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Changing Mindsets, Changing Classrooms: Translanguaging Strategies for Teacher Growth and Student Success
No full textKamano, J. (2025). Integrating Translanguaging into TRTW: A Professional Development Series for K-5 Teachers
The research question addressed in this capstone project is: How can translanguaging strategies be used in mainstream elementary classrooms to support the literacy development and cultural identity of multilingual learners? This capstone examines research on translanguaging pedagogy, multilingual identity, literacy development, and oral language scaffolding to identify practices that expand access for multilingual learners. Drawing on this literature, the project includes the creation of a three session professional development series designed to introduce teachers to translanguaging as a pedagogical stance, along with six structured Talk-Read-Talk-Write (TRTW) lessons for K-5. These lessons are aligned with Minnesota academic standards and WIDA English Language Development (ELD) standards and demonstrate how multilingual supports, predictable routines, and identity-affirming practices can be embedded authentically within literacy instruction. The concluding chapter discusses implications for classroom practice and educational policy, limitations of the project, and recommendations for future research. Overall, this project contributes to the field by offering practical, ready-to-implement tools that help teachers enact translanguaging in mainstream settings and by showing how structured routines like TRTW can make linguistic equity visible and actionable
Restorative Justice: How Can It Be Effectively Implemented in Schools to Resolve Conflicts and Improve Student Behavior and School Culture?
No full textSchools have addressed student misbehavior and conflict resolution in many ways. Historically, many interventions have been punitive and have done little to help students develop healthy conflict resolution skills. Restorative justice is an approach that seeks to empower students to participate constructively in the conflict-resolution process. This capstone project is a professional development series that addresses the research question: Restorative Justice: How Can It Be Effectively Implemented in Schools to Resolve Conflicts and Improve Student Behavior and School Culture? Research concludes that restorative justice can benefit students, teachers, and school communities by actively teaching skills such as reflection, empathy, self-awareness, and group problem-solving, thereby fostering a more trusting, positive school community. Keywords: restorative justice, conflict-resolution, misbehavior, professional developmen
Analyzing the Impact of COVID-19 on the Achievement Gap: The State of Education in Minnesota from a Superintendent\u27s Perspective
Get PDFThe COVID-19 pandemic disrupted education systems globally, nationally and in Minnesota. This created difficulties but also opportunities for innovation, especially for students most impacted by educational inequities. This dissertation investigates the impacts of the pandemic through three related research questions: (1) In what ways did COVID-19 impact Minnesota’s achievement gap? (2) How do superintendents describe the impact of COVID-19 on their districts and their districts’ disparities? And (3) What have been some of the most innovative opportunities districts’ have explored to recoup learning loss emerging from the COVID-19 crisis?
Using a qualitative research design that is grounded in a transformative worldview, this study used surveys and interviews to surface the voices of superintendents who led through the pandemic. The findings reveal that the COVID-19 pandemic made the job of a superintendent arduous by creating new problems and exacerbating existing ones, while also providing ample opportunities for leadership, strategy and results. The study spotlights the need for districts to focus on mental health supports, the uncertainty of educational funding and learning loss and instruction, while also illuminating the leadership perspectives of those on the front lines of systemic change in education
What Not to Teach While Teaching: How an Educator\u27s Implicit Bias Can Negatively Impact a Black Student\u27s Educational Experience
Get PDFThis study examines the experiences of African American students who have experienced implicit bias in educational settings, addressing the research question: What are the narratives of African American students who have experienced instances of implicit bias in the classroom? Using Interpretative Phenomenological Analysis and Critical Race Theory as frameworks for inquiry, six randomly selected African American high school seniors were interviewed about their experiences regarding implicit bias during their time through grades K-12. Key findings revealed students\u27 sophisticated pattern recognition of discriminatory treatment, limited positive media representation impacting self-perception, severe lack of African American teachers, curriculum gaps reducing Black history to trauma narratives, disciplinary disparities, and accumulating microaggressions creating hostile learning environments. Despite challenges, students demonstrated remarkable resilience and provided thoughtful recommendations for educational improvement. Results validate existing research on microaggressions while offering new insights into student awareness of bias. The study aims to develop professional development curricula helping educators recognize and address implicit bias effects without blame or shame, ultimately transforming educational environments to better serve African American students and honor their experiences
Freedom, Agency, and Relevance: Finding a Path to Revolution in a Suburban Public High School
Get PDFTurner, E. (2025). Freedom, Agency, and Relevance: Finding a Path to Revolution in a Suburban Public High School
