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Perceptions of Speech Sound Disorders Among Future Educators: Implications for Inclusive Classrooms
No full textThis study explores how college students enrolled in a four-year education degree perceive and respond to children with Speech Sound Disorders (SSDs). SSDs affect how individual’s produce speech sounds, influencing communication and social interactions (McLeod et al., 2013). Since children with SSDs often face social stigma and biases from their peers and teachers (McLeod et al., 2013; Overby et al., 2007). It is imperative to understand perceptions of SSDs for teachers in training, in order to promote inclusive classroom environments. Specifically, we ask: How do college students majoring in education perceive and respond to individuals with SSD? We use an anonymous online survey for participants to rate audio recordings of children with SSDs and typical speech sourced from public websites, using Likert scales. Results will emphasize the need for increased awareness and training on SSDs in teacher education programs to ensure equal support and treatment for students with speech difficulties.
IRB #2277551 approved
Progress Report on Research Project A Comparative Analysis of Value Propositions of Analytics and AI Programs in US Higher Education
No full textAs demand grows for professionals skilled in analytics and artificial intelligence (AI), universities are accelerating efforts to develop and offer academic programs in these high-impact areas. This paper analyzes how U.S. higher education institutes are designing and positioning undergraduate and graduate programs specifically focused on analytics and AI. Through a comparative analysis of curricula, program materials, and related marketing contents, key findings reveal differentiated value propositions to different target groups. While some programs emphasize technical skills for quantitatively-oriented students, others take a broader approach appealing to diverse backgrounds through focus on business strategy and applications. Programs offer different balances in terms of depth versus breadth in content coverage and hands-on learning. Notable innovations include integration with industry partners and project-based capstones. As analytics and AI fundamentally transform business, findings inform recommendations for crafting competitive yet distinctive program offerings. The presentation will be a progress report on the progress of this research
Redefining Success: Bridging the Gap between High School/College Writing Instruction on Long Island, New York
No full textThe research described in this presentation seeks to shed light on the disconnect between high school writing instruction and college writing instruction and how we can address it. It is a case study of 12th-grade English teachers’ perceptions of their writing instruction and how it prepares students for their first-year college writing assignments.
The research questions examined were: a) What do 12th-grade high school English teachers perceive as appropriate writing curriculum and instruction to prepare students for college writing? and b) How do 12th-grade high school English teachers perceive that they teach writing?
The researchers hypothesized that the disconnect was impacting student achievement. An analysis of the data results yielded themes and recommendations that will inform how teachers and professors can potentially approach writing instruction to improve students\u27 preparedness for college-level writing
Cultivating Language Growth: Research-Based Strategies for Secondary Multilingual Learners
No full textDiscover practical, research-based strategies to support the language and academic development of your secondary Multilingual Learners. Explore methods for integrating content and language instruction, scaffolding lessons, and fostering collaborative learning. Leave with tools to close achievement gaps and ensure MLL success
Applying Deep Learning Models to Classify Magnetic Resonance Imaging (MRI) to Support Early Detection of Alzheimer’s Disease
No full textAlzheimer\u27s Disease (AD) is a degenerative brain syndrome that causes memory loss and prohibits the patient from performing the simplest of tasks. It affects over 50 million people worldwide, usually those over the age of 65. Before getting to Alzheimer’s however, there are other stages along the way. The first stage is “mild cognitive impairment non-convertible” (MCInc), which results naturally from human aging. Then, there is “mild cognitive impairment convertible” (MCIc) which means the person will develop AD in a few years. This condition is difficult to detect using traditional medical techniques. In this study, a Deep Learning model will be applied to classify medical images (magnetic resonance imaging (MRI)) to support early detection of AD. Experiments and model evaluations performed on available datasets promise positive results.
Data availability: The datasets used in this study were obtained from
the Alzheimer’s Disease Neuroimaging Initiative (ADNI) database.
