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A Mirror Image of Social Justice: A Case Study of Two Midwestern (USA) Somali Teachers Share Their Perceptions in DEI
Get PDFVia this case study, I explored the social justice of two Somali educators regarding Diversity, Equality, and Inclusion (DEI) perceptions and their related effectiveness with white third graders. In the interpretive study, I follow the two Somali teachers, Iqro, and Ayan, to explore any challenges they experienced in teaching mostly white students. I had a particular interest in the strategies Iqro and Ayan employed in instructing a group made up of mostly white students (Iqro = 92%, Ayan = 87%). I conducted six interviews and eight observations and analyzed them via critical education research methods (Young et al., 2024). I also analyzed students’ reactions to working with Somali teachers, mostly addressing their sense of racial diversity. Education researchers in the U.S.A. tend to address the experiences and challenges impacting white teachers dealing with cultural diversity. This investigation turns the issue around looking (as it does) at the experiences of diverse teachers. However, the fact showed 97% of teachers in rural area of state of Minnesota are white people and 87% of their students also represent majority white families. Results showed that Iqro and Ayan traced their success to 1) building the sense of belonging in their educational spaces, 2) creating positive interactions, and 3) setting up clear learning goals to maintain students’ success. Qualitative meta-analysis concluded a de-colonizing perspective and use psychological cognition to discuss DEI and social justice
St. Cloud State Magazine [Spring/Summer 2024]
Get PDFhttps://repository.stcloudstate.edu/magazines/1157/thumbnail.jp
Law Enforcement Education and Training Administration, Instructional Design, and Delivery
Get PDFThis study and research examine administrators\u27 and instructors\u27 current practices and capacities to research, develop, deliver, and evaluate law enforcement education and training curricula. Since the deaths of George Floyd and Tyre Nichols, demands from advocacy groups, government organizations, and administrators within law enforcement have intensified calls for law enforcement reform and defunding the police. The Police Executive Research Forum PERF (2022) report detailed that law enforcement education and training have not changed in decades and indicated that for transformational change to occur, law enforcement education and training curricula must be reshaped, redesigned, and use professional instructional designers. This study examined the education and training that law enforcement administrators, educators, and trainers have in curricula development, instructional delivery methods, and evaluation processes. The study showed that law enforcement education and training individuals have limited knowledge of adult learning instructional design, delivery, and evaluation processes, hindering their ability to create transformational change in law enforcement education and training. Even when attempting to incorporate adult learning into curricula, they revert to pedagogy HRD approaches to implement adult learning curricula
Reflections in Time: Budget Crisis and Presidential Decisions
Get PDFSignificant budget deficits pressure university presidents to make changes that will transform higher education in the United States. Because many institutions are facing deficits, it is important to understand why presidents are making the decisions they do to help resolve these budget gaps. Staff reductions, program closures, and school closures will change their institution, thus impacting the communities and regions they serve. Understanding the why behind their decision is important so everyone can acknowledge how presidents got to their decision. My research aimed to identify patterns of why presidents chose their shifts and if one or more reasons influenced them more. Using Bolman and Deal’s four-frame change model, I interviewed a dozen presidents across the Midwest to identify these themes, influences, and reasons why they made their decisions in the structural, human resources, political, and symbolic frames. The results of this study help university leaders identify common reasons why leaders make their decisions and what affects their choices. Through the four frames of change, leaders have several common influences and reasons why they made their specific decisions. Knowing their reasons why they chose to do what they did during a budget crisis is important for higher education leaders to recognize. It is important for community stakeholders to be aware of this. It may also be helpful to everyone who is interested in leadership decision making
How Autism is Diagnosed in Black Indigenous People of Color
Get PDFHow Autism is Diagnosed in Black Indigenous People of Colo
A Literature Review: Video Modeling and Autism Spectrum Disorder
Get PDFAutism Spectrum Disorder (ASD) is a group of complex neurodevelopmental disorders with a wide range of variability in how it affects an individual’s specific trait abilities and deficits as shown by the National Institute of Health (NIH) ASD fact sheet. According to the National Institute of Mental Health, it is detected in early childhood and persists to inhibit an individuals’ progress in attainment of life goals in education, social settings, and employment (NIH, 2022). ASD is often characterized with personal struggles related to communication deficits both receptive and expressive, restrictive, and repetitive behaviors, altered or amplified sensory perceptions, intellectual disability, restrictive interests, and intentional or unintentional social isolation.
