SPARK Bethel University
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Improving Academics Using Brain Breaks
No full textThis thesis investigates how brain breaks, also known as activity breaks, impact student learning and retention as well as student overall well-being. The compiled research in this review demonstrates how breaks taken throughout the day not only help with health benefits, but also help students academically. Breaks help students perform better in the classroom, but even more importantly, students reported greater focus, engagement, and less restlessness after taking either a brain or academic break. This is reinforced through effective classroom implementation and proper application of brain breaks. Examples of common brain breaks include a video with active instructions to get students out of their seats, lessons from the instructor that use active movement, or a component of recess or PE class. Lastly, this thesis investigates professional application and effective go-forward policies to properly provide education about the benefits of brain breaks from the administrative level
Investigating the Relationship Between Discovery Learning and Students\u27 Engagement and Knowledge Acquisition in Montessori and Traditional Schools
No full textThis quantitative study examines the relationship between discovery learning and student engagement and knowledge acquisition in Montessori versus traditional schools within the Dallas Independent School District (DISD). This study, grounded in constructivist and experiential learning theories, compared Montessori schools with traditional schools in DISD. A sample of middle school students, grades 6-8, participated in the research. Data was collected through standardized engagement surveys, academic assessments, and classroom observations. A comparative non-experimental design was employed to analyze differences in engagement and knowledge outcomes between the two educational approaches. Findings revealed that instructional method was not a significant predictor of student engagement, suggesting that engagement is influenced more by external factors such as teacher quality, school culture, and extracurricular opportunities rather than instructional approach. However, Montessori students were significantly more likely to meet grade-level expectations than their traditional school counterparts, indicating that discovery learning supports foundational knowledge acquisition. Despite this advantage in proficiency, the instructional method was not a significant predictor of mastery-level achievement, suggesting that additional structured reinforcement may be necessary for advanced learning. These results highlight the need for a balanced instructional approach that incorporates both student autonomy and structured support. The study provides valuable insights for educators and policymakers seeking to optimize learning environments by integrating effective pedagogical strategies that enhance both engagement and academic success
The Supporting of Teachers of Experiential Learning
No full textThis literature review investigates best practices for supporting teachers in experiential learning, including project-based, inquiry-based, service, and problem-based approaches. Grounded in constructivist learning theory, the research explores how professional development, mentorship, and administrative structures influence teacher capacity to facilitate authentic, student-centered learning. Emphasis is placed on strategies that sustain experiential practices in traditional school settings. Findings indicate that ongoing coaching, collaborative planning time, and alignment with curriculum standards are critical to teacher success. While challenges remain in implementation, studies affirm that when teachers are well-supported, experiential learning significantly enhances student engagement and achievement. This thesis offers insights to guide schools in fostering instructional shifts that support deeper, more meaningful learning experiences for students
The Impact of Hearing Loss on D/deaf and Hard of Hearing People: Strategies for Academic, Social, and Emotional Support for Students
No full textDeafness is described as the complete loss of hearing, and the different degrees of hearing loss include mild, moderate, or severe or profound. According to the U.S. Department of Health and Human Services, one in eight people ages 12 or older have hearing loss in both ears. More than 90% of deaf children are born to hearing parents. Hearing loss can affect numerous areas of development that impact different areas of life such as academic, social, and emotional skills. This paper discusses how hearing loss affects deaf and hard of hearing people and includes strategies that can be implemented to help with academic, social, and emotional support for students
Serving Special Education Students in Private Schools
No full textPrivate schools have been underprepared to welcome and serve students with disabilities. Throughout the years, parents have advocated for change to occur to support their children\u27s diverse needs, but these students are frequently turned away due to the private schools’ inability to change. Many schools blame this on a lack of funds. The reality is private schools can support students with disabilities when proper steps are taken. Through knowledge of special education law, collaborative relationships, cultural changes, instructional opportunities on best practices, and encouragement, private schools can begin to embrace all students. While the changes will take time and effort, the outcome will be beneficial for all students
Transitioning Children With Autism Into the School Setting
No full textIndividuals with autism may face multiple challenges throughout their lives. The challenge of transitioning into the school environment can be supported and navigated through accommodations, modifications and interventions. Addressing the challenges that students with autism face in the areas of communication, visual support and sensory regulation assists in providing a successful transition into the formal education setting. When children with autism are provided strong support in the beginning of their educational career, they grow their independence and build skills needed to be successful within the educational setting. Accommodations and modifications are essential to providing an equitable educational experience for students with autism to receive and access a free and appropriate public education
Teachers’ Attrition: Relationship Between Principals’ Communication and Teachers’ Job Satisfaction
No full textThis study investigated the relationship between teachers’ job satisfaction and teachers’ satisfaction with their salary, the number of years teaching, and the principals’ communication about the kind of school they want. Teacher attrition in the K–12 public school system is a well-documented problem citing many motives and causes. The recruitment of educators and retention of teachers in public schools has vastly decreased, creating a significant teacher shortage problem. Resulting complications are fewer applicants for open positions, applicants without the desired licensure, added stress on current teachers to fulfill duties, decreasing student academic progress, and dissatisfied teachers. This quantitative study used pre-existing data from the 2020–2021 National Teacher and Principal Survey (NTPS) provided by the National Center for Education Statistics (NCES) to determine the significance of Minnesota public school teachers’ job satisfaction in relation to teachers’ satisfaction with their salary, the number of years teaching, and the principals’ communication about the kind of school they want. The correlations were tested using a binary logistic regression. The results indicated teachers are more satisfied in the profession when principals communicate the kind of school they want. Teacher satisfaction with their salary was also highly correlated to overall job satisfaction, but the number of years teaching was not. Future research could compare teachers from various states using the same variables to determine if the results are similar across the nation. In addition, future research could narrow the scope of respondents to individual licensure areas and demographics to identify more potential focus areas.https://spark.bethel.edu/edd-showcase-2021/1012/thumbnail.jp
Meeting Student Needs: The Impact of Physical Classroom Features on Student Success and Well-Being
No full textThis thesis investigates how physical features of the classroom environment impact student academic achievement and well-being in secondary education. Through a comprehensive literature review, this thesis examines four key areas: classroom lighting, classroom libraries, class size, and technology use. Drawing from Maslow’s Hierarchy of Needs, this review investigates how environmental factors meet or hinder students’ basic psychological needs, such as safety, belonging, and self-esteem, and contribute to academic success. Overall, natural and dynamic light in classrooms are tied to mood, focus, and academic performance; classroom libraries can foster identity development, empathy, and motivation to read; small class sizes allow for stronger relationships and individualized support; and technology use, while beneficial when structured, can be detrimental to students’ mental health, focus, and academic outcomes when overused or unsupervised. The research contained in this review emphasizes the importance of intentional classroom design that prioritizes both academic rigor and students\u27 social-emotional needs. Recommendations call for educational policies and practices that better support holistic student development by considering environmental influences alongside instructional goals