Northwestern College - Iowa
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The Beacon, April 11, 2025
Full text linkSmooth start for NEXT students; Ann Minnick: a bittersweet goodbye; Mumford & Sons does nothing memorable; Death of a Unicorn is exactly what it seems; Senior Spotlight on Liam Nibbelink; How Iowa legislation may affect NW students; An organization for future teachers; NEXT orientation mentorship; An Enemy of the People takes the stage; Spiritual and social growth; Shark Tale : an over-hated gem; Little Caesar\u27s - the best pizza chain; Coach Korver transitioning leadership; A deeper look at the Athletic Training Clinic; A spotlight on NW tennis; Beacon\u27s future: new Beacon-ings; Stranded astronauts return home
Effect of Mental Math Instruction on Students\u27 Problem-Solving
Full text linkThe purpose of this research was to determine the effect of incorporating daily mental math practice on students’ problem-solving and reasoning skills. This research was designed to address the issue of dropping mathematics test scores in the United States and the researcher’s observation regarding students commonly struggling with solving real-world problems. The researcher is a middle school math teacher who also teaches two high school courses. A quantitative study was conducted, and two assessments were used, taken as a pre-test and a post-test, to determine the effectiveness of the mental math intervention. One evaluation was designed to assess students’ mental math skills and another was designed to assess their problem-solving and reasoning skills. The mental math assessment consisted of 20 questions using all four operations. The problem-solving and reasoning assessment consisted of two performance tasks adapted from the curriculum used in the classroom. The mental math intervention lasted 12 days and consisted of students performing four mental calculations and discussing how they did their calculations. Students were explicitly taught strategies when needed. To analyze the results of the study a paired t-test was performed for both the mental math pre-test and post-test and the problem-solving and reasoning pre-test and post-test. The t-test revealed that the intervention had a positive and significant effect on students’ mental math, problem-solving, and reasoning skills. These findings show that incorporating daily mental math practice helps students develop problem-solving and reasoning skills
Increasing Student Engagement in the Preschool Classroom
Full text linkSchools have a lot to worry about. In the classroom, engagement is a critical element that should be addressed more often. When students are not engaged, educators could start seeing more behavior problems. Research has shown that students who are engaged tend to have better test scores and grades. This study aims to investigate/research how to instruct/teach early childhood students and to get them more engaged in the classroom. Based on a literature review on classroom/school climate, preschool special education, strategies/interventions in preschool classrooms, and preschool interactions/engagement, I used different instructional groups as well as different teaching strategies to collect my data. The results of my inquiry-based research indicate that my preschool students were more likely to be engaged in small groups and one-on-one instruction, rather than whole-group instruction. Further research is needed to evaluate student engagement in preschool appropriately. Research should involve more preschool data around the area or state and for a longer period than just four weeks to strengthen the results of this research project
Evaluation of Aerobic Exercise and Neck-Targeted Exercise in Reducing Migraine Frequency and Symptoms
Full text linkMigraine is a prevalent headache disorder that significantly impacts quality of life for sufferers, yet there continues to be no clear treatment to reduce the burden for many. Exercise is one proposed intervention that has been shown to reduce the frequency and symptoms of migraine. Both aerobic exercise and specific muscle-focused exercises have been evaluated in improving the quality of life for migraine sufferers with supporting evidence for efficacy. While more research is needed, exercise can be a beneficial method for patients wanting to avoid pharmaceutical intervention and reduce their migraine symptoms in a more holistic manner
Supporting Productive Struggle within the Special Education Classroom
No full textStudents with significant disabilities are frequently taught using highly structured, direct instruction, often with an errorless component. While this approach can build confidence in specific tasks, it may limit opportunities for developing independent problem-solving skills. When these students are presented with unfamiliar challenges, they may experience frustration and dysregulation. This study aims to investigate what productive struggle strategies are effective in supporting students when engaging in challenging tasks while also maintaining regulation. Qualitative data was gathered utilizing field notes to determine what, if any, productive struggle strategies support students in special education through a challenging task. The results of this data indicated that students were able to maintain regulation when engaging in productive struggle strategies and having a consistent environment. Further research is needed to expand the length and sample population. Additionally, further research would allow for generalization to additional environments within the classroom
