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Effective Feedback in the Secondary Writing Classroom
Get PDFFeedback in an educational context is an amazing tool to guide learners towards a goal. This literature review examines the beginning of feedback research, beginning with Thorndike’s Law of Effect in 1898 and moving into what researchers are finding today. The guiding questions for this literature review are: What does the research say about giving effective feedback for student writing in the secondary classroom and, also, which agents best deliver that feedback? As a seventh-grade English and Language Arts teacher in Minnesota, USA, I wanted an in-depth understanding of feedback and how to optimize my own role as an agent of feedback for my students. Understanding other agents of feedback give the additional benefit of learning about student preferences, peer interactions, and self-evaluations. Overall, my review found a strong theme of positivity when evaluating students’ work or students’ responses
Inclusion in the Modern-Day Classroom: Identification of Benefits, Reservations, and Methods of Implementation
Get PDFThis thesis investigates some of the most apparent benefits of creating an inclusive classroom. Inclusion is a vital part of development for students with special education needs, but also directly benefits their general education peers and teachers as well. Some of these benefits are peer learning, forming connections with peers, and preparing the students for post-secondary life. This thesis also takes time to identify some of the areas that inclusion can have some perceived setbacks for both educators and students alike. Identifying these negatives are crucial for the advancement of inclusion, as it is necessary to know what areas need to improve in the future. A couple of the most common perceived setbacks are the teachers’ perceived abilities as well as lack of training to address those shortcomings. Additionally, it is perceived that students struggle with development opportunities and lose motivation. There are also a multitude of time constraints that both teachers and students face. Lastly, this paper addresses some methods for implementing inclusivity into the classroom, as well as improving current inclusionary tactics, such as creating awareness, establishing uniform training programs for educational professionals, and identifying methods to best serve the educational needs of the differently-abled students
Educator Support and Autonomy: Combating the Loss of Self-Efficacy Influencing Educators\u27 Burnout
Get PDFEducator trauma-informed teaching practices in education systems are paving the way for schools to meet the needs of students who have experienced trauma and support students from experiencing secondary trauma. Furthermore, exploring the effects and impacts of the COVID-19 pandemic also conveys the influences of indicators in educators\u27 burnout. Research suggests that understanding the influences of educator burnout indicators allows policy leaders, districts, and schools to address the increasing levels of educator burnout. Unfortunately, our society does not know the lasting impact COVID-19 had on our educational system for both students and teachers. Findings in the research revealed impacts on educator self-efficacy and influences on burnout from increased work demands but a lack-there-of support for educators. Policy leaders, districts, and schools can implement strategies such as collaborative planning time, allowing time for teachers to implement trauma-informed pedagogy into their classrooms, and accessing support for self-care to address the need to decrease the likelihood of burnout to support our education system. Research does suggest that COVID-19’s impacts on the educational system are bringing to light future issues in education; however, as a society, we can only assume the lasting impacts, and this is where further research is needed
Advancing the Mindset of Design Thinking in Secondary and Post-Secondary Business Education
No full textLittle is known about the use of design thinking in business education. This descriptive, quantitative study was situated in a theoretical framework of social constructivism and experiential learning, and sought to discover to what extent secondary and post-secondary business educators are implementing design thinking. Secondary teachers are embedding design thinking into information technology and entrepreneurship courses, and post-secondary instructors are embedding design thinking into management, general business, and information technology courses. Lack of knowledge is the main reason business educators do not use design thinking. Business educators confirmed that reflection is essential to the design thinking process, and class discussion was the instructional approach most used to foster reflection. It is likely that business school faculty have not been exposed to designers in either their corporate careers or their own business school education, and need to learn the design thinking mindset, tools, and pedagogies in order to implement them into business courses
Michael W. Holmes
No full textDr. Michael Holmes\u27 area of expertise is in New Testament and early Christianity, with special interests in New Testament textual criticism and the apostolic fathers.https://spark.bethel.edu/uni-prof-photos/1005/thumbnail.jp
There Be Dragons: History and Meaning of Dragon Imagery in Art (and Religion)
No full textDr. Jim (James) Lewis joins Bethel University art student Josh Vana as he presents research on the historical roots of dragon imagery and symbolism in Asian and European art and how that informed the development of his displayed sculpture in the University Library. A conversation with Professors Kenneth Steinbach and Jim Lewis follows the presentation. Dr. Lewis explains the significance of the dragon motif as it finds it origins and meaning in Chinese culture in the 22:00 to 35:00 portion of the video. The panel discussion with all three presenters concludes the video starting at 48:09. The video is accompanied by a companion document on this topic entitled, There Be Dragons
