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Creation and Innovation in Pre-K - and beyond!
No full textThis presentations dives into the differences between product and process art in the classroom and how to value student led learning. Teachers can give prompts to children in order for them to think outside the box and extend their thought process through social-emotional skills, fine motor skills, creativity, and cognition. Children lead their form of learning through center-play by what is offered per curriculum; and, implementing nature into their daily lives and locating methods of learning outside of the classroom
Examining the Relationship Between Teacher Characteristics and African American Vernacular English (AAVE): A Quantitative Study
Full text linkAfrican American Vernacular English (AAVE) is a distinct linguistic variety characterized by unique grammatical and phonological features. Despite its linguistic legitimacy, AAVE is often subject to negative perceptions that can adversely affect the educational experiences of students who speak it. The purpose of this study is to examine elementary school teachers’ attitudes toward AAVE and how these are influenced by demographic factors. Forty-eight teachers from Suffolk, New York, and Houston, Texas, participated in a survey that included demographic questions and the Language Attitude Scale (LAS), a validated instrument for assessing attitudes toward AAVE. Demographic variables included age, race, years of experience, geographic region, and English as an Additional Language (EAL) status. Data were analyzed using descriptive statistics, correlation analyses, and independent samples t-tests. Results revealed that EAL teachers held significantly more positive attitudes toward AAVE than their non-EAL counterparts. There were no significant differences in AAVE attitudes based on age, race, region, or years of experience. These findings underscore the importance of linguistic background in shaping teacher perceptions and illustrate the potential value of incorporating EAL perspectives into professional development. This study contributes to the growing body of research on teacher attitudes toward AAVE and offers actionable insights for educators, researchers, and policymakers committed to fostering culturally responsive pedagogy and promoting equity in the classroom
Developing Bone-Targeting Chelation Therapeutics for 90-Sr Poisoning
No full textRadioactive strontium (90-Sr) is a long-lived nuclear waste product, a widespread pollutant, and a largely unaddressed health hazard [1]. Accidentally ingesting radiostrontium-contaminated food or water causes it to rapidly accumulate in bones, where it predisposes impacted individuals to bone cancer and leukemia [2]. Here, we endeavor to synthesize a small molecule that can selectively extract 90-Sr over crucial bone metals like calcium as a treatment for radioactive strontium poisoning
School to Gang Pipeline
No full textIn 1994, the Federal government passed the Guns Free School Act (Pub L No. 103-882, §14601) mandating public school systems seeking to procure federal funding impose a no less than one year expulsion to any student when determined to have brought a weapon onto school property. The signing of this act escalated the adoption of zero tolerance disciplinary practices. These “no-nonsense” policies represented the automatic implementation of harsh school punishments for specified infractions to deter student misconduct and maintain school security, regardless of behavioral circumstances or mitigating factors (American Psychological Association Zero Tolerance Task Force, 2008; Fabelo et al., 2011; Kang-Brown et al., 2013). Through the criminalization of education and the stigmatization of youth, zero tolerance policies initiated the emergence of the school-to-prison pipeline (STPP); a disconcerting national trend whereby American youth are pushed-out of the academic setting and into the juvenile and criminal justice systems. A subsidiary to the STPP, the school-to-gang pipeline, has emerged whereby school exclusionary policies may increase the prospect of youth gang membership. Research has shown that young people who receive a single school suspension are more likely to join a gang; students who experience multiple suspensions are at an even greater risk of gang association (Widdowson, Guarduno, &Fisher, 2020).
The following exploratory case study exemplified the interrelationship between school exclusionary discipline and youth gang affiliation. Through the distribution, collection, and evaluation of survey data, completed by 50+ New York State current and former male gang members, aged between 18 and 30, the subsequent study validates the prevalence of the school-to-gang pipeline. The findings suggest a correlation between the participants’ gang membership and a history of suspensions and expulsions during their educational years. In conjunction with prior scholarship, this study identified an overrepresentation of Black and brown participants who were disproportionately affected by exclusionary disciplin
Your Teacher Toolbox: Creative and Innovative Strategies to Boost Student Engagement in your Classroom!
No full textTired of lectures that leave students disengaged? Looking for hands-on strategies to make learning more interactive? This session will showcase dynamic, no-prep, low-prep, and some-prep activities that boost student engagement and critical thinking to make learning FUN!
