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The Relationship between Inclusive Classroom Practice and Student Self-Perception Outcomes
No full textThe majority of students with special education needs spend of 80% their time in general education classrooms (National Center for Education Statistics, 2019c). While participation in general education classes is linked to positive outcomes for students with special education needs, little has been researched regarding actual practices occurring in inclusive classrooms and the impact of such practices. Academic and social gains for students in general education classrooms are unlikely without effective instruction and intervention. This quantitative study investigated whether there was a relationship between the degree of implementation of inclusive practices in classrooms and student self-perception of academic self-concept and social inclusion. This study intended to systematically examine what components of practice are related to improving student outcomes in classrooms including students with disabilities. The relationship between inclusive practices and student perception outcomes was investigated in high school English Language Arts classes with three or more students with special education needs across four suburban high schools. A positive highly statistically significant relationship was found between student rating of inclusivity of teacher practices and students’ social inclusion. No relationship was found between inclusive practices and students’ academic self-concept
Purpose and Autonomous Functioning in Emerging Adults
No full textThis study sought to understand the relationship between a sense of purpose and autonomous functioning in young adults. The relationships between the dimensions of purpose (goal orientation, sense of meaning, and beyond-the-self focus) and the dimensions of autonomous functioning (authorship/ self-congruence, interest-taking, and a low susceptibility of control) were also investigated. Further, the results were compared with the independent variables of gender, volunteerism, study aboard interest, and faith community participation. Participants (n = 356) were undergraduate college students at a small private liberal arts Christian institution located in the Midwest of the United States of America. Measures included the Claremont Purpose Scale and the Index of Autonomous Functioning. Pearson correlations were used to analyze the data, and purpose and autonomous functioning were positively correlated. With the exception of the susceptibility of control dimension of autonomous functioning, statistically significant correlations were also found between the dimensions of purpose and the dimensions of autonomous functioning. Women reported higher levels of a sense of purpose and autonomous functioning. Students who were involved in faith communities reported higher levels of autonomous functioning and also were more likely to report a sense of purpose. Finally, volunteerism was only associated with a beyond-the-self focus (one of the dimensions of the Claremont Purpose Scale)https://spark.bethel.edu/edd-showcase-2021/1003/thumbnail.jp
Dr. Aida Miles
No full textThe Lived Experiences of Students with High Functioning Autism in Higher Educationhttps://spark.bethel.edu/edd-show-images-2021/1001/thumbnail.jp
Dr. Lynne Picker
No full textMarginalized Voices: Stories of Resilience Among At-Risk Youth in Southern Chinahttps://spark.bethel.edu/edd-show-images-2021/1004/thumbnail.jp
Self-Determination Skills in Special Education Students: A Review of the Literature
No full textSelf-determination is an important skill for all students, but a necessity that students identified as having a disability and receiving special education skills develop throughout their lifespan and prior to leaving the comforts of high school for future success. Self-determination is the idea that an individual possesses the combination of skills, knowledge, and beliefs that allow them to take on and engage in goal-directed, self-regulated, autonomous behaviors. For students to gain these skills they need to be emphasized and taught by the different people in their lives, including but not limited to parents, general and special education staff and various other school staff. Once taught, students need to be provided opportunities to practice these skills in real-life situations to show what they know. This will also continue to build the students confidence in using their self-determination skills in the future when parents and other adult supporters may not be available
Performing Along the Spectrum: a Study in the Application of Theatrical Approaches to Develop and Enhance Social Skills for Students With Autism Spectrum Disorder
