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Minnesota and The Science of Reading
No full textResearch shows that when reading instruction aligns with how the brain learns to read, nearly all students can become proficient readers; yet longitudinal data shows that 30- 40% of students in Minnesota and around the country are not reaching this potential. How are teacher preparation programs instructing preservice teachers to teach reading? What shifts are being made in Bethel\u27s Education Department, in Minnesota, and around the country as more is known about the science of reading? Abbey Payeur\u27s research project looked at how the 29 teacher preparation programs in Minnesota teach reading and completed a qualitative and a thematic analysis of how what is taught aligns with the science of reading. This poster shares the study results and shares examples of how Bethel is leading the way in preparing teachers to teach all students to read.https://spark.bethel.edu/dayofscholarshipgallery/1029/thumbnail.jp
The Effects of Mindfulness on Special Education Students in the General Education Classroom
Get PDFCan mindfulness interventions have a positive impact on both special education students and general education students in the classroom? How does mindfulness affect students’ behavior, academic achievement, and over all wellbeing? This literature review investigated how mindfulness affects special educations students in the general education classroom. The literature suggests mindfulness can be helpful to all students, but especially to those who experience anxiety. It can increase on-task behavior and decrease problem behavior, which can lead to improved classroom and school climate. Mindfulness can be implemented as a behavior intervention for both general education and special education students to help decrease anxiety and stress and increase emotional awareness and regulation. Mindfulness can be a helpful behavior management tool, and with a little time and training, it can also be easy for teachers to implement and practice themselves
Character Education in the World and How Does it Affect and Reform the Traditional Curriculum in China: A Comprehensive Review of History and Future Prospects
Get PDFBy studying a number of key factors in the promotion of character education core values at schools across Western countries, this research aimed to focus on providing an in-depth view of how Chinese character education principles been studied and modified, that have been implemented in different level of schools and discuss its future prospects. It seeks to explore why the new reformed curriculum requires the teaching materials be contemporary and back to the nature of education. In promoting character education in some specific elementary schools, this paper analyzes the challenges and difficulties faced in Chinese schools, and suggests improvement methods. The optimal goal of this study is to assure character education teaching materials should match with the teaching strategies in a variety of ways and blended with a rich mixture of real-life examples of moral education, including but not limiting to a comprehensive courses such as social, historical, and geographical knowledge on the basis of character education. In sum, the study is included as followed: development process and implement strategies for character education should be integrate with school-based curriculum, formal and extra-curriculum. The leadership of principals, teachers, and communities are the foundation of character education to support a persistent and endure the success of character moral education
Impacts of Standards-based Grading and Alternate Grading Strategies on Student Success
Get PDFStandards-based grading has changed how schools have graded its students for the past few years. Under standards-based grading students receive several grades for each benchmark skill that the student displays their knowledge of. This is a huge departure from what I have always known through my own education. For my Master\u27s thesis, I reviewed the recent literature around standards-based grading and other grading experiments. I wanted to see what the effect of the changes have been, and more importantly what advice can be drawn from the recent research literature on the subject. Overall, teachers\u27 and students\u27 experiences with alternative grading philosophies were found to be positive
Stress in the Clinical Education Environment: Exploring the Lived Experiences of Physical Therapy Students
No full textMany Americans experience high levels of stress, particularly young adults and college students. Stress has been found to be particularly high among students in the health professions, including physical therapy students. High levels of stress, chronic stress, or stress that is not well managed can have negative effects on physical and mental health. Stress can also have positive effects, particularly at low or moderate levels and when it is transient. Clinical education is the liminal space between a student’s educational program and practice in which students have the opportunity to experience real-life stressors, practice stress management skills, and develop habits for stress management that will translate to their role as physical therapy clinicians. Resilient students will become resilient practitioners who experience high levels of well-being and job satisfaction, are more likely to avoid burnout, will persist in the profession, and will provide higher-quality care. The purpose of this phenomenological study was to explore the lived experiences of graduate-level physical therapy students in the United States related to stress during clinical education experiences. Fifteen Doctor of Physical Therapy students, completing their final clinical experience, shared their experiences related to stress through written reflections and semi-structured interviews. The findings were organized into five themes: Stressors/Demands, Coping/Response to Stressors/Demands, Person Factors Influencing Stress Response, Environment Factors Influencing Stress Response, and Outcomes of Stressful Situations/Experiences. The findings revealed implications for all stakeholders including academic educators, clinical educators, and students.https://spark.bethel.edu/edd-showcase-2021/1020/thumbnail.jp
