Alverno College Library Digital Commons
Not a member yet
568 research outputs found
Sort by
An educational intervention to improve health care provider HPV knowledge and HPV vaccine counseling of children and adolescents
No full textFollmer, Kendall
Human papillomavirus (HPV) infections are highly prevalent, yet preventable with HPV vaccination that is both safe and effective. Early vaccination is key to prevent infection, yet HPV vaccination rates for children and adolescents fall short of the national goal and far below the high rates of other routine vaccinations, tetanus, diphtheria, pertussis (Tdap) and meningococcal ACWY (MenACWY), that are given at the same ages. This project evaluated the current data available regarding health care provider knowledge (HCP) of HPV, the HPV vaccine, and HCP practices regarding counseling and vaccination of patients aged 9-17 years. Providers completed an online education course that presented HPV, HPV vaccine information, and counseling recommendations. Six providers completed pre/post knowledge assessments to evaluate the need for further intervention and outcomes of the self-paced online education course. Following completion of the post education knowledge assessment participants were given an infographic summarizing HPV vaccine guidelines and counseling tips for their personal use in practice. Results of the pre/post knowledge assessments were mixed. Of the questions that assessed knowledge, providers scores were unchanged with an average of 72% on both pre and post knowledge assessments. Questions that assessed the provider’s confidence levels and intent to use the evidence-based counseling method, presumptive counseling, were improved. This demonstrates a continued need for education regarding HPV and the HPV vaccine, and guidance for providers who counsel children and adolescents regarding this vaccine. Further research is needed to determine the impact of vaccination acceptance following HPV, HPV vaccine, and vaccine counseling education. Keywords: HPV vaccine, GARDASIL, counseling, education, health care provider, practitioner, clinician children, adolescents, age 9-17, vaccine uptake, evidence-based, presumptive counselin
Teachers' self-efficacy beliefs about preparedness to teach reading and knowledge of language constructs: A case study
No full textPatrick, Debra L.
The job of teacher education programs is to ensure teachers are prepared with the knowledge and skills to provide effective reading instruction to students. Literature has expressed the concerns of pre-service and in-service teachers' regarding their preparedness for reading instruction because the gap in student achievement is continuing to increase. Addressing the views of novice teachers in one title one school in a suburban school district in Georgia warrants research. The purpose of this qualitative study was to explore the perception of novice teachers' preparedness to teach reading, determine teachers' understanding of language constructs, and examine their beliefs about what is needed in teacher education programs so they feel more prepared to teach reading. This study used one-on-one semi-structured interviews and a teacher background questionnaire as data collection instruments. Data were analyzed qualitatively and revealed the following themes: perceived connections: teacher preparation and preparation route; experience and increased preparedness; disconnect between program preparedness and teaching; issues with teacher education; language constructs: knowledge and acquisition; teacher need: professional development. Findings were reported in the form of narrative descriptions. Research findings showed that most teachers did not feel adequately prepared to teach reading and they had limited to no knowledge of language constructs. The study recommended that teacher education programs should include more coursework in how to teach reading. Additionally, the school district and school where the study took place should offer more professional development in teaching reading. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research
Increasing sense of school belonging in special education students
No full textAbrams, Gabrielle
The purpose of this project is to improve sense of school belongingness among students in special education. Using a peer-reviewed survey with a 5-point Likert scale, 6 middle school students (3 with IEPs, 3 without IEPs) will answer 10 questions designed to measure their sense of school belongingness before and after participating in social circles. This social intervention is intended to create a low-stakes environment for students to have the opportunity to connect and learn from one another. The hope is that students with IEPs will experience an increased sense of school belongingness after participating in the social circles for five weeks
Impact of social emotional learning and the ORFF approach
No full textWilson, Tiffany
As a music education methodology, Orff and the five domains of social emotional learning can combine together into an embedded curriculum, providing the best of both worlds in educational philosophy and methodology. The purpose of this study seeks to demonstrate there is a clear connection between the development of fourth-grade students who receive an SEL-embedded Orff approach versus students who receive an Orff-only approach in music education. The integration of an SEL-embedded Orff approach would create a new and innovative style of teaching that seamlessly transitions both elements of the Orff approach in music education and SEL components into one succession of positive student development. There is a distinct need for further investigation on the outcomes of an SEL-embedded Orff approach to music education and the research findings should matter greatly to music educators, classroom teachers, principals, professors, Orff level instructors, and curriculum writers, as they will greatly impact future learning strategies, curriculum development, and teacher implementation. This research is the first step toward understanding that an SEL-embedded Orff approach promotes more social and emotionally-aware and musically skilled students, which will then further promote positive outcomes in a student’s life development.
The problem statement: Is an SEL-embedded Orff approach to music education more effective than merely an Orff-only based teaching method?