Adverse Childhood Exeriences in Early Childhood
No full textThis inquiry-based research project examines how early childhood educators at Okoboji Elementary understand and implement trauma-informed care (TIC). With many students impacted by Adverse Childhood Experiences (ACEs), educators are increasingly being asked to meet both academic and emotional needs in the classroom. This study used anonymous surveys and Teaching Strategies GOLD assessment data to explore teacher familiarity with ACEs, confidence in managing trauma-related behaviors, and the supports they feel are still needed. Findings show that while many educators are using trauma-sensitive strategies—such as calm-down corners, emotional check-ins, and visual routines—confidence levels and training backgrounds vary. Some staff have received formal training, while others have not, leading to inconsistency in practice. Teachers also reported a need for more real-time coaching, access to sensory tools, and administrative support. Student data confirmed that children with suspected trauma histories often struggle more with regulation and academic readiness, reinforcing the need for early, responsive intervention. Overall, this study highlights a clear need for consistent professional development, shared language, and school-wide support to help educators confidently implement trauma-informed practices that meet the complex needs of today’s learners
The Beacon, March 28, 2025
Full text linkThe history of NW RUSH dance; Moody March weather in Iowa; Mayhem : an album true to its name; Robert Pattinson triumphs in Mickey 17 ; Senior Spotlight: Ailee Moquist breaks norm; Le Mars Art Center hosts Regional Art Forum; The founding and history of P&W; In like a lion; PGC and PathwayU celebration; RUSH of the past; Embracing the call to local missions; More funding, not less; DME: theology through theatre; The state of Pope Francis\u27 health; A conversation with a March Madness expert; Tony Hoops receives national recognition; Men\u27s basketball season in review
Math Interventions to Improve Classroom Grades in a Secondary Math Classroom
Full text linkAlgebra is essential for students to take more advanced mathematics courses as mathematics content becomes increasingly more difficult when students enter high school. There are too many students needing to repeat Algebra 1 in order to gain the foundational learning they need to move on and be successful in their subsequent math courses. Research has shown that Tier 2 mathematics interventions can provide promising outcomes for struggling math learners. This inquiry-based research study aims to determine if a mathematic intervention course can help struggling learners improve math grades to advance to their next course. The study utilized a quantitative approach, using both grades and assessment scores of students participating in a mathematics intervention course for a school year. The findings revealed that most students who were enrolled in both Algebra 1 and a mathematics intervention course showed improved academic performance, which was reflected in both grades and mathematical achievement. The study highlights the potential mathematics intervention courses have to improve student achievement. Further research is needed to explore student experiences and effective instructional strategies for mathematics interventions in the secondary setting. Furthermore, adding qualitative data and increasing the length of time for the study could strengthen the generalization of results
Evaluating the Efficacy of Focused Ultrasound in Neurological Disorders and Malignancy
Full text linkFocused Ultrasound (FUS) is an emerging therapeutic strategy for neurological diseases, including Parkinson’s disease, Alzheimer’s disease, and brain tumors. Despite advancements in conventional treatments, challenges such as invasive procedures, limited drug delivery across the blood-brain barrier (BBB), and declining long-term efficacy necessitate novel approaches. FUS offers non-invasive neuroablation, BBB modulation, and enhanced drug delivery, positioning it as a promising alternative to traditional therapies. This review examines the clinical evidence on FUS’s role in tumor reduction, tremor management, and amyloid plaque reduction, highlighting its benefits, challenges, and future potential in neurological disease treatment
Assessing the Gaps between Ethnic Populations: A Comparison of Lipid-Lowering Interventions
Full text linkPharmacological and lifestyle interventions have been a proven strategy for lowering the cardiovascular risk in all populations. Despite this, certain ethnic populations have a greater ASCVD risk due to either high LDL levels or other factors. The goal of this review is to analyze variables (specifically LDL) that contribute to certain ethnic populations demonstrating a greater risk of CVD as well as interventions that can improve outcomes. Treatment of hyperlipidemia requires a multifactorial approach which is tailored to the individual patients’ needs. Statins continue to be first-line pharmacological therapy for the treatment of lowering LDL. When combining a healthy diet with exercise, most patients can reduce their ASCVD risk. However, varying degrees of trust in the medical system including historically bad experiences with healthcare, differing beliefs about health, and access to healthcare have led to certain populations being forgotten by the healthcare system. While certain populations experience disadvantages in healthcare, re-establishing patient-provider trust and reducing bias among providers are critical steps to improving outcomes