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Translanguaging as an Elementary Language Immersion Writing Approach
No full textStudies have indicated that implementing translanguaging practices in language immersion programs impacts student writing. However, the overall body of research remains sparse. Because of the limited body of research, opposing ideologies around translanguaging practices create barriers to implementing such practices in school programs. This study explores and evaluates various translanguaging practices and their impact on student development, including multilingual identity and academic achievement, through a comprehensive literature review of existing research. The language immersion settings for the studies included in this research range from elementary schools to universities focusing on elementary immersion programs. Upon completing the literature review, the researcher uses evidence from existing research to develop application materials for professional development and instructional resources. The presented resources are intended to be used in an elementary language immersion setting to support students in using all of their linguistic resources, resulting in improved language development and writing. Overall, the study reveals that translanguaging practices in elementary language immersion programs positively impact students\u27 multilingual identity and multilingual development, ultimately resulting in improved multiliteracy
Long-Term English Learners: Identifying and Reducing Risk Factors
No full textSome English Learners (ELs) become Long-Term English Learners (LTELs) instead of being reclassified as English language proficient in a timely manner (within five years). This master’s thesis researches risk factors that may cause ELs to become LTELs and ways those risk factors can be reduced. Firstly, the level of academic language proficiency that a student brings with them when they first enter school is a predictive factor; students who enter school with a higher level of academic language proficiency in both their home language and English tend to reclassify within five years. Students with lower levels of proficiency often become LTELs. Secondly, students who experience continuity of English Language Development (ELD) tend to progress steadily and reclassify within five years. LTELs should receive differentiated programming and ELD to enable them to progress to English language proficiency. Finally, students who are dual-identified as EL and as students with an IEP (students with disabilities) are more likely to become LTELs. To minimize the number of ELs becoming LTELs, we can promote early childhood family education, especially that which bolsters academic English and home language proficiency, we can design EL programs that provide continuous EL support and ELD for students, we can design EL programming specifically for the needs of LTELs and finally, we can study our special education programs and see how both special education and EL programs can better serve dual-identified students
The Impact of Poverty on Educational Achievement: Understanding Socio-Economic Barriers and Opportunities for Change
No full textThis thesis explores how poverty impacts education from preschool through high school and looks at factors such as home environment, early childhood education access, and mental health issues that contribute to the achievement gap. It draws attention to the ways that problems like food insecurity, unstable housing, and a lack of parental participation impact students\u27 academic, emotional, and cognitive growth. The effectiveness and limitations of current programs, such as Head Start and Title I, in filling these gaps are reviewed. The study further emphasizes the need for equitable policies regarding education, school-based mental health resources, and early interventions in helping students from low-income families. Lastly, the study suggests creative approaches that reduce the negative effects of poverty while providing fair learning chances for students, such as adaptive learning platforms and community learning centers. By identifying these barriers and solutions, this research aims to guide educators, policymakers, and communities in fostering better educational outcomes for disadvantaged students
The Kids Are Alright: Risky Play as a Learning Device
No full textRecent work has shown that risk-taking in both early childhood and adolescence has the capacity to positively affect the healthy physical, emotional, and social development of young people. Despite American society’s aversion to risk taking and emphasis on safety, research demonstrates many benefits of engaging in positive and prosocial risk-taking, such as increased self-efficacy, increased autonomy, and enhanced risk-management skills. Literature on adolescent brain development and its relationship to sensation seeking is reviewed to determine biological motivations for risky behavior. The evidence of increased sensation seeking in adolescence demonstrates a developmental purpose for risk-taking and demands additional research to determine how this desire for sensation can be used to fuel positive risk-taking behavior. This thesis uses the foundation of risky play in early childhood as a model and seeks to identify a place for risky play and positive risk-taking in adolescence in curricula such as outdoor education and career and technical education
The Effects of Trauma on Students and Teachers
No full textTeachers must recognize trauma symptoms in students, which can stem from various causes, including maltreatment. Trauma leads to stress, fear, and powerlessness, affecting children’s coping mechanisms and academic performance. Teachers play a crucial role in identifying and reporting trauma and building trust with students. Responses to trauma are diverse, manifesting in physical, behavioral, emotional, and cognitive symptoms. Early identification and referral to mental health services are vital in mitigating trauma effects. Burnout among teachers is linked to chronic stress and secondary trauma, impacting their well-being and job performance. Strategies for prevention include self-care, training in trauma recognition, and fostering supportive school environments to help both teachers and traumatized students thrive
Transition Programming for Mild to Moderate Students With Intellectual Disabilities