Revolutionary pedagogy and revolutionary school transformation is usually confined to charter schools, alternative schools and micro schools. What happens when it is attempted in a large traditional suburban high school? That is the central question of this dissertation. This research focused on the autoethnographic reflections of the program coordinator going through the process of attempting to create a Project Based Learning program grounded in revolutionary ideals within the confines of a large traditional suburban high school. The research also involves informal interviews with students and adults involved in the program. This research is heavily influenced by the critical pedagogies of Love, Kumashiro, Ayers, Casey, and Au (among others) as well as Marxist and revolutionary theories. The major conclusions are that having and holding to revolutionary values, while difficult in a traditional setting, can lead to both short term benefits and set the stage for larger systemic change
Using Technology to Support and Engage Writing of Immersion Students
Get PDFWriting is an important communication skill and has an essential role in second language learning. Due to its active and productive nature, writing in a foreign language is very challenging for students especially for Chinese immersion students. Research indicates that integrating technology into writing workshops can significantly impact student learning, fostering skills like planning, writing, and creating digital stories. The capstone incorporates both research findings and writer\u27s workshop lesson plans to answer the research focus: How to bring technology into writing to support and engage elementary Chinese Immersion students. Research concludes that technology presents a powerful set of tools that can be strategically integrated into Chinese immersion programs to enhance writing instruction and support students\u27 writing development
Investigating the Separation of Environmental Education and People with Mobility/Motor Disabilities in National Parks
Get PDFAccessibility in national parks is crucial for inclusive environmental education (EE) programs, yet significant barriers persist for individuals with physical disabilities. This study investigates how 4 educators at 4 national parks perceive and implement inclusive practices in outdoor educational programming for people with physical disabilities by answering the questions: How do educators at national parks describe their ability to include people with physical disabilities in outdoor educational programming? What have these educators found to be successful in delivering inclusive outdoor educational programs to people with physical disabilities? Drawing on study participants’ professional experiences, the study explores the current state of accessibility in national parks, highlighting challenges faced by disabled visitors and the efforts made by park services to improve inclusivity. A qualitative research approach is used in this study, with virtual interviews focusing on open-ended questions in order to have an explorative approach. The findings of this study show that educators at national parks believe that there is room for improvement in their ability to include people with disabilities in outdoor education programs. However, they note that communication is one of their biggest successes in delivering inclusive experiences
Media Literacy: Course Content Framework and District Proposal
No full textThis capstone project examines how to effectively teach media literacy in a middle school environment. Grounded in both research and personal teaching experience, it responds to the growing need for earlier, more intentional instruction as students develop digital habits long before high school. The project proposes a seven-week Media Literacy course that integrates critical evaluation, ethical participation, and media creation within an inclusive, developmentally responsive framework. Through designing this course, I discovered that media literacy is not only about verifying information but about helping students understand their roles and responsibilities within digital culture. Implementing this instruction early can strengthen critical thinking, empathy, and civic awareness, preparing students to navigate the online world with confidence and purpose. Ultimately, the project argues that teaching students how to think online matters as much as teaching them how to be online
Ethical Considerations, Determinations, and Suggestions For Implementation of Generative Artificial Intelligence in the Classroom
No full textThe research question addressed in this capstone project is: “How can students and educators ethically use Generative AI in the classroom?” This paper, created for the benefit of general education classroom staff, details the creation of a professional development intended to inform educators about the pros, cons, and possible implementations of Generative AI in secondary and tertiary classrooms. The six key topics covered in the capstone are: Defining Generative AI, Ethics of Generative AI, The Effects of Generative AI on the Human Brain, Perception of Generative AI in Education, and finally Monitoring, Teaching About & Handling Generative AI in Schools. Becoming aware of the environmental impacts of Generative AI and its heightened use by students, the goal of the capstone is to inform educators on the risks and benefits of Generative AI use, understand common reasons behind Generative AI misuse in their learning communities, and then provide them with tools to appropriately implement Generative AI and confront its misuse in the classroom
How can we use Cross-Curricular Work to Promote Argument Writing Techniques in Middle School Students?
No full textArgumentation is an important skill to help students develop their own perspectives and their places in the world around them. Currently much interdisciplinary work in middle school settings is focused on student discipline rather than curriculum alignment. Research indicates that interdisciplinary collaboration can and should be used to strengthen curriculum across content areas. This capstone project uses a combination of articles, case studies, surveys and assessments within interdisciplinary work to answer the question: How can we use cross-curricular work to improve argument writing techniques in middle school students? The project synthesizes research and tangible classroom examples. The intended impact of this project was to improve student confidence, clarity, and ability to write arguments across content areas. The resulting professional development framework supports middle school educators through collaboration to develop a common language rubric for a selected argumentative writing across content areas