From the paper clip game to hexagonal thinking puzzles, explore powerful strategies that encourage creativity, collaboration, and deeper learning across subjects. Attendees will experience these activities firsthand, see real classroom examples, and leave with ready-to-use tools for their own “teacher toolbox
A Holistic Perspective on Pain Assessments, Focusing on the Multidimensional Measurement of Comfort Levels: A Quantitative Analysis and Psychometric Evaluation of the 13-Item Shortened General Comfort Questionnaire
Full text linkBackground: Pain is multidimensional. It is a physical, psychospiritual, environmental, and sociocultural experience (Ebrahimpour & Hoseini, 2018). Current measures of pain tend to be unidimensional, only focusing on the physical aspect of pain. The entire experience of pain may not be effectively communicated by patients or adequately controlled by interventions (e.g., analgesics, repositioning, physical therapy). Adults in pain may struggle to participate in daily activities and responsibilities. A scale encompassing all pain contexts and comfort levels could provide a more comprehensive view of the patient’s experience. Transitioning from measuring pain to measuring comfort holistically would provide patient satisfaction and improved outcomes in their well-being (Wensley et al., 2020).
Theoretical Framework: Comfort Theory (Kolcaba, 2003).
Purpose: The purpose of this study is to evaluate the psychometric properties of the 13-item Shortened General Comfort Questionnaire (SGCQ) in a population of pre- and post-operative orthopedic surgical patients. Secondly, this study aimed to examine the utility of an existing single-item multidimensional assessment of comfort for use in acute care.
Methods: This study followed a quantitative cross-sectional design to assess the psychometric reliability and validity of the 13-item Shortened General Comfort Questionnaire (SGCQ) and to examine the relationships among the Total Comfort Scale (TCS), the Numeric Rating Scale, and the SGCQ. Data were collected from two large academic health system campuses: one suburban campus and one urban specialty hospital. The investigator collected participant information face-to-face.
Results: Data were collected from 150 participants. The 13-item SGCQ had an acceptable internal consistency and reliability (a = .767). The PCA revealed a three-factor model that explained just over 50% of the variance in comfort levels for this sample. This suggests that three contexts within the 13-item SGCQ provide a multidimensional approach for assessing comfort in preoperative and postoperative orthopedic patients. No significant correlation was noted between NRS and TCS (r = -.135, n = 149, p = .101 two-tailed), suggesting no relationship between NRS and TCS for these participants. A significant, weak, negative correlation was noted between NRS and the Summed 13-item SGCQ (r = -.199, n = 149, p = .015 two-tailed); participants who reported higher pain levels on the NRS also reported lower comfort levels on the TCS. A significant, moderate, positive correlation was noted between TCS and the summed score for the 13-item SGCQ (r = .483, n = 150, p = \u3c .001 two-tailed); participants who reported higher comfort levels on the TCS also reported higher comfort levels on the 13-item SGCQ.
Conclusion: The Comfort Theory (Kolcaba, 2003) introduces a multidimensional approach to assessing pain and discomfort, an essential part of nursing. Using the Comfort Theory in clinical practice guides nurses in providing a holistic approach to assessing comfort. It provides an approach that goes beyond the physical context of pain into psychospiritual, environmental, and sociocultural contexts. It also allows nurses to create holistic and individualized plans for patient care
Learning Clinical Skills Through Digital Methods: A Focus on Simulation in Virtual Reality
No full textAbstract
Digital tools, such as Virtual Reality (VR) are becoming more popular in education and are continuously being updated (Allcoat & Mühlenen, 2018; Huang et al., 2020; Songkram et al., 2023). VR offers mechanisms that help students learn and practice hands-on clinical skills (Abbas et al., 2023; Fischer et al., 2022; Helsel, 1992). This study investigates hands-on benefits that VR provides for students of clinical disciplines and how these benefits are different from students learning clinical skills through traditional practices of learning (i.e. PowerPoint slides). This will be tested by analyzing the pre -and two post-test scores of up to 40 master’s level Communication Sciences and Disorders (CSD) students in a dysphagia (swallowing disorder) course. The findings will provide valuable information on the role of VR in the learning process and student preparation to go into the workplace (Cicek et al., 2021; Fischer et al., 2022; Sormunen et al., 2021).
IRB #2277551 approved
Neurotypical Parents\u27 Understanding of Gestalt Language
No full textGestalt Language Processing is a controversial theory that suggests that neurodivergent individuals (e.g., those diagnosed with Autism Spectrum Disorder), acquire language through larger and more complex words and phrases before understanding the language and breaking it into simpler terms (Harris, 2024). However, research has demonstrated that these so-called “deviant” characteristics of autistic language are stepping stones towards spontaneous speech (Hutchins, 2024). Here, 30 adult and healthy parents of both neurodivergent and typically developing children are observed and questioned during their real-time responses of using “gestalt language” to photos of children in everyday situations. Specifically, we ask the question, what do parents of children with ASD and typically developing children know about Gestalt language? We expect that parents with little to no experience with either “gestalt language processors” and/or individuals with ASD, will be more equipped to answer and foster language acquisition than those who do not have this experience.
IRB #2277551 approved