Research question 1: In what ways might an SEL-embedded Orff approach create a difference in mindful musicians between the control and experimental group?
Research question 2: In what ways might an SEL-embedded Orff approach create a difference in SEL-aware students between the control and experimental group?
Research question 3: Is there a difference in musicality skills between the control and experimental group? The research uses a mixed methods approach with a convergent process, in which both the qualitative and quantitative data were collected and analyzed during the same time period. This mixed methods approach combines the strengths of both research designs with a greater breadth and depth of research analysis. This approach also allows for diverse data collection options that implement the instruments of the qualitative and quantitative designs. With both control and experimental fourth-grade classes, the researcher utilized student and parent focus groups, a researcher teacher field notes journal, weekly lesson performance rubrics, student surveys, and student artifacts to answer the three research questions.
Key research findings include the following for research question one:
There was a significant difference in mindfully musical language between the control and experimental groups.
Key research findings include the following for research question two:
There was a significant difference between the control and experimental groups. The student surveys did not show significant differences as both the control and experimental groups demonstrated growth.
Key research findings include the following for research question three:
There is a direct correlation between the three research questions and how they collaboratively work together within an SEL-embedded Orff approach. When embedded together, Orff and SEL work together to create a mindfully musical experience for students. They move beyond musicality and the SEL domains of Identity, Belonging, and Agency (Edgar, 2021), to mindfully musical. Future steps can include the creation of SEL and Orff-embedded lesson plans for music teachers. The publication of articles, curricula, and books to educate teachers on this vital path for music education. The implementation of higher education courses to guide pre-service teachers with the tools necessary for an SEL-embedded Orff educational program. An SEL-embedded Orff approach clearly provides students with an invaluable tool to promote both higher-level musical training, but also a critical piece of emotional and behavioral childhood development
How the implementation of independent work stations impact independence for students with moderate to severe disabilities in the general education classroom
No full textEdge, Morgan
This classroom improvement project examined the effectiveness of independent work systems on student independence during independent work times in general education classrooms. Ten students in special education identified as having moderate to severe disabilities were evaluated on their level of independence with a task by assessing the level of prompting needed to get the correct response. Students were taught the independent work system within the special education classroom. Once the student was 90% independent with completing the work system, I began implementing the independent work systems into the general education classroom. At the moment, five students had reached 90% independence within the special education and worked on the independent work systems in their classrooms. Each of the five students showed increased independence during independent work time throughout the project, suggesting that independent work systems improve students' independence with moderate to severe disabilities
Positive classroom strategies on social-emotional development of young refugee students (immigrants, ESL students)
No full textPark, Hae Jin
This project of positive classroom strategies will help refugee students and ESL students. I deliberately researched this project because I am a second-language speaker and I am currently studying in school as an immigrant student. Also, now I have a great desire to become a second language teacher, even though I am currently working as a regular teacher. Since I was educated and lived in Korea and the United States, it will be beneficial when teaching students based on my many experiences and exposures. Refugee students face several difficult situations, such as fitting into a new school, learning a different language, moving to a new country, etc. They may have family responsibilities or have experienced huge trauma. This project will provide a classroom schedule and routines and gather necessary data that will benefit everybody, especially immigrant students.
The purpose of this project is to teach strategies and techniques to refugee students to self-regulate. This project also aims to understand students' trauma and find the root of their behaviors, and provides long-lasting solutions as well as positive classroom strategies to help with social-emotional skills. These research-based strategies will deal with pre-and postintervention, class dojo, frog street, positive classroom strategies, flexible seating, student greeting, calming center, student reflection sheets, etc. This research guides how to help address some of these needs and draw on refugee students' strengths and potential
Service user experience during termination of mental health services
No full textCook, Jenny M.
