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Exploring the Effects of Teacher Cultural Competence on Student Engagement in Diverse Educational Landscapes
Full text linkResearch suggests teacher cultural competency (TCC) is one of the keys to combating current systemic inequities in our educational landscape especially when considering the influences of teacher experience, socioeconomic factors (measured through the percentage of students receiving free lunch), and the composition of student demographics, particularly focusing on white students and English Language Learner (ELL) students. The purpose of this study was to examine teacher scores on the Culturally Responsive Teacher Preparedness Scale (CRTPS) (Hsaio, 2015) and Panorama Student Grit Survey (PSGS) (PanoramaEd, 2019) in the context of teacher experience and varied school demographics, including ethnicity (white and non-white schools), SES, and English-language learners (ELL). Nine research questions were developed for this quantitative study to investigate potential interactions between teacher cultural competency and student engagement, teacher experience, percentage of free lunch, white and ELL students. The study aimed to contribute to a deeper understanding of whether TCC manifests within diverse classroom settings, its potential relevance to student outcomes such as engagement, and provide insights to inform pedagogical practices, curriculum development, and teacher professional development. The findings contributed valuable knowledge to the fields of education and cultural competency, offering practical implications for educators and school administrators striving to create inclusive and effective learning environments in culturally diverse schools
Research, Scholarship, and Creative Expression
Full text linkWilliam Paterson University research and scholarly publications compiled for the annual "Explorations" authors receptio
Ukrainian Symbolism in Mykola Lysenko’s Art Songs and Taras Shevchenko’s Poetry
Full text linkComposer Mykola Lysenko (1842-1912) and poet Taras Shevchenko (1814-1861) memorialized Ukrainian culture in the art songs “The Cherry Orchard,” “Ribbon to Ribbon,” “Dancing Shoes,” “The Cove,” “A Piper’s Tune,” “The Coral Necklace,” and “The Princess.” This article, which is written to accompany a lecture recital of Lysenko’s music, analyzes the Ukrainian symbolism and traditions in the works, credits key project resources, gives an overview of Mykola Lysenko’s biographical information, and discusses the cultural importance of this collaboration with Shevchenko. Shevchenko’s poetry highlights traditions or symbolism specific to Ukrainian culture. Examples include the “vyshyvanka” (Ukrainian embroidery), “cherevikiv” (traditional boots), and “soloveiko” (nightingale, the national bird of Ukraine)
Views of Mental Illness, Treatment, and Stigma in the Orthodox Jewish Community
Full text linkStigmatization of mental illness and treatment is associated with ostracization and avoidance which puts individuals and communities at risk primarily due to lack of care. People stigmatized due to mental illness may face extreme discrimination and difficulties integrating into vocation, housing, interpersonal aspects, and academic opportunities, among other problems. Although the stigma of mental illness is alive in many communities across the globe, religious communities may be particularly vulnerable to this stigma and stereotypes of mental illness. Due to the interconnectedness of religious communities and spiritual guidelines for health and healing, individuals with mental illness may resort to secrecy and underutilization of mental health services and resources in the community. Previous research has demonstrated this avoidance or underutilization of mental health treatment in Orthodox Jewish communities. The study’s main goal was to assess the views of community members through semi-structured qualitative interviews to assess opinions and perceptions of the stigma of mental illness in the community. Data analysis uncovered several important factors and barriers to discussing and seeking mental health care within the community. Some factors included social ramifications, religious and financial concerns as well as cognitive dissonance regarding stigma amongst participants. Data from this study also included participant recommendations for decreasing stigma, primarily through appropriate psychoeducation, and increasing available services in the community through proposed recommendations, as well as future directions
The Effects of Grammar Instruction
Full text linkStudents lack grammar instruction in school and are unprepared for college and future careers. According to the 2011 Nation’s Report Card, only twenty-seven percent of eighth and twelfth graders scored at or above proficient levels in writing. When students graduate high school, they are not prepared for college nor their future careers (Bullard & Anderson, 2014). The purpose of this study was to examine how explicit grammar instruction affects students’ quality of writing. As a fifth-grade teacher, I have noticed a lack of grammar instruction and have noticed that students continue to struggle with writing complete and coherent sentences. The study was conducted for four weeks in a fifth-grade classroom. The participants were six fifth-graders who struggled with writing. Three data sources were used: teacher observation notes, student writing samples, and pre-and post-assessment data. The study findings suggest that students benefit from explicit grammar instruction. Students are more motivated and successful in a small group setting. Grammar instruction helps students improve narrative writing. It is recommended that teachers explicitly model and teach grammar instruction daily to help improve students’ quality of writing
From Swingin’ on the Swingset to Swingin’ on the Bandstand: A Curriculum for Middle School Jazz Rhythm Section
Full text linkMusic educators are often unfamiliar with the role and importance of the jazz rhythm section. Resources are lacking for educators teaching beginning jazz students in general, and even more so for beginning rhythm section instrumentalists. The following curriculum is intended to assist band directors with teaching fundamental jazz rhythm section concepts at the middle school age level. Insufficient literature exists addressing jazz rhythm section playing in general, especially curriculum geared towards adolescents. Current historical and ethnographic literature provides a brief overview of jazz rhythm sections and is primarily focused on adult education. Method books predominantly address individual playing, but not playing as a unit within the jazz rhythm section. This study and the accompanying curriculum are informed by existing literature along with qualitative data from interviews with prolific jazz rhythm section players. Some of the general concepts covered in this curriculum include terminology, accompaniment, jazz styles, listening, and individual and group performance. A succinct, detailed and effective curriculum will provide a clearer path for students to begin exploring the art form of jazz accompanying
MBCT-S Program Completion: What Barriers Stand in the Way for High-Risk Suicidal Veterans?
