ScholarWorks (California State University)
Not a member yet
87523 research outputs found
Sort by
Breaking the Cycle: Integrated Interventions for Mitigating Poverty's Impact on Child Development and Academic Success
No full textThis capstone project examines the profound and interconnected challenges faced by children and adolescents experiencing poverty, food insecurity, and housing instability. Through a comprehensive literature review, the project establishes the significant negative impacts of these socioeconomic adversities on cognitive development, mental health, and academic outcomes. Supplementing the research, an interview with a seasoned school social worker provides crucial real-world context, highlighting the daily struggles students face and the limitations of fragmented support systems. The project concludes that isolated interventions are insufficient to address this complex web of challenges. It strongly recommends the implementation of integrated, multi-level support systems within schools and communities that seamlessly combine nutritional aid, housing connections, and accessible mental and behavioral health services. This holistic approach, coupled with a shift towards proactive and preventative strategies, is presented as essential for disrupting cycles of disadvantage and fostering resilience and equitable educational opportunities for all students
Strategies for Managing Challenging Behaviors in Special Education Classrooms
No full textManaging challenging behaviors in special education classrooms is a critical component of creating a supportive and effective learning environment. This paper explores research-based strategies to find more accessible ways to help special education teachers manage challenging behavior problems that are commonly encountered among students with special needs. It emphasizes the importance of behavior management strategies, social emotional learning (SEL), positive behavior support (PBS), and self-regulation. Classroom structure and clear communication are the foundation for successful behavior management. By implementing these strategies, educators can create inclusive environments that promote emotional regulation, positive social interactions, and academic engagement for all students
Teacher Burnout: Exploring the Link Between Teacher Fatigue, Student Success, and Strategies to Mitigate Teacher Burnout
No full textThis paper explored the root causes of teacher burnout as well as the impact teacher burnout had on student learning outcomes. This issue was examined through the lens of the Social Cognitive Theory, specifically through self-efficacy (Bandura, 1989). Multiple literature sources were analyzed to identify patterns and common trends across many studies. This paper also included a community partner interview to provide personal and professional insight into the teacher burnout issue and how it affected student outcomes. This paper aimed to discover whether or not a correlation existed between teacher exhaustion and student performance. Practical strategies to mitigate burnout were proposed to better support teachers, such as social-emotional learning, administrative support, fair compensation, and manageable workloads. The findings indicated that teacher burnout is driven by high demands, a lack of support, and organizational pressures. Based on these findings, this paper recommends prioritizing teacher mental health, allowing teachers to focus on student engagement, and increasing teacher autonomy
Beyond the Curriculum: Unpacking the Barriers and Opportunities in Social-Emotional Learning (SEL) Implementation in Schools
No full textThis study investigateds how teachers and schools integrate social-emotional learning and what factors support or hinder its effectiveness. The research was driven by the growing awareness that student well-being is essential to academic success, yet social-emotional learning is often inconsistently implemented in K–12 classrooms. Using Activity Theory as a framework, this inquiry explores the systemic, relational, and instructional variables that influence social-emotional learning practices. Data was collected through a literature review and a community partner interview with a school psychologist (referred to as Ms. Bloom). The study found that school culture, instructional integration, and stakeholder understanding are key to successful implementation. Findings emphasize the importance of administrative support, culturally responsive practices, and embedding social-emotional learning into daily instruction. This study ends by highlighting key areas for growth, like giving teachers more hands-on SEL training, making sure entire schools are aligned in their efforts, and focusing on how to keep these practices going long-term. I also suggest practical steps that can help schools implement SEL in ways that are more consistent, inclusive, and meaningful
Acute Biomechanical Effects of Ankle Weights on Plyometric Jump Squat Performance in Active Adults
No full textThis study examined the acute biomechanical effects of ankle weights on plyometric squat jump performance, focusing on peak vertical ground reaction forces (vGRFs), jump and landing durations, and force vector angles (FVAs). Thirty-four active participants (21 males, 13 females) performed loaded (1–2% bodyweight) and unloaded plyometric squat jumps on a force platform using a within-subject, counterbalanced design. The primary aim was to decide whether ankle weights would (1) increase peak vGRFs with jumps and landings, (2) decrease jump and landing durations, and (3) decrease FVAs during takeoff and landing, showing alteration in aspect of motor control and stability. Paired-sample t-tests revealed that ankle weights significantly increased peak landing vGRFs (p = .004), indicating greater eccentric loading. No significant differences were found in peak vGRFs during jump takeoff (p = .95), suggesting that propulsive output was not affected. Landing durations were significantly shorter in the ankle weight condition (p = .028), reflecting