Expedient Resolution for Shoulder Dystocia: A Comparison of Maneuver Research
Get PDFIntroduction: The purpose of this review is to assess which order of interventions is the most effective and timely at resolving a shoulder dystocia according to the literature. This is important information for perinatal providers to utilize while managing a shoulder dystocia, as there is inconsistency in the literature about what the most effective approach is for resolving this emergency. This review is important to see what the literature shows are the most safe and effective maneuvers for perinatal providers to utilize earlier in the management of shoulder dystocia. Methods: A literature search was conducted to identify original studies published between 2010 and 2021 in CINAHL, PubMed, Science Direct, and Scopus using keywords associated with shoulder dystocia management. Inclusion criteria specified original studies that addressed the management of shoulder dystocia via maneuvers or interventions by obstetric providers. Publications were excluded if they were a literature review, not available in English or full text, addressed prevention of or risk factors for shoulder dystocia, and simulations of shoulder dystocia. Results: The search identified 15 publications that met all criteria. Findings across these studies showed the use of McRobert’s maneuver and suprapubic pressure as the first line maneuvers employed during a shoulder dystocia. Many of the studies recommended the delivery of the posterior arm as the second maneuver. The studies in this review determined there is not a statistical significance in the rate of maternal and neonatal injury based on the obstetric maneuver performed after adjusting for duration of dystocia. Findings across the studies revealed the risk for maternal and neonatal morbidity increased with the number of obstetrical maneuvers performed. Discussion: During a shoulder dystocia, McRobert’s maneuver and suprapubic pressure should be utilized as the first maneuvers as they are simple and effective. If these maneuvers are unsuccessful, the obstetric provider should attempt delivery of the posterior arm. The provider should elicit maneuvers effectively and efficiently in an attempt to reduce the number of maneuvers employed
Understanding Possible Risk and Protective Factors For High School Students Who Experience Chronic Childhood Trauma
Get PDFStudents enter their respective school buildings with unknown past physical, emotional, or mental traumas due to dynamics within their family, community, or school (Izard & National, 2016). Experiencing trauma in childhood can lead to a myriad of educational challenges, such as lower grades, more suspensions and expulsions, increased use of mental health services, and increased involvement with child welfare and juvenile justice systems (U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration, 2016). The prevalence of childhood traumas, neighborhood problems, discrimination, chronic strains, adverse life events, and daily hassles are also associated with severe mental illness (Adams et al., 2015). The purpose of this study was to identify which risk and protective factors in students’ homes, communities, and school environments influence students’ academic achievement and social behaviors in a high school setting. This study’s data collection included interviewing 10 high school seniors attending an alternative high school setting. The intent was to understand which perceived risk factors were barriers to academic success and which protective factors supported students’ academic and social success in high school. The findings of the study identified factors experienced within the home, community, and school environment that directly impacted students’ academic and social success. These factors are on a continuum of risk to protective and included: family relationships, verbal messages from the home that impacted students’ self-efficacy, norms and support from the community to do well in school, school cultures that elicit relationships and belonging, and culturally relevant curriculum and engaging instruction
The Association Between Religiosity and Alcohol Use in Adolescents
Get PDFResearch has found that the age and strength of religion directly correlate to the level of alcohol consumption(Mason & Windle, 2002). Previous studies show that adult women with stronger religious beliefs consume less alcohol compared to those with weaker religious beliefs (Mattila & et al., 2001). There is a gap in investigating the relationship between religiosity and alcohol use in adolescents. This study provides insight into the relationship between religiosity and alcohol consumption with adolescents
Supporting Educators in Implementing Alternative Instructional Strategies
Get PDFEducators need support offered to successfully implement alternative instructional strategies, like project-based learning, cooperative learning, and inquiry-based learning. This literature review points to six supports to overcome the challenges to implementation providing sustained support. A teacher’s self-efficacy, attitudes and beliefs help overcome challenges faced and help with the readiness level. Professional development that provides sufficient time, but also considers the program orientation, includes content experts, and time for reflection provides support. Teachers offered a coach or mentor, practical experience of the strategy, and co-teaching opportunities support the use of the instructional strategy. Research points to starting these supports in teacher education programs to prepare future teachers. These supports in place help educators create engaging learning environments to increase student growth