Northwestern College - Iowa
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Project-Based Learning vs Traditional Teaching Methods
No full textThis study explored how teachers compare Project-Based Learning (PBL) with traditional teaching methods in elementary classrooms. Many schools today still rely heavily on lectures, worksheets, and test-based instruction, which can leave students feeling disconnected and unmotivated. This research began with the problem that students often lose interest in learning when it feels disconnected from the real world. The purpose of this study was to better understand teacher\u27s perspectives on PBL and whether they believe it increases student engagement, learning, and life skills. Using a mixed-methods survey with both multiple choice and open-ended questions, the study gathered responses from elementary educators with varying levels of experience using PBL. The results showed that while most teachers do not use PBL regularly, many still recognize its value. Teachers reported that PBL helped their students become more engaged, think more critically, and work better in groups. Even though some found it hard to implement because of limited time or resources, the majority believed PBL supported both academic growth and personal development. These findings support previous research by Ayton and Capraro (2021), Duke et al. (2021), and Erdogan et al. (2016), who found that PBL improved motivation, problem-solving, and collaboration among students. This study adds to research indicating that PBL can help students build stronger cognitive skills and take more ownership of their learning. When teachers have the support and resources they need, PBL can be a powerful way to make learning more meaningful. The results of this study also show that schools should invest more in training and planning time to help teachers be more successful
It\u27s Not Enough For Us Or Our Students
No full textsetting. When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004 along with the mandates set in the Every Student Succeeds Act (ESSA), students with disabilities were required to be taught in the general education setting with the necessary accommodations, modifications and support services to make learning approachable for them. While these federal laws move education forward for students, teacher pre-service training and professional development has not moved forward to adequately prepare general education teachers for an inclusive setting. General education teachers need to understand accommodations, modifications, differentiation strategies, and support services. The first part of this study investigated Iowa’s colleges’ current course offerings on differentiation and inclusion for general education teachers. Then, the researcher surveyed general education teachers’ perceptions of their pre-service teacher education, current professional development and collaboration, and what they would like to see in future professional development. The findings revealed that a majority of Iowa’s colleges offer two or less courses to prepare teachers for the inclusive classroom setting, and teachers would like more professional development on inclusion, differentiation, accommodations, and modifications. Further research is needed to include a larger amount of general education teachers in the survey; as well as, research what is actually taught in the various college courses
Social Emotional Learning: Strategies, Curriculum, and Perspectives in Elementary Schools
No full textSocial emotional learning is essential for all students to be equipped with the life skills to help them be successful. There are many students that struggle with emotional regulation, social skills, and relationship building. Research has shown the importance of having SEL time in student’s daily schedule to meet the needs of these skills. This inquiry-based research study aims to determine if social emotional learning can help students gain skills on all the areas of SEL to improve their daily life. The study utilized a qualitative approach, using a survey from educators in Iowa. The findings revealed social emotional learning is crucial for all learners and there are many benefits that correlate to this learning. One of the biggest correlations found was the growth in academic progress for students. The study highlights the effective ways to implement SEL into all different classrooms as well as tier two interventions. Further research is needed to explore student experiences and quantitative data related to all the different areas of SEL. Furthermore, research should be done on strategies to help teachers understand the best way to implement different SEL curriculums as well as the understanding behind negative student behaviors
Employing Local Partnerships to Cultivate Student-Centered Business Curriculum
No full textStudents sitting in high school business classes are often distracted, dissatisfied, and bored with the curriculum that teachers are expected to teach. There is a lack of resources and time when it comes to truly engaging students and preparing them for their futures, but research has shown that many students often pursue degrees or some element of business in their post-secondary education, not to mention the skills and capacities developed in business classes make their way into every student’s daily life. This study aims to identify the curriculum that would be best for high school students to engage in, so that value, meaning, and purpose are cultivated and carried forward. Based upon a literature review, an online survey was conducted, as well as two interviews with school staff at a rural public high school in Iowa. The survey and interviews provided insight into the career pathways and interests of students at this high school, as well as sought-after partnership elements with local businesses, student learning preferences, and student assessment preferences. Analysis of the responses indicated that students have positive perceptions and a desire to partner with local businesses in order to create a meaningful business curriculum. However, the staff interviews indicate that although the benefits are immense, there are challenges and obstacles to overcome from the school’s standpoint. On this basis, it is important to consider the value and benefit that developing a student-centered business curriculum with local businesses could have on secondary schools, as well as consider the challenges and how schools and businesses may be able to bridge the gap. Further research is needed to determine tangible ways to implement business and school partnerships and how to alleviate the challenges that hold many school districts back from creating this type of learning environment
Effects of Treatment with AF38469 on Localization of Lysosomal Proteins in Batten Disease in Vitro Models
