WPSphere Repository (William Paterson University)
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Community-Based Mentoring Programs: Influence on Adolescents’ Social Capital and Social Competence
Full text linkAccording to the research, community mentoring programs can influence an adolescent’s social skills, academics, and social mobility. Part of the reason for this is that community-based mentoring programs can provide training and understanding of how adolescents can address situations they may encounter. In addition, community mentoring programs can provide adolescents with access to social capital that has the potential to influence them as they begin transitioning out of school and into the workforce. This study examined how community-based mentoring programs influences an adolescent’s social capital and social competence. Data collected came from three community mentoring programs, one from each region in New Jersey, where individual interviews with the program directors and focus group interviews with the adolescents of those programs occurred. The findings from this study can reinforce and add to the existing research on community mentoring programs and their influence on adolescents who enroll. Data from this research can support developing mentoring programs in communities that are culturally responsive to the needs of the population they serve. The study found that adolescents’ social skills, self-awareness, decision-making, networking, and social mobility were infuenced by their enrollment in the community mentoring program
Implementing Diversity, Equity, Inclusion, and Belonging in the Music Classroom Without a District-Level Music Administrator: A Self-Study
Full text linkThe purpose of this self-study was to investigate the implementation of diversity, equity, inclusion, and belonging (DEIB) in the music classroom without a district-level music administrator. With two guiding research questions, the study involved using culturally responsive music education and a community of practice to implement DEIB music lessons. Qualitative self-study research was the means of following action research principles and emphasizing self-reflection and improvement. The study occurred in a Northern New Jersey public middle school and included six participants: three administrators, two critical friends, and the researcher as a primary participant. Data collection methods included journaling, administrative interviews, and lesson plans triangulated through the literature. The study produced three key conclusions. First, cultural exploration significantly influenced DEIB implementation, supporting inclusivity and critical thinking. Second, reflective practices were an effective means of facilitating the DEIB lesson development and enhancing student comprehension of race and ethnicity, sexual and gender orientation, and disability and ability. Third, nonmusic administrators supported my ability to teach DEIB lessons, indicating the need for administrative advocacy. This study could provide a model for educators facing similar challenges. This research contributed to broader discussions on educational equity and inclusion. The study’s findings suggest all stakeholders should sustain DEIB implementation efforts in the music classroom and employ dedicated music administrators in every school district with music educators. These recommendations indicate how to foster inclusive and equitable music education practices, create culturally responsive learning environments, and promote educational social justice
Initiating Prerecorded Video Messages for Bi-Rads 0 Screening Mammogram Results in the Digital Age: A Pilot Study
Full text linkBreast cancer is the second leading cause of deaths in women and efforts to encourage early detection persist to be the main goal in fighting breast cancer (Shah et al., 2019). Delays from screening to diagnostic mammogram can lead to late cancer diagnosis and treatment. In addition, delays in the treatment of breast cancer have been associated with increased mortality and each 60-day delay in surgery is linked with a 26% increased risk of death (Hawrot et al., 2021). Among the minority population, language barriers have been shown to have a harmful effect in quality of care (Cataneo et al. 2023). This has been correlated with a lack of comprehension regarding follow-up instructions and reduced satisfaction (Cataneo et al. 2023).The purpose of this study is to assess the impact of multilingual pre-recorded video method in decreasing the turnaround time from screening to diagnostic mammogram. This study was conducted utilizing a cross-sectional quantitative research design and although the hypothesis that multilingual prerecorded video messages would positively influence response interval was not firmly supported, patient feedback did indicate that the use of layman's terminology and use of preferred language had a significant impact on patient satisfaction almost unanimously for non-English speakers
Echoes of Extinction: Portraits of Endangered Wildlife
Full text linkInspired by nature and animals, my series of watercolor skull paintings embody the haunting realization of endangered and extinct animals globally. Using black watercolor on paper, I can capture a ghostly effect of the front profile of the skull. My intention is to complete one hundred and five skulls and four macabre landscape oil paintings of dying or deceased animals in their environment to emphasize the severity of extinction and how humanity is following that pace. The progression of humanity has caused a huge regression for the other species on this planet. I will be researching multiple species of extinct and endangered animals and the different political systems that have affected them and our ecosystems. The outcome of this series is to allow the viewer to reflect on and experience our existence in this world
Lived Experiences: Immigration, Family Separation, and Resilience
Full text linkThis qualitative study examines the psychological and familial impacts of immigration-related family separation on Latinx youth, focusing on attachment disruptions, identity formation, and acculturation challenges. The study included 10 Latinx college students (9 Female, 1 Male) enrolled at William Paterson University who experienced separation, either due to piecemeal migration or the deportation of a parent. Utilizing consensual qualitative research methods, six key domains emerged: (1.) family reorganization during separation;(2.) family reorganization upon reunification; (3.) ambiguous loss; (4.) culture, identity, and belonging; (5.) impact and perception of immigration policy; and (6.) informing intervention. Findings indicate that parental absence disrupts attachment bonds, leading to emotional fragmentation and ambivalence during reunification. Participants reported challenges in re-establishing trust and rebuilding familial relationships, underscoring the enduring burden of disrupted attachment security. Ambiguous loss was also pervasive, marked by the grief of cultural familiarities and absent kinship caregivers. Additionally, negotiating cultural identity revealed bicultural stress, as participants balanced their heritage with U.S. acculturation pressures. These results underscore the need for trauma-informed, culturally responsive interventions that address the complex interplay of attachment, identity, and cultural belonging
