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Translanguaging in the Multilingual Learning and Mainstream Classrooms: A Unit of Study Designed for Elementary Multilingual Newcomers
Get PDFThis capstone project aims to find answers to the research question, How can translanguaging be strategically utilized in elementary instruction for multilingual newcomers as they move between language and mainstream classrooms? The question stems from an increased number of multilingual newcomers entering schools in the U.S. This project offers a way to meet the needs of these students through an integration of language learning and content learning that values students’ home languages as a foundation for their learning. In this capstone, the author presents a review of literature on multilingual newcomers, multilingual learning program models, the theory and practice of translanguaging, and language acquisition theories. The capstone project culminates in a curriculum that includes one four-week unit intended for use in a multilingual learning classroom, with daily 30-minute lessons. It aligns students’ language learning with the learning in their mainstream classroom curriculum and utilizes translanguaging to support their academic and linguistic success. The goal of this project is to provide teachers of multilingual newcomers with an example of how they can practically implement both translanguaging and alignment between content and language learning
Changing the Communication for a Changing Climate: Effects of Climate Change Communication on Identity, Emotions, and Mobilization
Get PDFWhat are the most constructive emotions to evoke in climate change communication for diverse groups of people in a way that encourages pro-environmental behavior? A specific communication style and subsequent emotional response may best mobilize people interested in efforts to address climate change compared to people who are less invested in the issue. In this study, 927 valid participants surveyed were randomly assigned to one of three groups: a “fear” condition, a “hope” condition, and a control condition. All participants were asked a series of questions about their demographics, identities, perceptions, values, and environmental attitudes. Following these experimental tasks, they watched a brief video to induce the corresponding treatment emotion. Finally, they indicated their likelihood of doing a range of self-reported behaviors related to tackling climate change. Participants who had higher levels of climate change belief, concern, and motivation were expected to respond with increased pro-environmental behavior under the fear condition. Conversely, those with lower levels were expected to be more likely to respond with pro-environmental behavior under the hope condition. However, with my treatments and sample, only the hope condition seemed to mobilize participants in statistically significant ways. Another important discovery was that when examining public versus private pro-environmental behaviors, distinct indicators used to measure levels of environmental attitudes and identity predicted different classifications of behaviors. Qualitative analyses were also conducted on responses to two open-ended survey questions using a grounded theory approach. My results suggest that scientists, politicians, and other messengers must differentiate between various levels of climate change belief, concern, and motivation within peoples’ identities when communicating the need for action. Finally, I point out some barriers to effective climate change communication and potential interpretations of how people can better harness the power of communication to mobilize the actions necessary to mitigate and adapt to climate change
The Potential Impact of Creating a Justice and Equity Credential on Student Achievement and A&I Retention & Persistence
Get PDFThis research paper explores the potential impact of introducing a Justice & Equity Credential and an Achievement and Integration (A&I) License on educational equity in Minnesota. Drawing on a comprehensive literature review and original empirical data collected through surveys and interviews, the study investigates the efficacy of credentialing and licensing frameworks in addressing systemic disparities in educational systems pointed at both students and practitioners of A&I. The findings underscore the critical need for targeted interventions to promote equity in A&I programming, highlighting the role of professional development, cultural responsiveness, and accountability in supporting staff retention and fostering equitable outcomes for all students. Through a grounded theory approach, the research identifies key themes and patterns emerging from the data, providing valuable insights into the challenges facing A&I efforts and the potential benefits of credentialing and licensing initiatives. The study also situates its findings within the broader context of educational equity in Minnesota, drawing on the work of scholars such as Darling-Hammond and Muhammad to underscore the transformative potential of credentialing and licensing frameworks in addressing the achievement and opportunity gap (AOG). Ultimately, the research contributes to ongoing discussions around the importance of systemic change in promoting educational equity, advocating for the implementation of credentialing and licensing initiatives as part of broader efforts to foster student success and ensure equitable access to educational opportunities for all students. By synthesizing theoretical insights with empirical evidence, this paper offers an understanding of the role of credentialing and licensing initiatives in enhancing educational equity in Minnesota and provides actionable recommendations for policymakers, educators, and stakeholders invested in promoting equitable outcomes for all students