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
Exploring the Need for Non-shame Based Therapeutic Approaches for the Treatment of Pornography Addiction
Get PDFThis research underscores that pornography addiction is an addictive disorder that poses extremely serious threats to the lives and wellbeing of many people worldwide. Pornography addiction is a type of sexual addiction characterized by it compulsive nature that harms many areas of the life of an addict. Shame and addiction are deeply interconnected, making it extremely difficult for an addict to realize his or her value and self-worth. Moreover, the research purports that people who are religiously committed suffer more severely from the emotion of shame than those who are nonreligious. Shame-proneness reinforces emotions of self-loathing and despair, leading to further self-defeating behaviors. As a result, this project links a robust positive relationship between religiosity and shame related to pornography addiction that is mediated by a moral disapproval of the behavior. Therefore, this research establishes that the Sacrament of Repentance and Confession, according to the rite of the Coptic Orthodox Church, can serve as a non-shame-based treatment for pornography addiction. The project investigates three primary concerns, which are: (a) the impacts of shame on the persistence of the use of pornography for sexual gratification, (b) the need for the concealment of the behavior and the avoidance of participation in the Sacrament of Repentance and Confession due to shame, and (c) on the intensification of the use of pornography within the Coptic Orthodox communities in the states of Massachusetts, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, and West Virginia. The research findings were based on three primary data sources, which are biblical-theological reflections, related literature, and field research, while describing a series of integrated conclusions
Social-Emotional Learning and Teachers’ Cultural Competency: The Relationship Between Implementation Practices and Student Outcomes
Get PDFThe purpose of this quantitative study was to examine (1) the relationship between teachers’ perceived cultural competence and the perceived implementation of culturally responsive Social-Emotional Learning (SEL) practices, conditional on teachers’ race, and (2) the relationship between teachers’ perceived implementation of culturally responsive SEL practices and students’ SEL outcomes in Minnesota public school districts, conditional on students’ race. A survey was emailed to all licensed teachers in the state of Minnesota; 1,348 teachers participated in the survey. Qualtrics was used to obtain the teacher survey data. Teachers’ cultural competence was measured using the Educators Scale of Student Diversity survey (ESSD; Patel, 2017). Teachers’ implementation of culturally responsive SEL practices was measured by teachers’ perception of their implementation of culturally responsive SEL practices. Student data were collected through the 2022 Minnesota Student Survey that is publicly available online. The survey items included seven areas which reflect the CASEL framework’s five core competencies and positive outcomes of SEL implementation: academic achievement, self-awareness, self-management, social awareness, relationship building, responsible decision-making, and school connectedness. In order to analyze the hypotheses, a bivariate correlation was used to measure a statistically significant relationship within each racial/ethnic group. The findings suggest a positive relationship between teachers’ cultural competence and the implementation of culturally responsive SEL practices; however, these practices are not positively impacting students’ SEL competency outcomes across all students’ race/ethnic groups. Future research examining culturally responsive practices and teacher implementation would benefit all students’ social and emotional wellbeing and academic development
Types of anxiety diagnosed in individuals with autism spectrum disorder
Get PDFThis literature review unravels comorbidities that accompany Autism Spectrum Disorders (ASD), specifically the various types of anxiety observed in children and adolescents at school, in their home lives, and in the community. This review explores what is known about anxiety in individuals with ASD; considers the presentation and impact of anxiety in various environments; and discusses practices, strategies, and tools that will allow educators and parents to identify and provide strategies to reduce anxiety for individuals with ASD. Anxiety and ASD characteristics are similar making differentiation challenging. As a result, anxiety disorders in individuals with ASD are often underdiagnosed. This review reveals differentiating factors and similarities between anxiety and ASD