attributed to distinct differences in the hiring, training and relative levels of experience and responsibility between the two programs. Ultimately, this study provides key learnings that can be intentionally implemented in these types of programs to encourage participants to sustain in STEM and conservation-based academic and career fields. Additional implications, study limitations, and future directions for research are also discussed