No full textThe transition process for students with disabilities is a crucial part of their academic careers. Students with intellectual disabilities need the skill set to have an effective transition from high school to adulthood. They need to be given the resources and opportunities in order to succeed. In fact, it is the law that educators address all areas of transition through the legal document of the individual education plan. Educators and parents need to be aware of how to better ensure effective outcomes for transition for students with mild-moderate intellectual disabilities. This can provide students with mild-moderate intellectual disabilities with higher success rates for their futures
Exploring the Current Reality of Supporting Multilingual Learners in Greater Minnesota: Bridging Practice and Policy to Plan Forward
No full textThe purpose of this study was to understand the current reality of multilingual learner supports in schools in Greater Minnesota and align that current reality with the Minnesota Learning English for Academic Proficiency and Success (LEAPS) Act in order to make recommendations at the local level and advocate at a greater scale. This was an exploratory case study of a school district in Greater Minnesota that included semi-structured interviews, district documents, and publicly available student data. The Cultural Historical Activity Theory (CHAT) was used as the theoretical framework to understand the current reality of the district which was then aligned with the Minnesota LEAPS Act. Based on this alignment, some potential local shifts were explored including creating district policies, building cultural proficiency, and implementing bilingual seals. Furthermore, it was recommended to be helpful to shift perspectives on English Language (EL) instruction toward integration of language and content as well as to create structures for strategic collaboration between EL and classroom teachers. The study suggested that districts may also consider expanding the use of EL student profiles and expanding the Language Instruction Education Program (LIEP) to include early learners. Additionally, it was recommended that the district create an initiative around family and community engagement, including multilingual families, and intentionally gather feedback annually. Finally, exploration of the current system of support and teacher perspectives brought to light themes for which to advocate on a greater scale including resources, time, and training. These were explored in more detail within the study.https://spark.bethel.edu/edd-showcase-2021/1019/thumbnail.jp
The Benefits of Trauma Informed Teaching Strategies and Interventions for Students
Get PDFOver the years, schools have faced an uphill battle when discussing trauma in students. As the research continues to improve and the more it is studied, more schools are able to talk about it and learn about it. This can become a big weight on the shoulders of the teachers because students do spend the majority of their day at school during the school year. Not only are the general education students experiencing trauma but also students with disabilities are also experiencing it.. This can lead to a higher risk for the students with disabilities to experience mental health issues due to the lack of the ability to process some of the information. Schools and, more importantly, teachers lack the training and strategies needed to help these students handle their trauma. It can be very time consuming and very difficult to do training on top of all the other duties that teachers have. The more research that is done and the more information we are able to gather, the more likely it is for schools to be able to train their teachers to use interventions to support these students.. Trauma-informed practices is one of the biggest trainings that schools are turning to to help with training their teachers. This thesis focuses on the topic of trauma along with interventions that support students with disabilities
Newborn Hearing Screening Technician
Get PDFI have had the pleasure of working as a Newborn Hearing Screening Technician with Pediatrix Medical Group at various M Health Fairview hospital sites for the past three months. My role consists of direct patient-care interactions in which I am providing a newborn hearing screening service to infants and accurately educating parents and family members on the importance of hearing development in children. In addition to strengthening my skill set of caring for patients, I have also gained valuable experience in working alongside other healthcare professionals and working collaboratively as part of the overall healthcare team. Ultimately, this internship has given me the opportunity to grow and strengthen my care and compassion for all of the patients I encounter and glorify God in every way while doing so
Streptococcus gordonii SGO_0454 gene deletion in Biofilm Formation Under Fluid Shear
No full textStreptococcus gordonii is a Gram-positive bacterium that belongs to the Streptococcus family. It is commonly found in the oral cavity of the human mouth, but can also be found in the intestinal tract, and the skin. Biofilm formation is a complex and regulated process that enables different types of microorganisms to adhere to surfaces and form multicellular communities. S. gordonii is considered a commensal bacteria in the oral cavity that contributes to the multispecies biofilms known as dental plaque. Fluid flow has an important role in the transportation and dispersion of bacteria in the mouth allowing the formation of biofilms through adhesion and subsequent growth. SGO_0454 is a YebC/PmpR family regulator that encodes a predicted transcriptional regulator that was previously shown to be upregulated in biofilms. Here we investigated a deletion mutant of ΔSGO_0454 under fluid shear, it was evaluated under biofilm formation to see whether or not it was required under fluid flow when compared to the wild-type strain. Through means of stimulating saliva through individuals, which were pooled, centrifuged, and coated onto a 12-well plate. Biofilm formation assays utilized 12-well plates for negative control, wild type, and mutant of S. gordonii. The following bacterial inoculation, incubation, crystal violet staining, PBS washing, and treatment with ethanol were performed before measuring the absorbance. The deletion mutant, ΔSGO_0454, exhibits no significant impact in biofilm formation under fluid shear compared to the wild-type strain, this suggests that SGO_0454 plays an important role in the S. gordonii biofilm formation but not necessarily fluid flow or under this low amount of velocity