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Teachers’ Self-Efficacy and Their Response to Students’ Disruptive Behavior
Get PDFDisruptive classroom behavior is a frequent topic of concern for teachers who are emotionally exhausted by the profession. The discrepancies in the treatment of students from different demographic groups create the need to research the factors that affect decisions teachers make when managing disruptive behavior. Sending students out of the classroom in response to disruptive behavior results in less time spent engaged in learning, so the practice must be scrutinized to create equitable school experiences for students. The purpose of this study was to examine a potential relationship between teachers’ ratings of their self-efficacy for managing disruptive behavior and the beliefs and practices related to sending students out of the classroom. The teachers’ years of experience, gender identity, and race were also analyzed in comparison to their ratings of self-efficacy to determine if any relationship exists. Survey responses from 2,841 teachers revealed a statistically significant correlation between teachers with higher self-efficacy ratings and a lower rate of sending students out of the classroom. Teachers with higher self-efficacy were also correlated with the belief that sending students out of the classroom should happen less frequently. As teachers’ years of experience increased, their ratings of self-efficacy also increased. There was a significant difference between teachers with a binary gender identity when compared with teachers with a nonbinary gender identity. With regard to racial demographics, there was no conclusive correlation reflected in the data. Because there is a relationship between teachers’ self-efficacy and their beliefs, practices, and certain demographics, this study has implications for educational practice. School leaders should prioritize professional development that accelerates teachers’ self-efficacy for managing disruptive behavior to reduce the frequency with which students are sent out of the classroom and prevent teacher burnout
Constructive Influence of Music and Acoustics for Students With Autism Spectrum Disorder (ASF)
Get PDFMusic is one of the oldest building blocks in human civilization and throughout most of human history. It’s played a crucial role in the education system of many students throughout the United States and across the world. Music can provide students with a lens into many aspects of learning, such as theme, culture, and self-control. Music education and proper sound implementation can be valuable resources that can be used for students with abilities both inside and outside the classroom. However, students who have mild to strong disabilities such as Autism Spectrum Disorder (ASD) have shown that music and excessive sound can have both positive and negative influences on student development. This literature review will review many aspects of positively influenced music and autistic-based learning and Autism Spectrum Disorder through the exploration of scholarly journals. The application thesis adventures through multiple musical-based learning models/interventions to support the positively based interactions with students with Autism Spectrum Disorder
Holistic Review: Application to Post-Baccalaureate Nursing Education
Get PDFLiterature review/survey of best practices; tools and measures to consider experiences, attributes, and metrics of applicants; considerations for the student and cohort experience; addressing healthcare workforce needs and needs of the nursing profession; application to post-baccalaureate (second-degree) nursing admission processe
“I have a son named Jake…”: An Autoethnographic Application of the Continuing Bonds Theory
No full text“Why are people trying to kill my son? I lay in bed last night – wondering about that – worrying about that as I had for many nights in the past three years. People didn\u27t want me to talk about him...People blatantly ignored things that I set out that were conversation pieces related to him. Afraid to talk -- afraid to listen. Afraid to move forward with me in my relationship with Jacob. I have a son named Jake. The theory of Continuing Bonds (Klass, Silverman, & Nickman, 1996) provides a new way of looking at how people overcome the death of a loved one. Rather than ending the relationship with the deceased, this person firmly remains a beloved member of the family and because of that, survivors learn new ways to relate to that person. In fact, the Continuing Bonds Theory explains that rather than getting over their grief and moving on, it allows the relationship to continue in a way that allows the deceased member to live their life through their survivors; for some left behind the use of this theory is the only way they can cope
SPARK Digital Commons
Get PDFSPARK: Scholarship, Publishing, Arts, Research, and Knowledge Institutional Repositories (IRs) like SPARK showcase and preserve a university\u27s scholarship and creative work under one umbrella. Because SPARK is search optimized as well as open access, its works are easily discoverable and viewed on the web, “extending Bethel’s reach and reputation” on a global scale, as the map dashboard dynamically illustrates. And with each download, citation count, and pageview, Bethel’s scholarship rises higher within Google’s rankings. Authors receive monthly statistical reports of these interactions. SPARK provides a stable web address and improved management of scholarly resources for Bethel departments. Today we are showcasing how SPARK can be used for Events like the Day of Scholarship
The problem of religious peer disagreement: A response to Harold Netland
Get PDFThe problem of religious peer disagreement is this: suppose there are people that are your epistemic peers - they are just as intelligent, informed, and sincere as you - but they reject your religious beliefs. Does the existence of skeptical epistemic peers force Christians to withhold or evidentially support their religious beliefs? In this paper, I critique Harold Netland\u27s work on religious peer disagreement on three fronts: (1) his identification of epistemic peers, (2) his understanding of the epistemic implications of religious peer disagreement, and (3) the viability of his demand for additional evidence as a response to instances of peer disagreement
Does Face Recognition Correlate with Narcissism? A Replication.