Social-Emotional Learning Skills Embedded Within Math and Reading During The Primary Years
Get PDFThe research question asked in this capstone project was: How can social-emotional learning skills be taught within academic lessons to promote academic progress in primary years? Just like it is necessary to teach reading and math concepts; students need to be explicitly taught social-emotional learning skills. Students should feel a sense of belonging, feel successful and treat others with respect. All of these skills should lead to encountering academic success. This capstone project explores research about the importance of teaching social skills during primary years. The project portion of this capstone is a supplemental curricular resource that includes math and literacy lessons with embedded social skill goals. The literacy portion includes large and small group lesson plans and material links. The math portion includes large group and partner game lesson plans as well as material links
Using Diverse Literature to Increase Empathy and Cultural Understanding in the Classroom
Get PDFResearch demonstrates a direct connection between reading literature and building empathy, aiming to foster a more inclusive classroom. This capstone explores the pivotal role of diverse literature in nurturing empathy and cultural understanding within a classroom. The first part of this project will focus on personal and professional insights to understand the significance of this topic. Then, the research delves into the origins of empathy as well as the connection between curating empathy during key points of adolescent development as a way to positively impact relationships and social understanding. Research also emphasizes the critical need for educators to create inclusive environments and recognize diverse perspectives as a way to validate and ensure representation of all students within the classroom. Central to this research project is the integration of diverse literature into the classroom. Rudine Sims Bishop (1990) stated the importance of providing literature that serves as windows, mirrors, and sliding glass doors as a way to identify novels that resonate with middle-level students. Selecting novels that resonate with students\u27 lived experiences as well as inform students of perspectives vastly different from their own is critical to this research. This project serves to address significant life topics as a way to naturally cultivate empathetic skills within the classroom through literature. This project culminates in the form of a website as a way to serve as a central platform for novel and author recommendations. This website aims to deliver resources to individuals seeking literature that represents various perspectives in terms of race, ability/disability, socio-economic status, and LGBTQIA+ voices. Through this project, educators can empower students to navigate the complexities of the world with compassion and open-mindedness, ultimately fostering a more inclusive and empathetic society
Trauma and Executive Function: Discovering and Developing Academic Motivation Interventions for Adolescents in Residential Mental Health Treatment
Get PDFThis capstone project is a curriculum for adolescents in mental health treatment to address the impact of trauma on academic performance and determine interventions for the development of executive function (EF) skills, including metacognition, perseverance, planning, and organization. The project\u27s central question explored how teaching these skills alongside academic standards can impact self-efficacy and academic performance. The project examined trauma\u27s impact on EF and academics, emphasizing EF\u27s role in academic success. Trauma can hinder EF development, affecting working memory, inhibitory control, and cognitive flexibility critical for goal-oriented tasks. The project explored how academic motivation, influenced by mindset and resilience, drives student engagement. In addition, therapeutic strategies like trauma-informed frameworks and cognitive-behavioral therapy (CBT) were determined to promote safety, trust, reflection, and resilience, supporting students with trauma histories in a learning environment. Utilizing theoretical frameworks, including Understanding by Design (UbD), the Tri-Phasic model of Trauma-Informed School Practices (TISP), and evidence-based learning strategies, the curriculum was designed for a nine-week cycle in a residential setting. Each week or module incorporated an EF skill, allowing the curriculum to build while providing introductory information for students to accommodate their time of admission within the cycle. Assessment methods of the curriculum encompass self-assessments, reflections, student-driven activities, and task completion tracking, aiming to promote academic engagement alongside therapeutic interventions. Limitations of the project included resource scarcity and scale constraints, specifically within the intersection of education, EF, and mental health, highlighting the need for broader implementation of trauma-informed approaches and EF skill development. This capstone project advocates for broader trauma-informed approaches in education, emphasizing the crucial role of executive function skills for academic success and student well-being
Building Skills for Success: An ESOL Job Readiness Curriculum for Adult Ukrainian Refugees
