21884 research outputs found
Sort by
Reading the Word and the World: Overstanding Literacy in Aboriginal and Chinese Classrooms
No full textThis qualitative comparative case study examines how culturally grounded philosophies of education shape the teaching and learning of reading in two cross-cultural contexts—an Aboriginal Australian classroom and urban Chinese elementary schools. Drawing on interpretive and reflexive methodologies, it investigates how Aboriginal and Confucian epistemologies influence literacy practices and how these practices align with or resist dominant, decontextualized models of reading instruction. Data sources include classroom observations, reading assessments, teacher interviews, and researcher reflections. Conceptually framed by Gadamer’s hermeneutics, Bourdieu’s theory of cultural capital, Habermas’s typology of knowledge, and the Caribbean concept of overstanding, this research finds that Aboriginal literacy is embedded in relational, land-based knowledge systems, whereas Chinese literacy instruction reflects moral discipline and social hierarchy rooted in Confucian traditions. This study introduces overstanding as a pedagogical stance that foregrounds ethical engagement, cultural respect, and mutual understanding. By challenging universalist models of literacy, this research offers a framework for developing dialogical, culturally responsive, and equity-oriented reading practices
The Blue and Grey on the Silver Screen: Civil War Memory and National Reconciliation in American Cinema, 1910-1915
No full textThis thesis examines film depictions of the American Civil War in the early 1910s. In this time period, around three hundred films about the Civil War were released by American film companies. My thesis studies the cultural themes in these films and public response to them in order to understand why so many were made in such a short period of time. This thesis is primarily concerned with the field of Civil War memory. The field itself arose in the mid-twentieth century as historians were attempting to reconcile the continued disenfranchisement of African-Americans with the abolition of slavery at the end of the Civil War. Broadly speaking, scholars of Civil War memory contend that a period of national reconciliation occurred after the end of the war, which manifested as a cultural and political push, leading to a lenient restoration of the Union and a maintaining of the status quo in the postwar South. An important feature of the field is that this message of national reconciliation was pushed primarily though popular culture in the late nineteenth and early twentieth centuries, and so scholars in the field tend to focus on studying those popular culture artifacts. However, few scholars have paid attention to film and Civil War memory. This thesis fills that gap in the historiography. Through analyzing a sample of these films, and examining reports and advertisements of these films, this thesis studies the broad themes and tropes that appear across film remembrances of the Civil War
Preschool Developmental Play and Autism
No full textThis school improvement project applies the Carnegie Project on the Education Doctorate (CPED) model to explore strategies to increase peer engagement among preschool students with autism spectrum disorders (ASD) in a developmental playroom setting. Play is a cornerstone of early childhood development, fostering cognitive, social, and emotional growth. However, children with ASD often encounter challenges in engaging with play environments due to social communication difficulties and sensory processing differences. Grounded in Vygotsky’s sociocultural theory, this project adopts a Naturalistic Developmental Behavioral Intervention (NDBI) framework to facilitate peer interactions and enhance engagement in inclusive play settings.
The intervention focuses on guiding children with ASD in preferred play activities while inviting neurotypical peers to participate, creating opportunities for reciprocal interactions and social skill development. Data is collected through mixed methods, including behavioral observations of joint attention, social interactions, and communication skills, as well as qualitative insights from teachers, parents, and peers. Iterative cycles of intervention and reflection guide adaptations to the approach, ensuring alignment with the developmental needs of the students.
