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Culturally and Developmentally Appropriate Pedagogy in the Early Childhood Classroom: Exploring the Intersections of Practice
No full textWithin the Decatur Public School District, and in school districts across the United States, kindergarten children, particularly boys and children of color, are being over-referred for discipline, over-referred for special education, and underserved in their classrooms. There is a disconnect in the implementation of developmentally and culturally appropriate practices between pre-K and kindergarten teachers. Within a blended professional learning community composed of pre-K and kindergarten educators, shared readings and discussions around early childhood development and cultural responsiveness resulted in the identification of two potential barriers to the implementation of these practices in kindergarten, including lack of control over instructional planning and availability of resources. The data from this cycle of inquiry will inform the next cycle, specifically looking at principal perceptions related to this same topic
Examining the Impact of Conceptual Mathematics Instructional Practices on Middle School Achievement for Low-Income Public-School Students
No full textThis dissertation in practice investigates the persistent decline in mathematics proficiency between the fourth and fifth grades, particularly among low-income compared to high-income students in a large, urban public school district in central Illinois. Using Mintrop’s Cycle of Inquiry and the CPED framework in a 90-day intervention, seven fifth-grade teachers implemented small group lessons designed to build students’ conceptual understanding of grade level mathematics. This data-driven intervention encouraged the teachers to use a variety of manipulatives and visual representations to improve students’ mathematics proficiency on four grade level Common Core standards. Data collected through classroom pretests, posttests, and exit tickets, and standardized assessments revealed that conceptual mathematics instruction led to gains in student learning and retention in fraction and decimal operations. This dissertation in practice outlines the importance of building instructional coherence through teacher collaboration and conceptually focused lesson delivery to increase fifth grade mathematics proficiency
Blue Notes, April 25, 2025 (issue 2025-07)
No full textNewsletter of the Illinois State University Department of Chemistryhttps://ir.library.illinoisstate.edu/bn/1071/thumbnail.jp
Sunlit Stories: Systems Theory and Stakeholder Perspectives
No full textMy study is framed by systems theory, which explores interrelations among spheres of influence surrounding children. This photo symbolizes these spheres. Each child is at the center of their own system. Sitting with their mother, they represent the family microsystem. To the right is a glimpse of their school, another microsystem, while DeGarmo Hall, home of the literacy tutoring program, is behind them, forming a third microsystem. Combined, they represent a mesosystem. Mom’s UHIGH t-shirt signifies the family’s multigenerational ties to the community, a key element of the exosystem. Developing strong literacy skills is important to the family and reflects the attitudes and ideologies of the local culture, representing the macrosystem. The family’s enjoyment of this shared literacy activity further represents the macrosystem. Each child is engaged in a developmentally appropriate literacy activity, representing the chronosystem, or changes over the life course. The changing leaves further symbolize change over time.https://ir.library.illinoisstate.edu/ior2025/1010/thumbnail.jp
Bearing the Unseen: Resilience in the Shadows of Endometriosis
No full textThis image captures the unseen struggle of women with endometriosis. My research brings into focus the daily reality of chronic pain management such as: over the counter and prescription medications, the necessity of a heat pad, the presence of water and tea, and the TENS machine that offers brief moments of relief. Through my research, I have conducted ethnographic interviews with women who share the ways they navigate life with endometriosis. This bedside scene, laden with the visible markers of pain, reflects the intimate routines and self-care strategies that often go unrecognized. My work seeks to amplify these experiences, revealing the resilience and adaptations that women with endometriosis embody in their journey toward relief. Among several images I created, this image was chosen by women with endometriosis in an online support group to represent their experience.https://ir.library.illinoisstate.edu/ior2025/1004/thumbnail.jp
Meta-synthesis of Outcomes of Simulated Learning Among Speech-Language Pathology Graduate Students
Get PDFSimulated learning is firmly established in health-related disciplines with a growing presence in the field of speech-language pathology. However, research on its efficacy and outcomes in this field is still emerging. A synthesis of simulated learning practices and associated student learning outcomes within the field of speech-language pathology is needed. As such, this study aims to explore perceived student learning experiences, perspectives, and the associated impact of simulated learning in speech-language pathology education. Guided by the research question of student attitudes and subjective outcomes that shape the simulated experience, the study employs criterion-based, purposeful sampling from empirical studies in peer-reviewed journals and dissertations. Using a thematic synthesis approach, the study synthesizes primary qualitative and mixed-method research findings into descriptive and analytical themes through coding and content analysis. Results revealed can help explain learning outcomes regarding simulated education within the field of speech-language pathology to increase understanding of educational methods and barriers that impact learning