Get PDFThe growing number of Ukrainian refugees in North America has highlighted the need for English language learning resources focusing on employment content. This capstone project aims to fulfill this requirement by developing an ESOL (English for Speakers of Other Languages) curriculum on practical employment skills and communication. The curriculum considers the importance of cultural identity and the impact of trauma on the learner. It is based on Communicative Language Teaching (CLT) principles and Task-Based Learning (TBL). It is intended to assist refugees in making meaningful contributions to their families and communities through work. The curriculum emphasizes communication strategies relevant to North American workplaces, helping bridge the cultural gap between Ukrainian and North American English pragmatics. Curriculum content includes comprehensive lessons on employment, including job searching, resume writing, interviewing techniques, and safety communication. The content is designed to enhance refugee engagement in finding work and complement existing general ESOL curriculums. This research and curriculum aim to empower adult Ukrainian refugees by equipping ESOL instructors with employment-focused materials to help refugees find, secure, and maintain jobs in the United States and Canada
School-Wide Policies to Support ELL Students with LGBTQIA+ Identities
Get PDFMy research question is What school-wide policies can be implemented to support ELL students with LGBTQIA+ identities? LGBTQIA+ high school students face a myriad of challenges in achieving full integration within academic and school culture. These challenges are especially pronounced for students from an English Language Learner (ELL) background, who may also grapple with language barriers and cultural differences. This intersectional group is at higher risk of marginalization, and as such, they are in particular need of holistic support within their educational environment. This project is the development of a comprehensive website designed to serve as a resource for all stakeholders within a school community- teachers, administrators, and the students themselves. Key features of the website include an inclusive curriculum and classroom materials that are carefully aligned with educational standards supporting diverse gender and sexual identities. These resources are intended to assist educators in creating a more welcoming and affirming classroom environment. Additionally, the website hosts peer support forums where students can engage with one another, share experiences, and build a sense of belonging. For administrators, the website offers strategic guidance on the implementation of school policies and practices that are specifically designed to support the well-being of LGBTQIA+ students. This includes policy templates, training modules, and best practices for fostering an inclusive school climate. By providing these comprehensive resources, the website aims to create a more inclusive, supportive, and equitable learning environment for LGBTQIA+ ELL students
Beyond Four Walls: Outdoor Recess as a Complement to Classroom Engagement
Get PDFThis mixed-methods study examined the impact of increased outdoor recess on elementary students\u27 classroom engagement following the implementation of Illinois\u27 2021 The Right to Play Every Day Act. The study is driven by two main research questions: (1) Does increased outdoor recess influence a student’s classroom engagement? (2) What are educators\u27 perspectives on the implementation of the Act? Quantitative data was collected through classroom observations of 16 third-grade students over six weeks, measuring on-task behavior before and after recess periods. Qualitative data was gathered through semi-structured interviews with five elementary educators. While statistical analysis yielded inconclusive results regarding the relationship between outdoor recess and classroom engagement, observational data showed a modest increase in on-task behavior following outdoor recess periods. Thematic analysis of teacher interviews revealed challenges in implementing additional recess time, including higher academic expectations, time constraints, and misconceptions about the equivalence of physical education and recess. However, teachers generally supported unstructured play for its benefit to students\u27 social-emotional development and cognitive functioning. This study contributes to the ongoing discourse on the role of recess in elementary education and offers recommendations for integrating unstructured outdoor play into the school day to potentially enhance student wellbeing and academic performance
Navigating Discourse Communities: Intercultural Rhetoric and Genre Pedagogy
Get PDFTo equip English Learner (EL) students for success in college and career, EL instructors should teach not just writing mechanics but how to understand and adapt to different discourse norms. They should also avoid minimizing the techniques of marginalized communities, which leads to this capstone\u27s guiding question: How can EL instructors teach rhetorical conventions in ways that promotes rhetorical versatility, self-esteem in conventions most common to students\u27 cultures, and understanding of what is expected in American academic writing assignments? Intercultural rhetoric and genre pedagogy suggest attributing varying rhetorical norms to different audiences and purposes rather than assigning inherent value. Therefore, this capstone provides a rhetorical strategies curriculum with inductive, comparative text analysis lessons. These focus on the following convention variants: personal vs. impersonal, direct vs. indirect, and front-end vs. back-end theses. In the final unit, students analyze a sample college essay to understand assignment expectations, focusing on previously explored convention variants