faster deceleration, while jump durations did not differ significantly (p = .34). FVAs showed no significant changes across most conditions; however, a significant difference was observed in the right anterior-posterior FVA during landing (p = .023), potentially related to limb dominance. No other FVA comparisons reached significance. My results and prior research suggest that adding ankle weights could influence some biomechanical demands of landing with effects; on peak vertical ground reaction forces, landing duration, and force vector angle for the right leg in the anterior/posterior plane. Ankle weights may serve as a practical tool for increasing weight for greater eccentric control and speeding up reaction time in sports requiring quick landings or directional changes. Further observations of eccentric control and landing efficiency on dominant leg jump mechanics could provide insight into the implementation of plyometrics with ankle weights. Applications can be held for athletes in sports as well as for rehabilitation settings focused on observing biomechanical effects of ankle weights
Reframing Evaluation: Exploring How Coaching-Based Evaluations Can Support Teacher Growth and Instructional Quality
No full textThis thesis explores how current teacher evaluation practices support or hinder instructional growth from the perspectives of teachers and administrators at a small public school. The purpose of the study was to understand whether current evaluation models genuinely contribute to professional growth or function primarily as compliance tools. The research focused on how feedback, coaching, and evaluator expertise influence teacher perceptions of the evaluation process. A qualitative methodology was used, relying on survey data from ten participants, including seven teachers and three administrators with varying years of experience. Data were analyzed for themes related to the frequency of evaluations, the quality of feedback, the presence of coaching-based feedback, and evaluator credibility. Findings indicate that while formal evaluations are perceived as supportive to some extent, their impact is significantly enhanced when paired with coaching-based feedback, defined as feedback that is ongoing, collaborative, and formative. Participants emphasized that feedback is most effective when evaluators have relevant content knowledge and when feedback occurs regularly through informal check-ins. The study concludes that a shift from compliance-driven evaluations to coaching-based, relationship-centered models would better support teacher growth and development. Recommendations include integrating more frequent and informal feedback cycles, as well as prioritizing evaluator training in subject-specific instructional practices. This research contributes to the broader conversation about making teacher evaluation a more effective tool for professional learning rather than mere accountability
Digital Learning Tools in the Classroom: Middle School Teachers' Perspectives on Student Engagement
No full textDistricts and schools are increasingly investing in digital learning tools to address persistent gaps in student engagement, particularly in under-resourced, urban middle schools. Despite widespread adoption, there is limited qualitative evidence describing how teachers make decisions about technology and how these tools influence learning outcomes across diverse student populations. This qualitative study addresses two research questions: (1) What strategies do middle school teachers use to implement digital learning tools in their classrooms? and (2) What perceptions do teachers have about the impact of these tools on students' behavioral, emotional, and cognitive engagement? Grounded in Technological Pedagogical Content Knowledge and Self-Determination Theory, this inquiry was designed to illuminate how technology, pedagogy, and student motivation intersect in real-world classrooms. Data were collected through in-depth, semi-structured interviews with six middle school teachers representing diverse subject areas, experience levels, and comfort levels with educational technology. Thematic analysis was used to identify patterns and discrepancies in teachers' practices and perceptions. The results revealed that planning, professional autonomy, and peer collaboration were critical factors in successful integration. Teachers reported that interactive and gamified tools enhanced participation and confidence, however, inconsistent access, tool fatigue, and equity gaps often constrained these benefits. These findings underscore that effective technology use requires not only alignment with instructional goals but also robust systemic supports, including equitable infrastructure and sustained professional development. The study highlights how contextual factors such as school culture, socioeconomic disparities, and emerging technologies like artificial intelligence mediate the impact of digital learning on engagement. Recommendations include creating teacher-led professional learning communities, implementing policies to guarantee reliable access to devices and high-speed internet, and promoting reflective practices that help educators adapt technology use over time. By centering on teacher perspectives and examining the nuanced conditions that shape technology integration, this research helps to understand better how digital tools can advance or hinder inclusive, student-centered learning. These insights have practical implications for educators, school leaders, and policymakers committed to fostering equity and innovation in 21st-century classrooms. Keywords: digital learning, middle school, student engagement, educational technology, teacher perceptions, qualitative research, TPACK, Self-Determination Theor
The Social-Emotional Impacts of Structured Outdoor Play
