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Literacy Instruction Best Practices for Students with Disabilities
Get PDFThe literacy instruction of students with developmental disabilities often looks different from the instruction of students without disabilities. In a world where knowing how to read is pivotal in order to function independently, it is crucial for all students to know how to read and receive the best literacy instruction provided by their classroom teacher. Special education teachers who have the opportunity to instruct this student population should have the most up-to-date research and evidence-based best practices to implement into their literacy lessons and classroom environment. As students with developmental disabilities only began attending mainstream schools with their general education peers in the last forty years, there is a lack of research in this area. This literature review will discuss why there is a lack of research and uncover what research is currently published; readers will develop an understanding of what evidence-based best practices exist and how to implement these strategies into their own classroom
Structural Relationships Among Teacher Self-Efficacy and Burnout
No full textThis literature review focuses on the structural relationships between burnout in the education field and teacher self-efficacy. Teacher burnout is a substantial issue in education today and continues to increase as time continues. A teacher’s attitude and disposition towards their job directly affects student motivation and engagement. The primary purpose of this literature is to gain a better understanding of factors leading to burnout among K-12 teachers and to be able to offer suggestions for ways to reduce and prevent burnout. Relevant empirical studies of burnout and self-efficacy in education will be scrutinized and summarized through research investigation. In addition, teacher self-efficacy will be suggested as a solution to mitigate burnout. Evidence recommends that through the intentional process of improving self-efficacy in our teachers, we can decrease burnout and produce record-high levels of student motivation and engagement in the future
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)
The Impact of Mathematics Curriculum Policy in the United States
No full textThe purpose of this literature review was to investigate the effectiveness of common curriculum initiatives in mathematics in the United States. First, the study examined the effects of these initiatives on the rates of students’ math anxiety. Second, the study evaluated policies related to curriculum requirements for their effectiveness in improving test scores, closing racial and socioeconomic gaps, and course failure rates. Specific policies were the effectiveness of mandating Algebra 2 and the implementation of Algebra 1 for all eighth-grade students. Third, the study analyzed unique initiatives, such as “Double-Dose Algebra” and math-enhanced elective courses for effectiveness. Findings of current policies were largely either negative or inconclusive, and the results of unique initiatives were mixed
Dr. Jarad Russell
No full textThe Racial Attitudes of White Students at a CCCU Institutionhttps://spark.bethel.edu/edd-show-images-2021/1005/thumbnail.jp
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.https://spark.bethel.edu/edd-showcase-2021/1006/thumbnail.jp
Diabetes, Obesity, and Quality of Life Among End-Stage Renal Disease Patients Receiving Hemodialysis
No full textWithin the last thirty years, in the United States alone, the number of patients receiving treatment for end-stage renal disease (ESRD) doubled (Centers for Disease Control and Prevention [CDC], 2018b). Previous research has indicated lower quality of life in patients with ESRD and has also shown further reduced quality of life with the presence of diabetes and obesity (eg. Liu, Yeh, Weng, Bai, & Chang, 2017). The purpose of this study was to determine the existence and nature of any relationship between quality of life and comorbidities of diabetes mellitus and obesity in ESRD patients receiving hemodialysis treatment. Mean quality of life scores were gathered from an electronic version of the WHOQOL-BREF survey distributed through use of a social media platform, Facebook. The survey was available on multiple kidney disease support group pages and the National Kidney Foundation Facebook page. Scores were determined based on WHOQOL-BREF scoring instructions and mean quality of life scores were then analyzed using unpaired t-tests across five domains: total, environmental factors, physical health, psychological health, and social relationships. Results of the study concluded that participants with comorbid diabetes reported decreased quality of life when compared to participants with obesity alone, diabetes and obesity, and those without comorbid diabetes or obesity. Participants with obesity reported lower quality of life scores when compared to participants with no comorbidities. Finally, participants without diabetes and obesity (control group) reported the highest quality of life scores across all domains. Findings from this study could be utilized to aid in further research including exploration of glycemic control or severity of obesity with regard to quality of life. More extensive research to determine causal factors with regard to this population may help to improve understanding and promote interventions to address quality of life in the ESRD population
Sensory Processing Disorder: An Introduction For Classroom Teachers
No full textElementary students may be impacted by Sensory Processing Disorder (SPD) resulting in poor performance, anxiety, or behavioral challenges. This literature review defines sensory processing disorder and provides information about ways teachers can recognize and support students with SPD in the classroom. The research explores all aspects of sensory processing disorder; history, comorbid conditions, causes, diagnosis, interesting connections and interventions. Teachers need to understand SPD to modify classroom environments and teaching methods. Information from this literature review provides a theoretical foundation for the SPD handout that will support teachers when working with students with sensory processing disorder
The Congruence of Teachers’ and Principals’ Perspectives of Learning-Centered Leadership Behaviors of Principals within International Christian Schools and the Impact on Organizational Commitment of Teachers
No full textThe purpose of this quantitative study was to explore the degree of congruence between principals’ self-perception of learning-centered leadership behaviors and teachers’ perceptions of learning-centered leadership behaviors of their principals in international Christian schools accredited with the Association of Christian Schools International (ACSI) located in countries outside of North America. If a difference does exist between teachers’ and principals’ perceptions, will teachers’ organizational commitment be impacted? The perspectives of leadership behaviors were determined using the Vanderbilt Assessment of Leadership in Education (VAL-ED) (Goldring, Porter, Murphy, Elliot, & Cravens, 2009). Both principals and their teachers completed the survey online. Teachers also completed the TCM Employee Commitment Survey, based on Allen and Meyer’s research (1990) to determine their degree of organizational commitment. The population for this study was limited to principals and teachers who currently work at an International Christian School. Results demonstrated a statistically significant difference exists between the perspectives of principals and their teachers regarding the principal’s learning-centered leadership behaviors. Principals and teachers differed on their perspectives of the principal’s core components of leadership; high standards for student learning and performance accountability, and key processes; planning, supporting, advocating, communicating, and monitoring. Results did not indicate a correlation between the differences of perspective and teachers’ organizational commitment. Although the sample size was small and results are limited in their generalizability, school leaders of international Christian schools will find the conclusions relevant to their context
Building a Cultural and Scholar Identity in Adolescent Black Males
No full textBlack male students in the United States have been the focus of interest in education for a long time. Much professional development is centered around closing the Achievement or Opportunity Gap as the progress of Black students is not as great as their White peers. Research shows that Black male students want to be seen and valued in classrooms by their teachers, other adults in school, and peers. They want to experience equitable and fair disciplinary practices. They want to be held to high expectations and rigorous course options available to them. Schools need to provide opportunities for Black male students and their families to learn about and develop their cultural identity as there is a positive correlation between academic achievement and a positive racial identity. Mentorship with Black male adults has been shown to have a positive effect on academic achievement. Schools should simultaneously provide training to teachers to develop positive and high expectations, plan rigorous lessons, and create classroom environments that are supportive and validating for Black students. Teachers also need to ensure that behavior expectations are clear and enforced fairly for all students in the class