Northwestern College - Iowa
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Costuming Hamlet
Full text linkCombining elements from both Medieval and Renaissance eras, while mixing in a little Nordic flair, I want the costumes of Northwestern\u27s production of Hamlet to be a representation of the times while avoiding ordinary drabness. The costumes will be clear silhouettes that speak to the history of the play, but be built in colors that bring Shakespeare\u27s story to a vibrant life. Color schemes will help tell the story through family tree connections and bring a rare pop to this tragedy. Throughout each piece there will be a unique combination of historical accuracy and the touch of a designer\u27s imagination
The Most Current and Effective Pharmaceutical Treatment Options for Chronic Migraines
Full text linkChronic migraine (CM) is a debilitating condition that affects a significant portion of the population. Treatment for CM is a current area of research with new medications being developed. One of the latest mechanisms of action for treatment is targeting the calcitonin gene-related peptides. Two classes of drugs block that pathway, Anti-CGRP monoclonal antibodies and CGRP receptor antagonists. Another therapy that has been utilized recently for the preventative treatment of CM Onatabotulliniumtoxin A (Botox)
The Impact of Self-Reflection on Teacher Growth and Effectiveness
Full text linkThis study explored how consistent self-reflection can support teacher growth and improve instruction. Over a four-week period in a 7th-grade computer science class, I used daily reflections, journal entries, and informal observations to see how reflection influenced my teaching and student engagement. Small, regular check-ins after each class helped me adjust lesson pacing, improve transitions, and respond more intentionally to student needs. Themes like time management, classroom flow, creativity, and collaboration came up often, but student engagement was mentioned the most. Without major changes to the curriculum, reflection helped me teach with more purpose and confidence. While this study focused on one teacher, the results suggest that consistent reflection can lead to meaningful improvements in the classroom
Promoting positive peer relationships for students with disabilities
Full text linkStudents with disabilities often encounter significant barriers when it comes to building positive peer relationships in inclusive classrooms, leading to feelings of isolation and negatively impacting their academic performance and social well-being. This paper seeks to address these challenges by exploring effective teaching strategies aimed at fostering positive interactions among students with disabilities and their peers. Through a comprehensive literature review and classroom observations, the research focuses on identifying practical, readily implementable methods that educators can use in their everyday teaching practices without the need for extensive resources or specialized training. Key strategies such as cooperative learning, social skills training, and peer support programs are examined for their effectiveness in enhancing social engagement, academic participation, and overall classroom climate. The ultimate goal is to empower educators with insights and techniques to create a more inclusive and supportive environment where all students, regardless of ability, feel valued and connected. By investigating what works best, this inquiry-based research aims to contribute valuable recommendations for improving peer relationships, which are critical for the growth and success of students with disabilities in educational settings. This paper highlights the importance of fostering a school culture that prioritizes inclusivity and celebrates diversity, ensuring that all students recognize and appreciate each other’s unique abilities. Ultimately, by focusing on these strategies and fostering inclusivity, we can help all students feel included and appreciated in their classrooms
Student Inclusion in Least Restrictive Environment
Full text linkWhen writing Individualized Education Plans (IEPs), the least restrictive environment (LRE) is typically defined as the general education classroom. However, this may not be held for all students. This research explores how LRE placement impacts academic performance and social engagement among students with disabilities. Through quantitative data collection and a descriptive research design, the study questions the assumption that inclusive practices are always the best approach. The findings indicate a statistical correlation between the amount of time spent in general education and the frequency of behavioral issues among students with disabilities. Specifically, data show that students exhibited more behavioral problems when they spent more time in the general education classroom compared to the special education classroom. Additionally, staff members are uncertain about implementing inclusion, particularly for students with higher needs. While this research provides valuable insights, further studies are necessary to fully understand the social-emotional impact of inclusion on students with disabilities
Impact of Mindfulness on Teaching and Learning
Full text linkResearch has shown that mindfulness practices that enhance awareness and focus while regulating emotions benefit students\u27 well-being and academic achievements. The research studies mindfulness practices\u27 effects on third-grade classroom teaching and learning processes. The research study explores how the daily incorporation of mindfulness practices impacts student attention and self-management skills together with their academic outcomes while assessing the impact on teacher effectiveness and classroom environments. A mixed-methods approach combines quantitative data from academic assessments, behavioral observations, and qualitative insights from teacher journaling. The initial findings indicate that students who practice mindfulness show better focus and involvement in learning while displaying decreased disruptive behavior, resulting in a more united and attentive learning environment. The research study provides evidence for implementing mindfulness effectively in elementary classrooms so that educators can develop a student-centered educational approach