No full textThe effects of the COVID-19 pandemic have brought many social-emotional challenges for elementary school students due to the isolation of remote learning. Many students have struggled with their emotional regulation, peer relationships, and cooperative play skills in the years after the pandemic. The purpose of this study was to examine the impact of a structured outdoor play program on the social-emotional well-being of elementary school students as a venue to address the concerns observed at one school site with a diverse student population. This study examines the impact of the Playworks program on closing the social-emotional gap at the chosen school site. A descriptive qualitative methodology was employed to gather multiple stakeholder perspectives on the changes observed in student well-being following the implementation of the Playworks program via a Google Form. Qualitative survey questions were analyzed for emerging themes and compared to previous research. Extant data from the California Healthy Kids Survey (CHKS) and was also compared to the Google Form survey responses. Overall, the results showed that the structured recess program had a positive impact on students' social-emotional well-being. There is a need for further research to examine the changes more closely in social-emotional well-being once the 2024-25 CHKS is published in December 2025. The study concluded the education field would benefit from structured recess programs as a method for social-emotional learning to address traumas found in students, boost leadership capacities, increase school connectedness, close the social-emotional gap, and promote inclusion & cultural proficiency
Integrating Music and Performances from the Los Angeles jazz scene into Local College Jazz Programs
No full textThis lecture-recital presents an expository thesis of how and why the connection to the Los Angeles jazz scene is imperative for the education of music students attending college jazz programs in the L.A. County area and the value that integrating the music and performances of L.A. jazz musicians has for student communities. The cultures across student communities share similarities as well as clear and perceptible differences, but access to mentorship, performance opportunity or live music is essential for students to connect to the scene in the onset. The first part of the presentation delves into the reasons why connection to the L.A. jazz scene can be challenging for student communities. Followed by a presentation of emerging venues, collectives, and non-profits with a mission or record of including college student communities and details of their current output. Secondly, I will highlight the value and tangible benefits that integrating the music and performances of the scene has for student communities in each jazz program. An interview that I conducted with bassist and educator, Logan Kane provides insight and appropriate perspective on connecting to the community as a college student. This provides additional support for the importance of accessible spaces and need for organizations who serve as catalysts for student communities to learn and participate in the scene. Last, I will give context to this topic with pieces written or performed by Los Angeles based jazz musicians, how each artist impacts, is connected to, or represents specific student communities
Paws Into Grace: Beautiful Goodbyes, Greener Futures – A Circular Solution for Pet Aquamation Effluent
No full textPaws Into Grace is a prominent provider of compassionate in-home pet end-of-life care services across Southern California. Founded in 2007, the company focuses on easing the emotional and physical stress for pets and their families during final life stages. A key differentiator is their use of alkaline hydrolysis, an environmentally friendly cremation alternative that generates a significant byproduct volume of 292,000 gallons annually. Recognizing the potential of this nutrient-rich effluent with a low pH, which contains valuable components like protein hydrolysate and nitrogen, the company is actively seeking to repurpose it as a sustainable fertilizer or soil amendment. Initial outreach has identified the cannabis and agricultural sectors as the most promising partners, with several companies expressing genuine interest and alignment with sustainability goals. However, a key finding is that formal agreements are contingent on detailed nutrient analysis and regulatory compliance documentation. Conversations with waste management and brewery companies highlighted significant processing barriers due to the effluent's extremely high levels of oil and grease (5120 mg/L) and total suspended solids (4800 mg/L). Conversely, a commercial partner, Glycon, has expressed strong interest in handling the effluent and is currently evaluating the financial feasibility of a partnership, which would provide a significant cost reduction compared to the estimated $0.35 per gallon for alternative disposal methods. Navigating the regulatory environment presents a key strategic challenge. While Paws Into Grace has met all legal requirements and is authorized to sell the product in California under its subsidiary brand, Aqua Infinity, this authorization is not an endorsement. State regulations explicitly prohibit referencing the Department of Food and Agriculture in any product labeling or advertisements, which underscores the need for a robust, independent brand and marketing strategy. The immediate next step is to prioritize obtaining all necessary regulatory approvals and conducting a detailed nutrient analysis. Simultaneously, we should formalize more pilot partnerships, like the one Paws Into Grace already has, with the most promising agricultural leads and the commercial processor, Glycon, to validate the business model and determine the most cost-effective path forward. This action-oriented strategy will clarify the project's timeline and feasibility while leveraging the current Aqua Infinity brand to initiate sales. This approach will allow for the concurrent exploration of a new brand identity to better improve long-term market appeal and solidify Paws Into Grace's position as a leader in both compassionate pet care and innovative environmental solutions