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Education for Newly Diagnosed Sarcoma Patients: A Community Service Project
Get PDFSarcoma is a rare neoplasm that may be found in any location in the body’s soft tissues or bone (NCCN, 2020). As with all cancer, early diagnosis is important. With sarcoma, there is increased urgency to obtain a proper diagnosis early on because of the common incidence of metastasis of the primary tumor. The increased rate of metastasis in sarcoma is due to the favorable spread of cancer cells through the blood and lymphatic system (Pennacchioli et al., 2012). The treatment protocol after a new diagnosis of sarcoma depends on the type and may include multi-targeted therapies such as chemotherapy, radiation, and/or surgery (Gebhardt, et al., 2022). There exists a lack of access to sarcoma patient education and an increasing population in the U.S. with decreased health literacy. These factors contribute to a decreased patient understanding of their diagnosis and are found to decrease survival. Literature review and analysis of online sarcoma education shows that existing education is written above what the NIH considers the general U.S. population’s reading level (Patel et. al., 2015). This led to a partnership between the authors and Rein in Sarcoma (RIS), a non-profit organization based out of Minnesota. The authors partnered with RIS to enhance remotely accessible and easy to understand sarcoma education through online videos aimed for newly diagnosed sarcoma patients and their families. The five video series describes what sarcoma is, treatment options, experiences from sarcoma survivors, caregiver experience, and education on various topics such as: advanced directives, hospice, and palliative care. The videos were professionally edited and distributed by RIS online to increase accessibility of sarcoma education
A Cross Cultural Perspective of Parental Influence on Children’s Academic Success and Well-Being
Get PDFThis paper examines the correlation between parental involvement and student academic achievement through a multicultural lens, with a focus on eastern and western parenting. Parenting styles are proven to significantly influence academic achievement and performance (Brown & Iyengar, 2008), with past research suggesting that children tend to benefit most from being raised by an authoritative parent. However, there is growing evidence that western parenting styles (Baumrind\u27s parenting typology) do not directly correlate with observations of student achievement across cultures. This literature review provides an overview of different parenting styles, highlighting dimensions of parenting such as differences in maternal and paternal influence, levels of responsiveness (support/warmth), demandingness (psychological/behavioral control), and autonomy granting. Educational achievement of young students is a robust predictor of socioeconomic attainment in adulthood, subjective well-being, self-esteem, self-efficacy, motivation, and physical health outcomes ( Bae & Wickrama, 2015; Brown & Iyengar, 2008)
Producing a Sustainable Discipleship Model Small African American Adventist Churches Can Incorporate
Get PDFThis thesis presented a case for sustainable, post-baptismal discipleship in small, mostly African American Seventh-day Adventist churches in North America. By examining the prophetic tandem of Elijah and Elisha and the ministry of Jesus and the Seventy (two), the researcher looked to the Bible as the foundation for sustained discipleship. Building on that foundation, the researcher explored the resources of several scholars in the field of discipleship, particularly those who are African American, to assess their approach to sustainable discipleship. The researcher also reviewed a few sources in education and mentorship due to limited scholarship in the field. Next, he presented surveys and interviews that revealed principles of discipleship in the Adventist African American demographic. In synthesizing the biblical, theoretical, and practical resources, the five key factors that presented themselves were: purpose and passion, manageability for consistency, flexibility, personal spiritual growth, and daily commitment to Jesus Christ. The researcher then introduced a model of discipleship believed to be applicable to the said target group. Lastly, the research concluded with personal applications to ministry. The research findings indicate that: discipleship is sustainable, the model is simple, and the principles in the model are both biblical and necessary for sustainability
Perceptions of Elementary Classroom Teachers Using MoveMindfully®: Understanding Teacher Well-being and Teacher Efficacy
No full textThe purpose of this qualitative research study was to understand the perceptions of elementary school teachers who have used MoveMindfully® regarding their personal social emotional well-being and efficacy in meeting the needs of their students. Respondents included eight elementary level tenured teachers from three schools in two districts who implemented MoveMindfully®. Interviews were conducted using Zoom, a video conferencing platform. Interviews were recorded, transcribed, coded, and analyzed for themes. Reliability was enhanced by using an iterative coding process with the dissertation advisor and by using an independent coding analyst. Themes were developed from codes that appeared in at least five of the eight interviews. Findings included that MoveMindfully® strategies reduce teachers’ emotional responses in the classroom, increases teachers’ awareness of the need to be self-regulated to effectively model and teach students self-regulation skills, and strengthens relationships in the classroom setting. Teachers acquire knowledge and skills from MoveMindfully® to better meet the needs of their students. Teachers using MoveMindfully® positively impact their students’ social emotional health and well-being and are equipped to improve students’ capacity to learn. The MoveMindfully® teacher training contributed to effective classroom implementation and impacted teachers’ mindsets. Teacher efficacy may be hindered when teachers experience challenges implementing MoveMindfully®. Future researchers could explore principals’ and students’ perceptions of MoveMindfully® and the programs’ impact on student achievement
How Do the Zero-Tolerance Policies Lead Students of Color to the School to Prison Pipeline