The Lived Experiences of Culturally Responsive Educators
Full text linkEducators create lesson plans in order to guide instruction. This researcher will research and discuss how culturally responsive educators are influenced by mentoring and professional development. In order to understand how mentoring and professional development influence these lesson plans we must understand mentoring and professional development. Mentoring – if it existed at all in the culture of a school- was initiated as an informal response to a new teacher seeking help or assistance offered by an experienced colleague willing to share his or her own experiences (Portner, 2008). Teacher mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes (Feiman-Nemser & Parker, 1992). Effective professional development requires considerable time, and that time must be well organized, carefully structured, purposefully directed, and focused on content or pedagogy or both (Guskey & Yoon, 2009). Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do (Guskey & Yoon, 2009). Culturally Responsive Professional Development in Education comprehensively teaches the whole teacher-learner through explicit recognition, valuing, and discussion of the diverse ways that cultural and personal identities mediate styles of cognitive engagement, and explicitly honoring these styles in the instructional design of professional development (Farmer et al., 2005)
The Effects of Revision and Peer Feedback in the Secondary Classroom
Full text linkThere is a demand for proficient writing, yet many students are struggling with writing. The National Assessment of Educational Progress (NAEP), which conducts a writing assessment to measure important skills that students obtain over the course of their K-12 learning experience, issued results from the 2011 test that state that only about 27% of students are performing at or above proficient level at both grades (grades 8 and 12). The results convey the need for practices such as revision and peer feedback that would promote the kind of thinking that would ultimately improve student writing. This problem led to the development of the following research questions: (1) After engaging in the practice of revision, what is the change in the quality of student writing? (2)How do students apply peer feedback? An English teacher analyzed students’ writing after engaging in revision and writing that was completed during an on-demand time session. In addition, the teacher analyzed how students applied the feedback they received from their peers. The study utilized data that was conducted over two week period and during an 80-minute timed class session in an eleventh grade classroom. The participants 15 eleventh graders who were randomly selected. The following data sources were used: students’ revised writing, on-demand, writing, multigenre rubric for scoring writing, and a peer feedback form. The study concluded that the quality of student writing improves after engaging in revision; tone of feedback influences effectiveness; only understood feedback can be applied; metacognitive skills assist in the application of feedback; and peer reviewers must be more specific with suggestions. It is recommended that teachers focus more on metacognitive strategies in the classroom
Enhancing Professional Development for Music Educators Through Podcasting: Exploring the production of a podcast about instrumental music pedagogy
Full text linkWhen blended with existing approaches to instrumental music pedagogy, podcasts can serve as a versatile tool for disseminating research and informing best practices for busy music educators. This action research thesis focuses on producing a podcast — Take a Cue— and is dedicated to presenting information about instrumental music pedagogy. Through observation of the processes involved in podcast creation and the analysis of educational podcast content, this study seeks to inform educators of the benefits of acquiring knowledge through podcast consumption in order to inspire innovative approaches to the presentation of pedagogy in instrumental music education settings. Research questions were (1) In what ways are podcasts an effective medium for professional development and environmental support for music educators? (2) What is the process of collaboratively producing a series of podcast episodes devoted to instrumental music pedagogy? (3) What is the impact of the podcast on the professional development of the educators involved? The author's role as the host of the podcast adds a unique perspective to the action research methodology used in this paper, highlighting the benefits of utilizing podcasts for professional development in music education
Person-Centered Appraisals for Encouraging Growth and Development
Full text linkThe libraries of today are not just buildings that house books. Rather they are institutions where library staff champion efforts and initiatives to provide access to resources, support communities, promote literacy, and protect the public’s right to freedom of information. As the director of the Los Angeles County Library System Skye Patrick aptly noted, “Libraries are not about books, they’re about people.” Library staff build and sustain sound, interpersonal relationships with the public and the communities they serve. Library employees should therefore possess the appropriate social and interpersonal skills to serve their respective communities. Work practices should help library employees build and hone their interpersonal skills. A performance appraisal, although evaluative in nature, represents a model of communication that can provide opportunities to inspire employees and build upon their existing skills
Impacts of Rubric-Based Instruction to Student Writing Development in a Social Studies Classroom
Full text linkThis research study investigates the effectiveness of rubric-based instruction in fostering student writing growth within the context of middle school social studies. Through the utilization of customized rubrics tailored to individual student needs, the study aims to enhance the revision process and support writing development in Middle School. Several sub-questions are explored, focusing on the impact of rubric instruction on student self-assessment and the comparison between teacher-provided feedback and student self-assessment.The study emphasizes the significance of personalized rubrics in promoting student writing development. By clarifying assessment criteria and honing self-assessment abilities, tailored rubrics play a pivotal role in elevating student writing capabilities. Additionally, the comparison between student self-assessment and teacher feedback yields valuable insights into student writing progress, underscoring the effectiveness of both assessment methods. Findings suggest that the integration of personalized rubrics magnifies the efficacy of teacher feedback in middle school social studies classrooms. Through targeted feedback facilitated by tailored rubrics, teachers can assist students in comprehending their strengths and weaknesses, fostering a nuanced understanding of the writing process. Ultimately, this research contributes to the discourse on effective pedagogical strategies for fostering student writing growth in middle school social studies classes