Speech-Language Pathology and Occupational Therapy Students’ Perceptions of an Interprofessional Stroke Workshop: A Mixed Methods Analysis
Get PDFStroke rehabilitation often necessitates coordinated intervention services; however, few studies have examined stroke-based interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) and occupational therapy (OT) students. The purpose of this mixed methods study was to examine graduate SLP and OT students\u27 interprofessional collaboration competence before, immediately, and several months after participating in an IPE stroke workshop. Participants were 38 SLP and 14 OT students who took part in a 2-hour case study workshop, completed an online survey, and participated in a 1-hour virtual focus group. Four months later, students were asked to complete the survey again to assess the impact of the workshop on their interprofessional skills over time. Survey results suggested that the workshop advanced students’ understanding of the Interprofessional Education Collaborative core competencies and that students maintained their understanding at the four-month follow-up. During the focus groups, students most frequently discussed practicing interprofessional skills related to communication, roles and responsibilities, and teams and teamwork as part of the workshop. Recommendations for future IPE interventions are discussed
Family Reflections: Associations between Maternal Bodily Comments, Body Image, and Sibling Closeness
No full textPurpose Maternal influences on their children’s body image through comments on weight and body shapes are well- established (Handford, Rapee, Fardouly, 2017), but the mechanisms through which such an influence occurs have not been sufficiently examined. Studies have shown that sibling relationships and attachment also impact a person’s psychological outcomes (Dahill et al., 2023). I propose that mothers’ behaviors— such as making comments about body shape, weight, or eating habits and pressuring children to achieve certain appearances—may negatively affect body esteem by increasing bodily comparison with siblings. Specifically, it is hypothesized that mothers\u27 body- and eating-related comments are associated with adult children’s body esteem negatively through bodily comparisons with siblings.
Procedure Participants were 329 undergraduates (mean age = 19.83, SD = 6.34, 84% Whites, 87% female) recruited through the research participation management system of SONA for course credits. Participants completed an online survey that included modified items from the Sociocultural Attitudes Towards Appearance Questionnaire (SATAQ) (Thompson et al., 2000), modified items from the Upward Physical Appearance Comparisons (UPACS) (O\u27Brien et al., 2009), and the Body-Esteem Scale for Adolescents and Adults (BESAA) (Mendelson, White, & Mendelson, 1997).
Results A path analysis was conducted using SPSS PROCESS MACRO (Hayes, 2022), with maternal comments as the IV, body esteem as the DV, and bodily comparison with siblings as the mediator. The mediation model was supported, R=.56, R2=.31, F (2, 283) = 20.93, p\u3c .001. The paths were significant in the expected direction. The indirect effect was significant, β = 0.0030 [-.0055, -.0012]. The direct effect was also significant, β = -.03, p\u3c .001, indicating partial mediation.
Conclusion Maternal comments on body shape, weight, and eating behaviors may contribute to negative body image or body dissatisfaction by promoting bodily social comparisons with one’s siblings. These results highlight the complexities of sibling dynamics and the role of maternal influences in shaping relationships and body esteem. However, the partial mediation and the small effect size of the indirect effect suggest the existence of additional mediating mechanisms that warrant future studies
Promoting Student Success through Policy: Applying Culturally Responsive Principles to Teacher Advocacy
No full textAs a preservice educator, I am interested in understanding how policy and legislation impact my future students. In this presentation, I will share my learning related to how intersectionality must be addressed in policy initiatives and how educators can advocate for policies–federally but also in their schools–that target inequities in our schools. I will share my learning from Intersectionality in Education and from my participation in the Council for Exceptional Children/Council of Administrators of Special Education (CEC/ CASE) Special Education Legislative Summit and discuss implications, particularly for emerging and new educators
Transnational Justice: The Fluidity of Struggle within the Global Black Body
No full textBlack global inequality is a recurring and prevalent theme within the international community, stemming from the consequences of colonialist actions. Global transnational movements have the capability to create a spectrum of outcomes, from the spur of radical change, to socio political unrest. This research project focuses on the internationalism of Black transnational movements, specifically highlighting the Black Lives Matter (BLM) movement and its spread beyond borders. Considering the popularity of the BLM movement and the era that hosted its most prominent work, the influence and importance of COVID-19 in these transnational movements was not ignored. In conjunction with highlighting the clear inequities faced by Black individuals and individuals of color, COVID-19 increased the importance of social media and internet in the growth of transnational movements, as many individuals exposed themselves newly to the reality of racial disadvantage. In addition, the continued conversations about reparations on an international scale set the stage for potential opportunities for Black individuals disadvantaged by the class-based discrimination focused on race. This paper serves as commentary on the postcolonial themes of Black transnational movements, further highlighting the sustaining economic, health and racial injustice faced by Black individuals regardless of nationality or country of origin