The anticipated outcomes include increased participation in play activities, improved quality and frequency of peer interactions, and greater generalization of social skills across settings. This school improvement initiative aims to provide educators and practitioners with actionable strategies for creating inclusive play environments that support the developmental and social-emotional growth of preschool students with ASD, ultimately fostering a more equitable and engaging learning experience
The Effects of a Mobile App–Based Music Therapy Intervention on Distress Associated with Obsessive-Compulsive Symptoms
No full textThis study examined the effects of a client-initiated, portable receptive music therapy intervention on individuals experiencing obsessive thoughts and compulsive behaviors. Seven participants were randomly assigned to a treatment group, which received access to a music therapy video via a custom phone application, or a control group. Over the course of one week, participants in the treatment group were instructed to use the intervention as needed during periods of distress. Outcomes measured included distress related to obsessive-compulsive (OC) symptoms, distress tolerance, quality of life, and learned helplessness. While descriptive statistics showed modest improvements in the treatment group across all domains, Mann-Whitney U tests indicated no statistically significant differences between the groups. Small sample size and lack of subtype differentiation may have obscured potential treatment effects. However, qualitative feedback highlighted the perceived accessibility and calming benefits of the music therapy video, suggesting potential for future development of flexible, user-initiated interventions for individuals with persistent mental health symptoms
Determination Of Parents’ Opinions On Educational Practices Applied To Gifted Students In The United States Of America
No full textGifted children have been viewed as an important resource by societies throughout history, and special importance has been placed on their education. A review of the literature reveals that, as in general education, school, student, and family interaction plays a critical role in the education of gifted students. However, it is noteworthy that there are limited studies examining the views of parents of gifted students regarding the educational process. This study examined whether parents in the United States find the educational processes for gifted students satisfactory and effective. The research was conducted with 135 participants in a state in the Midwest, and the data were analyzed using quantitative methods. The findings revealed that parents were satisfied with the education provided to their children; they believed that the programs their children were enrolled in met their needs, that teachers were satisfactory in meeting the children\u27s interests and needs, and that schools were informative and supportive. However, it was noted that the type of school program was a determining factor in the results
Early-Career Special Education Teachers’ Perceived Culturally Responsive Teaching Self-Efficacy: A Mixed-Methods Study
No full textThis explanatory sequential mixed-methods study examines the perceptions of early-career special education teachers regarding their culturally responsive teaching self-efficacy (CRTSE). With the growing diversity in the classroom, it is important to understand how special education teachers in their early careers perceive their ability to implement culturally responsive teaching practices, especially in special education, where cultural and individual differences intersect. The study investigates teachers’ confidence levels in their skills to implement culturally responsive pedagogy (CRP) and the factors influencing their CRTSE across various skills. A survey was administered to a sample of early-career special education teachers (N = 46), measuring their perceived CRTSE across various skills. The survey was complemented by an in-depth interview (N = 6) to gain insights into the experiences, challenges, and preparation these teachers received in their teacher preparation program.
Findings revealed a high level of theoretical understanding of CRP. These teachers expressed confidence in their ability to implement culturally responsive practices while considering their learners’ diverse cultural backgrounds. However, interviews highlighted several challenges, including the application of CRP practices to students with disabilities. The study concludes with recommendations for practice and future research
2025 State of the University address
No full textAnnual address delivered by the president of Illinois State University discussing the university\u27s accomplishments and plans for the future.https://ir.library.illinoisstate.edu/state-of-the-university/1057/thumbnail.jp
Blue Notes, January 17, 2025 (issue 2025-01)
No full textNewsletter of the Illinois State University Department of Chemistryhttps://ir.library.illinoisstate.edu/bn/1065/thumbnail.jp
The Sound Dichotomy
No full textMy research examined the impact of sounds--artificial and natural, threatening and non-threatening (e.g., creek, white noise, traffic, and animal screams) -- on stress recovery. We analyzed participants’ valence and arousal levels pre-sound and post-sound induction. We then examined any effects and interactions, focusing on the properties of each sound. This image reflects our original predictions that natural sounds would reduce stress to a greater extent than artificial sounds, regardless of threat level. This is captured through the stark color contrast. Our preliminary findings show that participants experience greater stress recovery following non-threatening sounds (e.g., creek, white noise) than after hearing threatening sounds (e.g., traffic, animal screams), independent of the source. The two opposing sound waves accentuate the different threat levels. While this image focuses on our hypothesis rather than our findings, it emphasizes how different sounds may impact our stress levels. [Radio waves vector image modified from Vecteezy, www.vecteezy.com/free-vector/radio-waves]https://ir.library.illinoisstate.edu/ior2025/1018/thumbnail.jp