Full text linkBatten disease is a rare, pediatric, neurological disorder that is the result of a mutation in one of 13 CLN genes. Batten disease has an incidence rate of 1 out of 100,000 births worldwide with CLN3 being the most common form. Being a genetic disorder, gene therapy is an ideal treatment approach for Batten disease. Diagnosis of disease, however, typically does not occur until disease has progressed, when the ideal therapeutic window for gene therapy has already passed. Additionally, the durability of viral-delivered gene therapy over time is poorly understood. AF38469, a small molecule inhibitor of sortilin, was developed for treatment of frontotemporal dementia. Previous work in our lab has shown that treatment with AF38469 promotes lysosomal proliferation and health through the activation of transcription factor EB (TFEB) and its subsequent upregulation of lysosomal gene expression. Here, we present the small molecule, AF38469, as an alternative or synergistic treatment for CLN3 Batten disease. After determining that treatment with AF38469 has a positive effect on CLN3 disease pathology, we sought to understand how AF38469 impacts localization of lysosomal proteins, specifically progranulin, a ligand of sortilin. To execute this, immunocytochemistry was used to visualize the localization of progranulin in the early, mid, and late stages of the endolysosomal pathway. Mouse embryonic fibroblasts (MEFs) from wild type and CLN3Δ7/8 models were treated with AF38469 (40nM), and proteins of interest were labeled and imaged on the Nikon 90i. We concluded that following drug treatment, RAB5, an endosome marker, and LAMP1, a lysosomal marker, were decreased while progranulin (PGRN) and SORT1 were increased in cells. Additionally, cells treated with AF38469 demonstrate decreased PGRN and SORT1 colocalization, suggesting that AF38469 is altering PGRN and SORT1 binding. Collectively these data demonstrate alterations in the endolysosomal pathway following AF38469 treatment
Anti-Proliferative Potential of Plant Extracts: A Study of Guarana, Apple Peel, Milk Thistle, Elderberry, and Barberry
Full text linkPlant-based compounds have garnered interest as alternative and adjunct cancer therapies due to their anti-proliferative properties. This study examines the effects of guarana (Paullinia cupana), apple peel (Malus domestica), milk thistle (Silybum marianum), elderberry (Sambucus nigra), and berberis (Berberis vulgaris) on HeLa cell proliferation. Using in vitro CyQuant assays, we assessed their impact at varying concentrations. Results indicate that guarana and apple peel extracts may exhibit anti-proliferative activity, with guarana acting synergistically with paclitaxel. We believe the extracts are likely acting through oxidative stress modulation, apoptosis induction, and cell cycle disruption (Cavalcanti et al., 2020; Hertz, 2015; Khan et al., 2019). These findings support further investigation into plant-based compounds as complementary cancer therapies, aligning with the need for additional and more effective treatments (American Cancer Society, 2020; Chen et al., 2019)
Interpretive Development in the Binding of Isaac
Full text linkDespite unimportance within the Pentateuch, the Binding of Isaac (the Aqedah) became central to later Rabbinic Jewish theology. In this essay, my goal was to identify early literary developments of that change in the Aqedah narratives of Jubilees, Philo and Josephus using the methodological premise that where sources of disparate backgrounds and rhetorical goals thematically overlap, they are more likely to represent more widely held beliefs – what I call “historical, cultural, and theological development in post-biblical self conception”. Was the Aqedah connected to the institution of the temple or Passover? Was Isaac thought to prefigure later Jewish martyrs? Was the Aqedah considered a shameful remnant of Israelite child-sacrifice? These and other interpretations of the Aqedah have been made, but are they present at this early stage? To address this, I attempted to sketch, in broad strokes, the early interpretive development of the Aqedah based upon thematic overlap between Jubilees, Philo, and Josephus
Using the Sheltered Instruction Observation Protocol (SIOP) to Improve Academic Achievement and Confidence in Students Recently Exited from ESL Services
Full text linkThis mixed-methods research study examines the impact of the Sheltered Instruction Observation Protocol (SIOP) on the academic achievement and confidence of recently exited English as a Second Language (ESL) students in a sixth grade science classroom. The study utilized quantitative data from pre-assessments, progress monitoring checks, post-assessments and a student survey. The study utilized qualitative data from the researcher’s observations and participant work samples. Despite limitations of the study, findings suggest that implementing the SIOP framework into the mainstream classroom improves academic success and student confidence
Effects of Pre-K Attendance on Academic Achievement
Full text linkThis study investigates the impact of pre-kindergarten (pre-K) attendance on academic achievement in literacy and math among students in grades K–2 at a private Catholic school. Data were collected from standardized assessments, comparing students who attended school-based pre-K to those who did not. Results show a statistically significant advantage in literacy for pre-K attendees at the beginning of kindergarten, particularly in the 2024–2025 cohort. However, these academic benefits tend to diminish over time, with no consistent significant differences observed in higher grades. The findings highlight the importance of early childhood education in providing an initial academic boost, though sustaining these gains requires further exploration. Limitations and recommendations for future research are discussed to better understand how early learning experiences influence long-term academic outcomes
The Role of Teachers in the Development of the Curriculum
Full text linkThe role of teachers in the curriculum development process is crucial to the educational success of students. This study explores the impact of teacher involvement in curriculum development, focusing on how their insights and expertise shape a more effective and relevant curriculum for students. Utilizing various sources, including peer-reviewed journals, literature, observations, surveys, and interviews, the research highlights significant contributions teachers make when actively involved in the curriculum development process. These data led to the conclusion that teacher involvement in curriculum development has significant positive impacts on the effectiveness and relevance of the curriculum for students. These data confirmed that collaboration among teachers in the curriculum development process enhances the relevance and effectiveness of the curriculum that better meets the needs of students