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A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study
Get PDFAmerican elementary schools are seeing the lowest literacy rates to date across grade-levels. As this literacy rate has dropped across our nation, reading and writing standards have simultaneously increased in difficulty through Common Core State Standards. Kindergarten writing standards have drastically changed in the last decade in our American schools, yet many of our youngest learners are not reaching the new standards. Most commonly seen in our nation’s schools is a psycholinguistic approach to reading and writing instruction. Through this instruction, students are being left behind. The purpose of this case study was to explore an alternation method to writing instruction in a kindergarten classroom; this approach was founded by neuroeducation-based methods influenced by Arwood’s neuroeducation model. This study examined the extent to which six kindergarten students made advancements in their language function level and characteristics during an eight-week period of time at the beginning of their kindergarten academic year. The participants were assessed through four language samples; one oral and one written language sample at the beginning of the study and one oral and one written language sample after six weeks of neuroeducation-based writing instruction. The researcher found that the participants all remained at the same language function level of pre-language level; however improvements were made in language function characteristics. The results of this study suggest that neuroeducation-based writing instruction may provide educators with a new method to instruct writing in early elementary classrooms
A Classroom Based Assessment in a High School Social Studies Classroom
Get PDFThe purpose of this study was to investigate whether the use of brain-based pre-writing strategies will improve students’ abilities to support claims, with evidence, on a state-mandated, classroom-based, assessment. Specifically, the research evaluated the working hypothesis that using brain-based, pre-writing activity in the non-fiction, expository writing process will assist students in their performances, as assessed by the Office of the Superintendent of Public Instruction for the state-approved You and the Economy CBA CBA Rubric. By using brain-based strategies as a pre-writing activity in the non-fiction, explanatory, secondary social studies writing process, I hypothesized that those students would demonstrate logical use of claims and evidence in their typed essays.
The research questions were answered through an action-research data cycle. This research is guided by two overarching research questions:
1. As brain-based learning strategies are being implemented in real time, what is the nature of the process of using brain-based interventions? In documenting the brain-based interventions, what decision-making factors are considered when designing the unit of instruction?
2. What changes—if any—are demonstrated in student writing performances on a Classroom Based Assessment, when brain-based learning strategies are implemented over the span of the research cycle?
These research questions were answered through a study design involving a cycle of instruction, culminating in an explanatory writing sample. The results of the CBA-related to claims and evidence outlined in EALRs 2.2.1 and 5.2.2, instructional practices to implement brain-based pre-writing strategies will be implemented. Using brain principles to increase visual, auditory and kinesthetic contact with the concepts presented may improve students’ abilities to make claims and provide proper evidence for those claims, as measured by the Office of the Superintendent of Public Instruction for the State approved You and the Economy Class Based Assessment (CBA) Rubric. The process of my decision making, as well as student writing, was examined to evaluate the effect of brain-based pre-writing strategies, which students use to complete the CBA
Colorful Imperfection
No full textMedium: Pencil and Water Color
Dimensions: 36 H X 24 W
A mixed media representation of several animals.https://pilotscholars.up.edu/library_staff_exhibit/1002/thumbnail.jp
Making Way for Comparative Theology in the Liturgy of the Word: In Dialogue with James L. Fredericks
Get PDFFor many centuries, some religious persons have intentionally entered into friendship with members of other religious traditions. Through such friendships, new appreciation for religious others and their faith have been realized. The friendship between Masao Abe, a Japanese Buddhist and philosopher, and James L. Fredericks, a Roman Catholic priest and theologian, is no exception. As Fredericks has acknowledged in several of his works, his friendship with Abe led to his renewed appreciation of his own Christian tradition as well as of Buddhism. An urgent concern that ought to be addressed by contemporary comparative theologians is to articulate ways the fruits of such interreligious friendships can be celebrated in their respective liturgical rituals. This work calls attention to ways such a project can be explored. Particular attention is given to the ways the Liturgy of the Word in the Roman Catholic Church\u27s eucharistic celebrations can become the place where the riches of other religious traditions can be celebrated
Identifying Moral Distress Within Student Affairs Administration in Higher Education: Its Sources and Lived Experiences Among Student Conduct Administrators
Get PDFThe purpose of this mixed-methods study was to discover to what extent student affairs professionals in higher education identify moral distress and associated factors in their roles as college or university student conduct administrators and to identify the sources of this distress according to the lived experiences of these professionals. The application of moral distress from the field of nursing and bioethics was utilized as the framework for exploring this research problem. Through a descriptive cross-sectional survey design that utilized convenience sampling among student conduct administrators in the United States, this study incorporated the previously tested Moral Distress Thermometer. The data were analyzed according to the following three aims: (a) to quantify the extent of moral distress among student conduct administrators; (b) to qualitatively report lived-experience sources of moral distress among the participants; and, (c) to qualitatively describe constraining factors that inhibit ethical action among the participants.