Get PDFProsopagnosia is a disorder that affects one\u27s ability to recognize the faces of other people, despite normal vision and memory. A recent study (Giacomin et al., 2022) suggested that face recognition ability is directly correlated with the degree to which someone has narcissistic personality traits (a self-centered and exaggerated sense of self-importance). If this is the case, it may provide clues as to why people with prosopagnosia have such limited ability to recognize others. In this study, we attempted to replicate Giacomin\u27s work using well-validated measures of face recognition ability. This project was led by four Bethel students who presented their work at the Vision Sciences Society Conference in St. Petersburg, FL in May 2023
Is Divine Hiddenness evidence for atheism? A response to J. L. Schellenberg
Get PDFThe problem of divine hiddenness is an objection to Christianity that claims that a perfectly loving God would make his existence more obvious than it, in fact, is. The philosopher, J. L. Schellenberg has argued extensively there are some people who fall into the category of non-resistant nonbelievers, people who desire to believe in and be in relationship with God, but who cannot due to the lack of evidence for God\u27s existence. Schellenberg argues that the existence of non-resistant nonbelievers is incompatible with God\u27s being perfectly loving and all-powerful. In response, I argue that even if there are nonresistant nonbelievers, Schellenberg\u27s argument fails because he fails to acknowledge two important realities: (1) God\u27s provision of evidence of his existence does not mean that all humans will see that evidence and (2) it is possible that some people are nonresistant to the idea of God\u27s existence, but still unwilling to accept the personal implications of God\u27s existence
The Impact of Political Polarization on Church Life in the Upper Midwest
No full textPolitical polarization in the USA has been rapidly increasing since the 1990s. During that same time period, demographic data has shown both a growing population of religious “nones” who no longer identify with a faith tradition and a declining influence for churches and church leaders as the political identities of American Christians becomes more and more central to who they are. This presentation explores this dynamic, examining how rising polarization is impacting church life by drawing on twenty-six interviews with upper Midwest pastors that the author conducted during his 2021 sabbatical. Across denominational lines and urban, rural and suburban contexts, pastors expressed deep concern about the impact of political polarization on their churches and gave specific examples of the challenges this is creating. The interviews suggested that the particular challenges polarization created for church life varied based primarily on geographic location, not denominational difference.https://spark.bethel.edu/dayofscholarshipgallery/1013/thumbnail.jp
Physician Assistants/Associates with Doctoral Degrees: Where Are They Now?
No full textOriginal Research: The impact of holding a doctoral credential by clinically practicing physician assistants (PAs) remains unknown. The purpose of this study was to investigate practice patterns and describe demographic characteristics of PAs who have terminal doctoral degrees. This was a secondary analysis, using descriptive bivariate statistics and chi-square tests, with data obtained from the 2021 Salary Survey of the American Academy of PAs. There were statistically significant differences in practice patterns and demographic factors between PAs with and without doctoral degrees. Taken together, holding a doctoral credential may improve upward mobility at workplaces. This study was among the first to analyze data surrounding the characteristics of clinically practicing PAs with terminal doctoral degrees. We hope this work may shed more light on the potential impacts of doctoral degrees for PAs and provide needed evidence for the ongoing debate on whether the PA profession should move to doctoral level training.https://spark.bethel.edu/dayofscholarshipgallery/1024/thumbnail.jp