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Impact of a Student’S Culture on Placement in Special Education
Get PDFIDEA requires that schools address the disproportionate amount of minority students in Special Education. This literature review will summarize current research (2010 or later) on the evidence of disproportionality of minority students in Special Education, the potential bias of teachers and how that impacts student placement into Special Education, and how assessment bias affects placement in Special Education. The research revealed that there is no set evidence of disproportionality due to culture, but that disproportionality occurs because of many factors, which does include culture
Sensory Informed Teaching and the Impact on Student Learning
Get PDFThis thesis explores the impact that sensory stimuli have on students with sensory disorders and how this impacts their academic growth. It was hypothesized that sensory impact was a great hindrance for students that suffered from hyper or hypo neurological sensory stimuli processing disorders. However, the impact of sensory disorders proved to be far greater than just an academic relationship, but also social and emotional relations. Once determined, the next step was to find applicable interventions for general education classrooms, as well as special education classrooms, that were fiscally and spatially reasonable. The sensory processing disorders were evaluated and discussed in the order of low registration, sensory sensitivity, sensory seeking, and sensory avoiding. A literature review examined both qualitative and quantitative research that evaluated students with sensory disorders and the best interventions to use with them. A conclusion, that addressed the four sensory processing disorder inputs, was drawn regarding the most beneficial methods of sensory accommodations
Virtues as Mediators of the associations between Religious/Spiritual Commitment and Well-being
No full textReligious/spiritual commitment tends to show positive associations with well-being, and yet, questions remain about the mechanisms for the association. Some have recently proposed that virtues may mediate the religious/spiritual commitment – well-being association. However, empirical support for this mediating role stems largely from cross-sectional studies. Further, scholars have increasingly drawn attention to validity concerns when studying religiousness/spirituality, virtues, and well-being. As such, we explored associations among religious/spiritual commitment, virtues, and well-being, prior to and after conducting factor analysis. Our sample consisted of graduate students attending 18 seminaries across North America (N = 580; Mage = 31.50; SD = 11.12; 47.3% female; 62.9% White). Patterns of associations initially showed evidence of construct overlap among two pairs of virtues, which was confirmed by factor analytic findings, the latter which suggested a five-factor first-order structure of the virtues. Latent variable modeling showed cross-sectional associations between greater religious/spiritual commitment and greater well-being through greater blessedness and forgiveness. Longitudinal associations did not replicate the cross-sectional findings, but did show associations between prior levels of greater humility and later levels of greater eudaimonic well-being, and between greater hedonic well-being at time 1 and greater blessedness at time 3 through greater eudaimonic well-being at time 2. Greater religious/spiritual commitment at time 1 also predicted greater well-being at time 3, through a synchronous mediation process involving blessedness at time 2. Findings highlight the importance of attending closely to potential construct overlap in the measurement of religiousness/spirituality, virtues, and well-being
The Impact of Poverty on High School Graduation Rates
Get PDFKids living in poverty is an issue that can impact students in many ways, especially educationally. This thesis paper goes in depth on how poverty negatively impacts graduation rates. Students living in poverty can be negatively impacted socially, emotionally, mentally, etc. for many different reasons. The good news is, there are solutions to students who live in poverty. This thesis paper also dives into those solutions for students living in poverty
No Justice, No Peace? Rene Girard and Endless Rivalries
No full textSt. Paul, MN. I often drive through the square commemorating the 2020 murder of George Floyd in Minneapolis on my way home from the school where I help out. Until recently, it bore the slogan, “Kill Your Inner Cop.” Neighborhood lawns are planted with signs reading “No Justice, No Peace” and “No Justice, No Streets.” Over the last couple of years, I’ve started to wonder if the streets would be safe even if the social justice activists got everything they wanted. Let’s say they got reparations for slavery, cultural acceptance of gender self-determination, free access to the internet, and an end to police funding, fossil fuels, private schools, and support for Israel. I could go on, but these positions, drawn from the Movement for Black Lives platforms and statements, can suffice
Implementation of Tiered Systems of Support at Secondary Schools in Minnesota