Termination is the last step of the therapeutic process and results in the end of the therapeutic relationship between service user and service provider. Though considered an integral component of music therapy and related disciplines, there is a lack of literature dedicated to this process, especially from the service user’s perspective. The purpose of this study was to examine service user perspective regarding the termination process in a mental health setting. A survey was sent to students at a Midwestern liberal arts college. Respondents (n = 51) confirmed that they had received mental health services and that those services had concluded. Results showed that termination was an important element of the therapeutic process according to respondents. Survey respondents were asked whether central tenets of termination were completed as part of their personal experience. According to respondents, discussion of the service user’s feelings was reported as being completed by 58.8% (n = 30) of service users, and discussion of progress was reported as being completed by 51% (n = 26). These two tasks were reported as being completed more than other tenets of termination. Fewer than half of respondents reported the remaining tenets of termination as being completed with discussion of service provider feelings being reported by 29.4% (n = 15) of respondents, reflecting on accomplishments being reported by 46% (n = 23) of respondents, establishing a post-therapy plan being reported by 31.4% (n = 16), and providing resources being reported by 40% (n = 20). Survey results also showed that there is potential for both negative and positive outcomes during the termination process
World language acquisition in early childhood urban immersion programs
No full textGuisse, Mamadou
As a superpower, the United States is a leading nation in many domains, such as militarily and economically. However, there is one area where the country is lagging: early childhood world language acquisition In the 21st century, most countries around the world teach children a foreign language at an early age, whereas in the United States, it is English only.” Since most countries teach English as a Foreign Language as part of the core subjects, Americans don’t deem it necessary to learn world languages. If we are to raise globally competent citizens, this trend must be reversed by promoting immersion programs and giving American children the opportunity to learn world languages. For the sake of this study, a qualitative method was used to collect data by conducting interviews in early childhood urban immersion programs in a Midwest school district. I chose qualitative research because of the flexibility and subjectivity of this methodological approach. I visited four schools: Urban French Language School, Urban German Language School, Urban Italian School, and Urban Spanish School. I then interviewed teachers and administrators, either face-to-face or via Zoom. I analyzed the data collected by reading the interview questionnaires several times, and I also listened to the Zoom meeting recordings multiple times. The goal was to note any similarities or differences in the responses given by the participants, four school administrators and nine teachers. I selected these participants as a sample by obtaining district approval with a letter of approval from the superintendent. All the face-to-face interviews took place either in the administrator’s office or in a classroom in the absence of students. I used structured interviews for my data collection. When asked about the impact of world language on young children, all the participants responded with some variation of: “There are many benefits in giving them the opportunity to learn foreign languages at an early age.” As to the question “What are the two most important advantages of world language acquisition?” answers given by the participants included “cultural awareness and job opportunity” and “open-minded and competent global citizens.” As for the ideal age to start learning foreign languages, some of the participants suggested K-3, others K-4; in other words, the younger they begin instruction, the better. The teacher participants were all certified by the school district with many years of teaching experience, and the administrators are former teachers who were promoted to principalship. Based on the participants’ responses, it is fair to argue that there are undeniably remarkable benefits associated with world language acquisition at a young age. Studies analyzing foreign language and brain development show that bilingual children outperform monolinguals in areas such as math, social studies, and English or Language Arts. Whether instruction occurs in rural or in suburban areas, these are avenues for further studies or analyses
Urban gifted teachers' perceptions of giftedness: Ability grouping or acceleration as an instructional delivery model
No full textBenjamin, Tangela Raquel
Teachers’ beliefs about students’ intelligence, giftedness, and talents can influence their own teaching self-efficacy, their instruction, and the way in which they act as gatekeepers or as advocates for gifted and talented students. This qualitative research study examined the perceptions of gifted lead teachers in one school district. The perceptions were explored to find out the purpose of this study was to explore gifted lead teachers’ beliefs and perceptions of gifted students and to discover how the gifted lead teacher perceptions affect their identification with this unique population of students. Another aim of this study was to examine gifted lead teachers’ perceptions regarding acceleration or ability grouping as an instructional model to support gifted students once identified for gifted support. This study was framed by the following questions: “What are gifted lead teachers perceptions of giftedness?” and “What are gifted lead teachers’ perceptions of students who are identified into the gifted education program?” and “Which instructional model do gifted lead teachers prefer as a delivery model to instruct gifted students: ability grouping or acceleration?” Opportunities for additional research in the field of gifted education, as it relates to instructional models, are noted. Also, an opportunity to develop professional development to enhance and empower gifted teachers to facilitate learning is noted
K-12 leadership drivers in March of 2020 : What can we learn?
No full textStruik-Kothe, Teisha
The purpose of this study was to explore K-12 district superintendents’ decisions to convert to emergency remote teaching in March of 2020 due to the COVID-19 pandemic. The research questions guiding this study were focused on who or what influenced the district leaders’ decisions, the strategies they employed during the first 30 days of schools closing, and connections to the newly developed Model T driving forces framework, which highlights goals, change, safety, and support. This qualitative case study used in-depth interviews with five superintendents of K-12 school districts in the Midwest. While each superintendent held experience leading in their districts, none had led during a pandemic. The research participants provided insight into the necessary criteria and potential outcomes of crisis leadership. The results showed who was an influential resource for the participants’ decisions, strategies they employed in their decision-making processes, and the drivers they used to guide their decisions and provide the necessary support to staff. Three main themes emerged: communication yields connection in a crisis; core values should be kept centered in a crisis; and district leaders should create space during a crisis to share people’s stories. The findings of this study were consistent with previous literature supporting the use of distributive leadership in problem solving, keeping north star principles at the center of decisions made in a crisis, and providing educators with professional development to support online teaching and learning strategies