No full textIndividuals on the autism spectrum are faced with many unique challenges in navigating their respective worlds. One of the areas in which individuals across every sector of this spectrum may feel a significant impact is in the area of social skill development. The process of social skill acquisition is somewhat elusive in nature; while there are foundational skills that may be consistent across social scenarios, the ability to recognize, develop, and incorporate these skills into daily life may require an approach to learning that is both non-formulaic and non-linear. Engagement in performing arts activities, specifically those related to theatrical arts, provides access to one such non-linear pathway towards the potential development of social skills. The guiding research question for this study is as follows: How do performing arts activities promote the development of social skills for students on the autism spectrum? In order to enhance the reader’s understanding of this topic relevant to the field of special education, the research will be further guided by the following set of sub-questions: What are performing arts activities? How do they promote the development of social skills; and, more specifically, how can they be adapted for students on the autism spectrum? The goal of this research is to enhance the reader’s knowledge and understanding of theatrical approaches to social skill development for students with ASD, as guided by review of relevant literature and development of a framework for application that may be utilized and modified across group and classroom settings
Secondary Student Adult Transitions: Challenges, Barriers, and Interventions for Students with Autism Spectrum Disorder
No full textWhile relatively little is known about the experience of adults with Autism Spectrum Disorder (ASD), disparity among approaches to transition planning indicates inadequate best practice. By evaluating the current state of empirical research literature, this review identifies the most common challenges experienced by adolescents and young adults with ASD. A thorough examination of several longitudinal studies, clinical trials, interview-based assessments, systematic reviews, and qualitative research, and preliminary findings indicate the urgency for increased and improved research regarding evidence-based interventions for the adult ASD population. Existing interventions confirm the necessity to avoid a one-size-fits-all approach. Recommendations for future research and implications for educational application are discussed
His Soul Is Marching On: The Abolitionist Spirit of John Brown
No full textIn the time of Bleeding Kansas, a period of some of the most intense internal strife in US history, abolitionist John Brown was at the center of attention. His capture of Harpers Ferry and his public execution made him a symbol of the conflict within the nation, and it pushed the antislavery movement into the spotlight. Through speaking and through combat, the abolitionist spirit of John Brown divided America even further during the antebellum period. His great influence split up people for and against anti-slavery, both during his life and after his execution
Chinese as a Foreign Language in the K-12 Education System of the United States: Challenges and Opportunities
Get PDFThis paper examines the state of the Chinese as a Foreign Language (CFL) education system in the United States at the K-12 level. The approach to this research first demonstrates the importance of Chinese language expertise to the United States government as well as to private citizens in light of economic opportunities and national security interests. After establishing the relevance of engagement with China on multiple levels and therefore the appropriateness of learning Chinese (specifically Mandarin, but also Cantonese), the focus turns to the institutional and pedagogical aspects of K-12 Chinese education. On the institutional level, CFL programs are spreading across the nation. Problems with funding, teacher training, and underdeveloped curriculum are mitigating factors to program success in many cases. On the pedagogical level, differences between the educational cultures of Chinese teachers and American students can hamper classroom learning, along with inherent difficulties with Mandarin Chinese. Task Based Language Teaching (TBLT) offers a promising teaching methodology, although it remains an understudied and novel approach. While many CFL programs are successful, improvements are necessary across the board as student attrition due to structural problems prevents a sufficient number of Chinese language experts from entering relevant professional fields. A National Strategy to unify CFL program development and resources is proposed to help schools struggling with adequate Chinese language course offerings. Other practical measures can be taken to improve the quality and overall presence of CFL programs across the country, thus ensuring both economic opportunities and national security interests are satisfied
The Use of Gamification in the Classroom
Get PDFThe research presented in this paper is an overview of the use of gamification in education. The study explores the questions: Why is gamification a tool used in the classroom? How is gamification being implemented? What are the potential problems and limits to gamification? The research suggests that using gamification in a classroom increases students’ motivation, positive feelings toward the class, and completion of learning tasks. This is due to the fact that elements used in a gamified classroom tap into students’ need to feel a sense of autonomy, competency, and relatedness. Gamification can also help teachers gain more timely feedback in order to improve their instruction. Since gamification is a relatively new concept in the area of education, more research and implementation are needed especially in secondary education and heterogeneous classrooms