No full textThe purpose of this study was to examine data regarding the implementation of critical components of the Multi-tiered Systems of Support (MTSS) framework in Minnesota public secondary schools, defined as middle and high schools that service any combination of Grades 6-12. This study’s mixed method design utilized secondary data collected from the Survey of Multi-tiered Systems of Support Implementation for Addressing the MN ELA Standards distributed by the Minnesota Department of Education. The survey employed a Likert scale that measured the implementation of four critical components identified as: (a) leadership and organizational structures, (b) curriculum and instruction, (c) assessment, and (d) collaboration among staff along with an open-ended question that asked respondents to identify implementation challenges. Quantitative data analysis was completed using descriptive statistics to describe and summarize the critical component implementation status. 55.65% of respondents indicated the component most frequently reported as fully implemented as, “Parents/guardians are notified when their child begins a supplemental intervention” (MDE, 2017). 42.6% of respondents indicated the critical component most frequently reported as exploring or not in place as, a Standards-based grading system that measures and monitors progress toward benchmarks is in place with reliable ratings between staff” (MDE, 2017). Qualitative responses were analyzed to determine themes and meaning. Five themes were identified regarding challenges encountered during implementation of the critical components of MTSS: a) Staff turnover, bound staff capacity, and staff as a limited resource b) Teachers receive insufficient professional development and training c) Secondary school schedules are not conducive to the MTSS framework d) Lack of tiered interventions and MTSS models for the secondary level d) Limited staff and faculty time available to dedicate to the implementation of MTSS components.https://spark.bethel.edu/edd-showcase-2021/1030/thumbnail.jp
Gretchen Wrobel
No full textDr. Gretchen Wrobel conducts research on curiosity as it affects relationships in adoption, including the adopted person, adoptive parents, and birth parents.https://spark.bethel.edu/uni-prof-photos/1001/thumbnail.jp
Marjorie Schaffer
No full textDr. Marjorie Schaffer\u27s area of expertise is in public health nursing.https://spark.bethel.edu/uni-prof-photos/1003/thumbnail.jp
Search for Wγ Resonances in Proton-Proton Collisions at s=13 TeV using Hadronic Decays of Lorentz-boosted W Bosons
No full textA search for Wγ resonances in the mass range between 0.7 and 6.0 TeV is presented. The W boson is reconstructed via its hadronic decays, with the final-state products forming a single large-radius jet, owing to a high Lorentz boost of the W boson. The search is based on proton-proton collision data at s=13 TeV, corresponding to an integrated luminosity of 137 fb−1, collected with the CMS detector at the LHC in 2016–2018. The Wγ mass spectrum is parameterized with a smoothly falling background function and examined for the presence of resonance-like signals. No significant excess above the predicted background is observed. Model-specific upper limits at 95% confidence level on the product of the cross section and branching fraction to the Wγ channel are set. Limits for narrow resonances and for resonances with an intrinsic width equal to 5% of their mass, for spin-0 and spin-1 hypotheses, range between 0.17 fb at 6.0 TeV and 55 fb at 0.7 TeV. These are the most restrictive limits to date on the existence of such resonances over a large range of probed masses. In specific heavy scalar (vector) triplet benchmark models, narrow resonances with masses between 0.75 (1.15) and 1.40 (1.36) TeV are excluded for a range of model parameters. Model-independent limits on the product of the cross section, signal acceptance, and branching fraction to the Wγ channel are set for minimum Wγ mass thresholds between 1.5 and 8.0 TeV
Strategies to Teach Grit and Perseverance to Students with Special Needs Through the Growth Mindset
Get PDFRecently, there has been increased attention on the importance of non-cognitive skills in achieving academic success. Grit and The Growth Mindset are two of the characteristics. Research has established a positive correlation between Grit and The Growth Mindset with academic achievement, higher graduation rates, and better self-esteem. Evidence strongly suggests the benefits of developing strong cognitive skills reach beyond the school-aged years, providing individuals with the skills to be productive and successful adults. However, research on this topic is still in the early stages. There is limited qualitative information available. The studies offer quantitative information linking Grit and The Growth Mindset to success. There is a current void in the research investigating how psychological factors, such as Grit and The Growth Mindset, play in the academic success of students with disabilities. This capstone project reviews the available literature regarding the importance of Grit and the Growth Mindset; explores why some students succeed while others fail; investigates methods of how special educators can develop those skills in students with special needs