This was an open-access dataset available from the link (http://adni.loni.usc.edu) The data here are open access datasets via link. So no license is require
Kyra\u27s Champions
No full textThe work that is going to be presented did not involve any research in relation to either human or animal participants.
Kyra’s Champions is a non-profit organization advocating for Kyra’s Law. Kyra’s Champions is led by Jacqueline Franchetti, Kyra’s mom. Kyra’s Law is a law that will help prevent child abuse. This includes sexual abuse, physical abuse, and emotional abuse. My Capstone team had two main objectives. The first one was to reach out to other non-profit organizations on the New York State Coalition Against Domestic Violence’s (NYSCADV) list and ask them to sign two letters, one for Governor Hochul and the other for the NYS Legislature, saying that their organization supports Kyra’s Law. The second was to get the directors of other non-profit organizations on a Zoom meeting with Jacqueline Franchetti and discuss with them how their support can help advance Kyra’s Law and record small clips of that meeting for Kyra’s Champions’s social media accounts to spread awareness
Books as Windows and Mirrors: A Catalyst for School Belonging in the Middle Grades
Full text linkAdolescents today are reading for leisure at historically low rates and are experiencing increased mental health challenges, such as anxiety, depression, and loneliness. However, research shows that students who engage in reading tend to report having better mental well-being. A strong sense of school belonging—the feeling of being accepted, valued, and connected within the school environment—plays a crucial role in how students engage academically and their overall mental health. For students from historically marginalized groups and diverse backgrounds, it is especially challenging to find reading material that authentically represents their sociocultural identities. This explanatory sequential mixed methods study aimed to examine the relationship between eighth-grade students\u27 perceptions of sociocultural representation in English Language Arts (ELA) curriculum texts and their sense of school belonging. Additionally, it explored students\u27 perspectives on how mirror and window books have impacted them. Through the analysis of survey data, focus group interviews, and an individual interview, this study found a strong correlation between students\u27 sense of school belonging and sociocultural representation in the ELA curriculum. Students emphasized the importance of including stories by and about diverse individuals. Books that reflected their own experiences (mirror texts) helped them navigate personal challenges, fostered a sense of connection with others, and motivated them to read. Conversely, exposure to stories about people with different backgrounds (window texts) was reported to enhance empathy and deepen social awareness. Furthermore, the study identified self-selection of texts as a key motivator for reading, while smartphones emerged as a major factor contributing to reduced reading time. These findings underscore the importance of providing students with access to a diverse range of high-interest and inclusive texts available in their classrooms and school libraries to increase participation in meaningful reading experiences
Centering Culture in Special Education: Building Effective Student-Teacher Relationships Through Culturally Relevant Care
Full text linkCurrent research underscores the significant role that positive teacher-student relationships play in a student\u27s academic success. A strong, supportive connection with a teacher can enhance student learning, motivation, and social-emotional development. Teachers who cultivate these relationships tend to foster deeper learning, improved engagement, and a greater sense of support, making students feel valued and understood. In the context of special education, relationship-building with students requires special consideration due to the unique challenges presented by communication barriers, behavioral issues, teacher perceptions, and the diverse needs within the classroom. In this study, I aim to explore how secondary special education teachers perceive and navigate relationship building in special education classrooms. Culturally Relevant Care (CRC) and Care Theory frameworks were used as lenses to explore special education teacher and student relationships in diverse special education classroom environments. Semi-structured interviews and classroom observations were conducted with five special education teachers. The four major findings were that a positive classroom climate aids in student receptivity, engrossment leads to culturally responsive learning in diverse placement settings, effective communication in the special education classroom establishes student trust and educational barriers are in place that prevent the critical components of CRC from being implemented fully in the special education classroom. This research offers important insights for teachers, administrators, and policymakers, emphasizing the value of fostering strong teacher-student relationships in special education. Strengthening these connections can empower students to achieve greater success in the classroom and better prepare them for life