The Effects of the Preschool SDI Program on Students with Disabilities in the Inclusive Setting
Full text linkThis study\u27s purpose was to determine if the Preschool SDI program, created by Iowa, was an effective program for creating a successful inclusive environment for all students. To determine the effectiveness, the following guiding questions were asked: 1) What is the rate of growth between the amount of time spent in an inclusive setting and academic success and 2) What inclusive models are successful in creating inclusive settings for teachers and students? To answer these questions this study focused on a north central Iowa school district. Participants included a total of 67 three- to five-year-old children enrolled in the district’s preschool program at the time of the study. Seven of these students had IEPs for needs beyond speech services. Quantitative data were collected through the preschool assessment tool, GOLD. Field notes based on independent peer interactions for students with IEPs were collected by staff in each classroom. The field note findings show no real benefit based on absolute growth between the Preschool SDI Program and the number of independent peer interactions. The GOLD data suggests all students continued to make growth in the area of social emotional development in an inclusive setting. This data, when combined, suggests that the Preschool SDI Program is beneficial to students and staff with the provided training, materials, and ongoing coachi
The Power of Pre-Reading Skills
Full text linkEarly primary students can struggle with pre-reading skills, and this struggle leads to a lack of reading development as they enter primary grades. Research reveals that factors such as working memory and disorders such as dyslexia influence children\u27s reading development, yet strategies such as orthographic mapping and embodied learning can improve their pre-reading skills. Research has also shown that pre-reading skills are correlated with later reading abilities. This study aims to describe the characteristics of pre-reading skills and explain the impact of pre-reading skills on later reading abilities. Based on a literature review on the impact of pre-reading skills, assessment data was collected at a small public school in South Dakota. The researcher analyzed report card information and NWEA MAP Growth assessment data from the class of 2031, reviewing the students\u27 early foundational skills scores and their latest sixth-grade reading scores. The results indicated an impact of pre-reading skills on later reading abilities among students with advanced scores and lower scores. However, the results also showed that students with average scores tended to have more variation in their reading growth or decline. On this basis, it is recommended that researched strategies such as orthographic mapping and embodied learning be used to improve students’ pre-reading skills. Further research could involve extending the sample size and considering more precise assessment data of pre-reading skills
Effects of Trauma on Brain Development and Learning
Full text linkEarly childhood trauma significantly impacts brain development, particularly in the areas of language processing and executive functioning. This inquiry-based research explored how trauma influences students’ attention, engagement, and emotional regulation in early learning environments. The purpose of this study was to investigate the effects of trauma on learning and literacy development and to identify trauma-informed teaching strategies that support academic success in young learners. Data collected through reflective journaling, classroom observations, and teacher discussions revealed that students affected by trauma often struggle with emotional regulation, focus, and task engagement. However, the implementation of trauma-informed practices, such as consistent routines, emotional check-ins, and flexible learning environments, showed promising results in improving student engagement and emotional well-being. Findings reinforce the need for schools to integrate trauma-informed practices and frameworks and ongoing professional development to better support students impacted by trauma. Keywords: brain development, early childhood education, early childhood trauma, emotional regulation, literacy acquisition, trauma-informed teaching practices
The Power of Predictability: Examining the Impact of Structured Routines on Behavior and Attentiveness in Early Childhood Education
Full text linkThis study examines how structured routines impact preschoolers\u27 attentiveness and behavior in a small-town classroom with a diverse student population, including ELLs and children with IEPs. The research uses observations, teacher interviews, and parent surveys to examine how routines shape engagement, transitions, and self-regulation. Using a mixed-methods approach, the study integrates qualitative and quantitative data to explore how these routines influence engagement, transitions, and behavioral development. The study gathers data through systematic observations, structured behavioral assessments, semi-structured teacher interviews, and parent surveys, providing insights from multiple perspectives. Drawing on the principles of practitioner inquiry (Fichtman-Dana & Yendol-Hoppey, 2020), the study identifies patterns that emphasize the role of routine adherence in fostering emotional regulation during transitions and increasing attentiveness in group activities. The study shows that aligning classroom and home routines creates stability and supports holistic child development. These findings contribute to the academic understanding of early childhood education and offer practical, actionable strategies for improving classroom management and promoting long-term educational success. The study\u27s practical implications, such as identifying effective strategies for educators, highlight the real-world impact of this research