The mean moral distress rating reported on the Moral Distress Thermometer was 4.39 (n = 291), which was associated with the verbal anchor of “uncomfortable.” Sources of moral distress for student conduct administrators included: (a) lack of agency or control; (b) compromised student learning; (c) behavior of colleagues; (d) public perceptions, pressures, and politics; and, (e) resource limitations. Internal constraints preventing student conduct administrators from enacting moral action included: (a) fear of retaliation or job loss; (b) perceived lack of control or power; (c) desire to avoid conflict; and, (d) socialization to follow orders. External constraints preventing student conduct administrators from enacting moral action included: (a) lack of support from supervisor or senior-level leadership; (b) policies or practices that conflict with student development; (c) unprofessional or manipulative colleagues; (d) constraints or demands influenced by campus culture and politics; and, (e) oppressive hierarchies or bureaucracy within the institution.
Results of this study point to several local and national implications for practice. While data in this research suggest that changes could be enacted immediately that may relieve experiences of moral distress for student conduct administrators at the local level, moral distress may be the result of greater systemic issues within higher education and student affairs administration
Computer-Assisted Instruction in Elementary Classrooms: Student-Teacher Relationships and Teacher Role Through the Implementation of Computer-Adaptive Instruction Programs
Get PDFClassroom computer integration and the proliferation of computer-adaptive learning programs in K -12 schools continue to advance. Academic success, as well as the social and emotional well-being of students, is critical in American schools and the role of the teacher and student-teacher relationships impact these academic, social, and emotional factors. The integration of computer-adaptive learning programs into America’s elementary classrooms impacts the role of the teacher and relationships between teachers and students, placing a priority on the study of these programs and their effects. The purpose of this research was to examine how teachers perceive their role and relationships with students in classrooms where computer-adaptive programs have been introduced. This study fills an existing gap in the literature by exploring the changes taking place within classrooms that have implemented modern computer adaptive programs and identifying how teacher role and student-teacher relationships are affected. The following two research questions helped guide this study (a) How is teacher role impacted through the implementation of computer-adaptive instruction programs? (b) How do teachers perceive their student-teacher relationships through the implementation of computer-adaptive instruction programs? This inductive qualitative study used participant interviews and classroom observations to examine seven teachers’ perceptions and experiences of computer-adaptive program use. Eight main themes emerged that provide insight to help understand the dynamics occurring in today’s elementary computer-adaptive-classrooms. Five themes emerged to describe teacher role: Teachers as personal instructors, individualized instruction, teacher trust in and deference to programs, role shift from learning facilitator to program assigner, and teacher as classroom and instructional leader. Three central themes emerged to describe student-teacher relationships while using commuteradaptive programs: Teacher proximity, communication, and support. Elementary teacher perceptions of their role and relationships with students through the implementation of computer-adaptive math programs were framed using the Actor- Network Theory to model the connections between teachers, students, and programs within computer-adaptive classroom networks. Upon considering these connections, educators and education leaders will be better informed when implementing or choosing not to implement computer-adaptive instruction. Education leaders should be mindful, throughout the implementation of any education technology program, that the programs in use can have both positive and negative effects on the role of the teacher in the classroom. Without an understanding of the role shift of teachers who integrate computer-adaptive programs, school leaders risk disenfranchising the very people who are needed to maintain positive and healthy interpersonal relationships within school walls
Clark Library Annual Report 2017-2018
Get PDFhttps://pilotscholars.up.edu/clark_library_annual_reports/1002/thumbnail.jp