Full text linkSuicide among U.S. Veterans is a critical public health problem. Strides in developing and disseminating evidence-based suicide prevention interventions have been made. Improving treatment engagement among individuals, including Veterans, at risk of suicide is critical in the fight against suicide. In a step towards mitigating treatment non-completion, the current program evaluation examined Veteran perceptions of barriers to completion of one such evidence-based intervention, Mindfulness-Based Cognitive Therapy to Prevent Suicide (MBCT-S). Specifically, the aim was to determine if Veteran endorsement of cultural or educational barriers at baseline was related to MBCT-S program completion. Baseline data was collected from 114 MBCT-S participants as part of a larger effectiveness trial of MBCT-S via telehealth for Veterans at risk of suicide. Five items measuring cultural and educational barriers were created by mindfulness experts on the MBCT-S program team based on a review of the current literature on barriers to Mindfulness-Based Intervention (MBI) completion. Independent measures t-tests and then a multivariate logistic regression were used to compare barrier endorsement between MBCT-S completers, i.e., those completing at least four of eight group sessions, and non-completers while controlling for depressive and hopelessness symptom severity, which are known barriers to treatment completion among suicidal individuals. There were no significant differences in endorsement of each of the five barrier items between those who completed the MBCT-S program and those who did not. Depressive and hopelessness symptom severity were also not different between program completers and non-completers. The logistic regression model was not significant, (2 (9) = 14.23, p = .114). Notably, an association between African American race and MBCT-S program non-completion was observed. As such, more research is needed to understand what stands in the way of MBCT-S program completion
Orff Schulwerk for New Educators
Full text linkEntering the world of music teaching can present challenges. Finding an approach that fits both the style of the teacher and the needs of the classroom is one such challenge. This paper, which accompanies a presentation, provides an introduction to one popular music teaching approach: Orff Schulwerk. The paper includes a review of existing research and provides information on the history of the Schulwerk, the uses and benefits the program provides, and the challenges and successes new teachers find when beginning to use it. The paper further explains and explicates an hour-long presentation. The presentation shows how to incorporate the core pedagogies of the Orff Schulwerk—exploration, imitation, improvisation, and creation—with an existing piece of repertoire from Music for Children in conjunction with the children’s book Wendell the Narwhal by Emily Dove. Furthermore, this paper will go into detail regarding the process that was followed when creating this lesson, and the educational resources that were used
Memory Lateralization in Spanish-Speaking Adults with Temporal Lobe Epilepsy: A Pilot Study
Full text linkPresurgical workups for epilepsy usually include neuropsychological evaluations and, at times, a Wada procedure. This study sought to investigate the lateralization trends of visual and verbal memory while using Wada lateralization information of Spanish-speaking presurgical candidates with temporal lobe epilepsy. Based on previous findings, it was predicted that verbal memory performance would be associated with left temporal lobe functioning and that visual memory performance would not lateralize. Archival data collected at a major urban hospital from 2001 to 2019 was analyzed using inferential statistical tests. Contrary to predictions, there were no associations between verbal/visual memory and hemispheric functioning as seen through 1) the presence of left or right temporal lobe epilepsy and 2) hemispheric memory dominance determined by Wada memory scores. The results of this study suggest that memory type might not lateralize as strongly as expected in Spanish-speaking individuals with temporal lobe epilepsy, which could have implications on this population’s presurgical evaluations for epilepsy
Principals’ Perspectives on English As A Second Language Program Refusal
Full text linkThe purpose of this study was to examine how principals’ perspectives and experiences influenced the type of support they provided to students in their schools after parents refused English as a Second Language services for their eligible children, and if comprehensive programming impacted English language instruction when parents refused services. The researcher followed a qualitative research design and interviewed principals to conduct this study. Data collection and analysis relied heavily on the phenomenological research method. The data collected included open-ended semi-structured interview questions and anecdotal notes. The researcher interviewed six principals from three counties in New Jersey. The principals described themselves as being culturally responsive, and shared how they advocated for their students while combating systems of oppression. The research shows that the principals’ individual backgrounds, such as having experience teaching or leading English as a Second Language students, mattered and influenced their response to parental refusals of students who qualify for English as a Second Language services. The research also shows that comprehensive programming does not impact the academic support principals provide students of program refusals, but it is the principals themselves working with other key stakeholders in their districts that ensure students are supported and information is communicated effectively to parents. Implications from this research suggest the need for an adequate academic support plan for students whose parents refused services and the importance of effective communication being key