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A Quantitative Study Into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership
Get PDFMany students in Title I, low-income public high schools in the Pacific southwest do not appear to have the same levels of academic mastery as their more affluent counterparts. This dissertation examines whether a classroom environment has an effect on students' perceptions of their teacher and academic achievement, and consists of a causal comparative, quantitative research study. The treatment group took place in an optimally designed classroom, while the control group took place in a non-designed classroom. The sample was chosen based on readily accessible participants and purposive in that all subjects were in the same math course with the same teacher. Each class contained around 30 students, mostly sophomores, and half English learners. An independent two-samples t-test and Mann-Whitney U test were used to compare assessment results measuring academic achievement, while a Mann-Whitney U test was used to compare Multifactor Leadership Questionnaire results measuring perceptions of the teacher's leadership. The findings of this study did not yield any statistically significant differences between the academic performance and the perceptions of the teacher's leadership between the control and treatment groups, suggesting that the classroom environment had no effect on students' perceptions of their teacher or their academic performance. Differences between student sub-groups, grouped by English proficiency status, provide a basis for analysis and discussion. The primary audience includes administrators, teachers, and district personnel who have the ability to allocate resources to address this leadership issue of providing an enriching and relevant classroom for secondary students
Student Engagement in the Elementary Classroom
No full textThis study examined the issue of student engagement in the primary classroom. Student disengagement begins as early as 1st Grade. Research specified that student engagement was multi-layered, and depended on student's sense of inclusivity, authenticity, and relationship to self and others within the classroom. These factors fused to support academic achievement. To address student engagement, interventions may include student-centered teaching and learning, dynamic use of technology in the classroom, and frequent opportunities for physical movement throughout the school day. A classroom yoga practice can improve student engagement by cultivating focus, concentration, retention, perseverance, decision making, positive relationships, and better use of class time; skills which can then be applied to academic lessons. Through an analysis of the dilemma and a review of the literature the researcher proposes a daily classroom yoga practice as an intervention strategy to increase student engagement and on-task behaviors in the elementary classroom
How Can Students with Anxiety Be Supported with Cognitive Behavior Therapy and Nature-Based Therapy?
No full textCOVID-19 has caused tremendous stress among children and adolescents and this stress could precipitate the development of anxiety, panic attacks, depression, mood disorders and other illnesses (Shah et at, 2020). Recent research reports that 60% of parents surveyed during the beginning of the pandemic were concerned or extremely concerned about their families, managing their child's behavior regarding stress levels, anxiety, and emotions (Statistics Canada, 2020). These results support an urgent need for intervention and recovery efforts aimed at improving child and adolescent well-being (Jackson et al., 2021) (Racine et al., 2021). Research establishes a strong connection between exposure to nature and enhanced well-being. The purpose of this capstone is to provide therapeutic strategies for school counsellors involving the proven benefits of Cognitive Behavior Therapy and Nature Based Therapy for use with students with anxiety
Treatment Planning to Support Adult Clients Experiencing Anticipatory Anxiety
No full textAnticipation anxiety (AA) is categorised as fear and uncertainty about an upcoming dreaded event. The author of this literature review evaluated key quantitative research findings from the last 10 years focused on adult populations that inform treatment interventions available for AA. Clients commonly seek treatment to decrease AA symptoms, reduce their fears and avoidance, cope with uncertainty, and gain the ability to engage in feared situations. Statistics Canada (2021) found that 15% of adult Canadians battle generalised anxiety disorder. Anxiety frequently presents in counselling, and maladaptive AA creates challenges for an even larger demographic because the vast contexts and factors impact its prevalence. The studies that the author accessed for this literature review reveal the AA predictors and critical factors that impact experience and maintain symptoms. Targeting these factors and treating them with evidence-based interventions will help clients to develop skills to reduce their distress. Cognitive behavioural therapy (CBT) has demonstrated the largest effect in reducing AA symptoms over other tested approaches; however, choosing appropriate treatment is not straightforward. The implication for clinical practice might be a more holistic appraisal considering the therapeutic alliance and treatment fit with clients' worldviews and therapeutic styles. The concept map (Figure 1) illustrates a path to evaluate and plan treatment that integrates these findings. Gaps in the understanding of clients' lived experiences require an increase in qualitative research designs. Researchers who conduct future quantitative studies must expand the focus of research on AA by testing a larger sample size and treatment efficacy from theoretical orientations other than cognitive behavioural
Understanding the Immigration Experience Through a Trauma Lens
No full textThe international migrant population is increasing, and at the same time, there is growing evidence suggesting there is an association between immigration and mental health problems. However, there is no explanation of the mechanisms behind the mental health disparities between the immigrant groups and the general population. The objective of this literature review was to investigate the reasons for higher mental health problem prevalence among immigrants by conceptualizing their experience through a trauma lens. In order to provide a more detailed analysis, the literature relating to this study about migrants is mainly taken from studies relating to migration to Western countries. Additionally, the method used to complete the study was to review peer-reviewed journal articles published in English in PubMed, APA PsychInfo, ScienceDirect, ProQuest, and Google Scholar database. The following search terms were used: migration, stress, mental health, trauma, immigration, Chinese immigrants, therapy, counselling, prejudice, racism, discrimination, acculturation, and cultural competency. My results demonstrate that the immigration process can be traumatic because the acculturation process and prejudice in the host countries induce chronic traumatic stressors. Also, the mental health impact of immigration fits the description of trauma reactions, such as dissociation, negative self-cognition, lack of a sense of safety, and development of physical illnesses. The study provides a deep understanding of the immigration experience and proposes practical guidelines for culturally sensitive mental health care