Get PDFThe school-to-prison pipeline in the United States is significantly affected by the zero-tolerance policies and mainly impacts students of color. The school to prison pipeline refers to students of color who are disproportionately placed into the juvenile detention center (JDC). Several factors play a role in what can be done to minimize the number of students of color who enter the school-to-prison pipeline. One factor contributing to the school-to-prison pipeline is the ineffective school-based interventions that increase student dropout. Additionally, it is vital to analyze educators\u27 perspective that intentionally or unintentionally promotes racial bias that may cause disparities and lead to the school-to-prison pipeline. Ultimately, when we refer to the data and injustice, it is important to discover what statistics and numbers show within various districts regarding the disproportionate number of minorities from disadvantaged backgrounds. The data presented in this thesis will show that one must be vigilant in the policies and procedures that negatively impact students of color
The Impact of Classroom Management on Behavior Regulation for Students in Early Childhood and Elementary School Classrooms
Get PDFA significant obstacle for teachers in early childhood and elementary classrooms is regulating negative student behavior. The implementation of classroom management programs is a strategy used by school districts worldwide to lessen learning distractions caused by negative student behavior to improve classroom quality. This thesis is a review of studies specifically linking the impact that classroom management interventions have on behavior regulation. Review of both preventative and reactive classroom management practices were discussed as well as the training process and implementation fidelity. The consistent trend in the research related to increasing positive student behavior in the classroom, is that positive teacher behavior is the one of the biggest predictors of success
The Impacts of 1:1 Technology Implementation on Academic Success and Student Engagement
Get PDFTechnology use in the classroom has been a debated, but popular trend in education, specifically on whether classrooms should have a 1:1 technology approach. Technology in some form is typically used everyday in a classroom setting, but over time schools have been testing out the 1:1 technology approach. This leads to stakeholders inquiring on whether 1:1 technology in school systems has a positive effect on the students. This literature review explores many factors on 1:1 technology in the classroom. This research will first explore the varying student and teacher perceptions. Then it will address student engagement in the classroom. Finally, it will examine student academic success within the 1:1 technology approach
How to Effectively Support Students with Dyscalculia
Get PDFDyscalculia is a neurodevelopmental disorder, which makes it difficult for some individuals to automatically recognize numbers, estimate, perceive pictures, and order items and procedures correctly. It is similar to dyslexia, a common comorbidity, but it is focused on math difficulties rather than reading. Predispositions for dyscalculia may include differences in brain functioning, familial prevalence, and preterm birth. Dyscalculia persists through adulthood and is often resistant to most interventions. When a student with dyscalculia qualifies for special education services, it is most likely under the label specific learning disability in the area of math. As districts push to keep as many students in the general education classes as possible, there has been a rise of co-taught classrooms including special education teachers who work along with the academic content teachers. These teachers need increased training and knowledge, which can help them implement effective instruction and accommodations for students with dyscalculia. Effective strategies include hands-on math manipulatives, graphic organizers, an organizational system which is easy to understand, explicitly-taught concrete to abstract numerosity training, and accommodations to assessments that help students understand the questions. A chapter plan from a specific curriculum is included along with a list of accommodations that can help students with dyscalculia gain confidence in their math ability
Best Practices for Elementary Reading Interventions
Get PDFLiteracy skills are essential for success in school, work, and social life. In spite of years of research and reform, there is still an alarming rate of illiteracy in America today. This literature review, with application emphasis thesis, reviews various articles in order to understand how to optimize reading instruction. The effects of various elements of interventions are explored, including the type of intervention, dosage, group size, and location. Multicomponent interventions were found to be the most effective. Also, increasing total intervention time was correlated with greater effect sizes. Additionally, one-on-one interventions were more effective than small-group interventions. Plans for progress monitoring materials and professional development presentations are discussed to meet the needs of teachers who need turn-key solutions to track their students’ progress through the milestones of phonics instruction. Implications of the findings are discussed
The Efficacy of Advancement Via Individual Determination (AVID) in Closing the Discipline Gap Between White Students and Students of Color
Get PDFThe purpose of this quantitative study was to analyze the data from schools that have and have not implemented AVID for at least three years to determine what difference, if any, existed between the schools’ racial discipline gap. This study compared both the suspension and expulsion outcomes of students of color and White students in Minnesota secondary schools with a racial diversity of 30% or greater Students of color. The results of this study indicate that Black students in schools with AVID programs were significantly more likely to be expelled compared to Black students in schools that did not have AVID programs. Multiracial students in schools with AVID programs were slightly more likely to be expelled compared to multiracial students in schools without an AVID program. White students in schools with AVID programs were slightly more likely to be expelled compared to White students in schools without an AVID program. There was no significant difference in expulsion rates between Hispanic, White, Asian, Pacific Islander, or Native American students in schools with and without AVID programs. There was no significant difference in suspension rates between Hispanic, White, Asian, Pacific Islander, multiracial, Native American, or Black students in schools with and without AVID programs. The findings suggest that while AVID has positive influence on students’ academic achievement, further research is needed to explore the influence of AVID on discipline. Future research focused on the integration of AVID and a Positive Behavior Interventions and Supports (PBIS) system implemented with fidelity within schools’ discipline management could provide additional insights