The prevalence of Autism Spectrum Disorders in the United States was most recently published by the Centers for Disease Control (CDC) in the year 2023 (Maenner et al., 2023). The findings were calculated to be 1 in 36 children identified with the developmental disorder. Today, the education landscape is flooded with entrepreneurs’ claims to proprietary information that solve problems with learning and behavior challenges related to autism spectrum disorder. Video modeling is just one of the retail solutions available to caregivers and practitioners. Today’s education platforms use the terminology of video modeling very loosely and have overgeneralized skill sets for wider market value range. It is important to remain objective when investigating methods for specific strategy instruction where individuals take part in specific learning trajectories. Publishers of content related to learning and behavior often over generalize findings to fit a norm, however the most successful interventions are custom tailored to individual learning trajectories and the tendency for retail markets is to over generalize content areas for skill acquisition.
The history of video modeling used in education services or in applied psychology as interventions as we currently know it is short in years. Some of the first mentions of live modeling in a research setting included negative results of progressive learning for people with ASD. Live modeling was used with typically developing children, but the use of live modeling for children with autism had been less clear. Some early research was not supportive of the use of live modeling for children with autism (e.g., Varni, Lovaas, Koegel, & Everett, 1979.) However, in the 1980s researchers began to gain ground in confirming progressive learning interventions for people with autism. The studies ranged from academic skill tasks to adaptive and life skill functions with live modeling. Video modeling with positive results began to take shape in 1982, when two researchers Steinborn and Knapp published a study including video modeling as a part of their successful intervention with an ASD learner who achieved a life skill acquisition. Acar and Diken identify a number of studies in the recent past which use video modeling with successful results.
The effectiveness of video-modeling in teaching various skills with individuals with autistic disorders has been reported in several studies such as on inappropriate behaviors (Graetz, Mastropieri, & Scruggs, 2006), daily life skills (Keen et al., 2007), self-care skills (LeBlanc et al., 2003), toilet skills (Keen et al., 2007), social skills (Nikopoulos & Keenan, 2003), play skills (D’Ateno et al., 2003), language and communication skills (Buggey, 2005; Wert & Neisworth, 2003). In addition, there have been several studies reviewing studies carried out with video-modeling (Ayres & Langone, 2005; Bellini & Akullian, 2007; Delano, 2007; Gül & Vuran, 2010; McCoy & Hermansen, 2007; Delano, 2007; Gül & Vuran, 2010; McCoy & Hermansen, 2007; Shukla-Mehta, Miller, & Callahan, 2010). (Acar & Diken, 2012)
Research Question
One major question guides this review: Is video modeling an effective intervention for both learning and behavior issues for students with autism spectrum disorders? Focus of Review
First, the central goal of this paper is to decide if video modeling is an effective intervention for learners with autism spectrum disorder. If the data from the research studies support the interventions, then the literature review names some standard methods isolated in the delivery of video modeling instruction techniques for the enhancement of skill acquisition in learners with autism. Each study is analyzed by this reviewer to name techniques related to the use of video modeling intervention successes and industry standard quality indicators for research design and analysis. Lastly, the summary of evidence related to the research question, suggestions for future research, and implementation for practice will be included as a closing measure to answer the research question.
In this literature review, the academic database searches were performed in the Academic Search Premier, PsychInfo, and Eric, as well as Ebsco Megafile. All the studies included learners with an education categorization label of autism and were needed to learn an academic or behavioral skill. The ages ranged from early childhood to adult transition. The search keywords included video modeling, video modeling and autism, some of the websites used to gain access to information included the World Health Organization fact pages, as well as the United States Center for Disease Control fact pages. This literature review is organized in a comparative line up of few with successful results aligned with quality indicators and poorly focused, designed, and implemented studies who did or did not achieve their focus. This reviewer uses successful studies and quality indicators for studies, as guidelines and limitations for guidance in critical thinking when naming implications for practice. Importance of the Topic
As a teacher in a classroom where children have limited time and limited ability to engage strategy implementation of skill sets, it is particularly important to qualify those evidence-based practices that will potentially frame up the highest and best ability to engage and elicit skill progression, acquisition, and generalization of content. Isolation of the evidence-based practices that name methods of approach for children who show characteristics of specific need in the moment, and in the content, may help advance learning trajectories. Video modeling can be a valuable tool and contribution to the field of special education when outcomes or trajectories for children receive help from those interventions. Publishing video in general has been made widely available for everyday use and retail offering of video modeling has a wide range of claims. It is important to qualify the measures and methods that enhance learning to distinguish it from an entertainment experience. Available research conducted in this literature review suggests that there are many studies representing acquisition of skill enhancement with video modeling, and several limitations having to do with study designs that show just how difficult it is to isolate features in the environment with successful interventions. A wide range of variable participant characteristics were selected to include different representations of video modeling, as well as video self-modeling (VSM) where editing plays a role in visualizing success with barriers inherent to the participant
The Economic Impact of Niron Magnetics
Get PDFNiron Magnetics proposes to build a clean magnet production facility in Sartell, MN, investing 40.2 million of revenue per year starting in 2026. We used IMPLAN to estimate that 217.3 jobs would be supported by the construction, contributing 3.4 million in tax revenue. Operations would support 327.2 jobs across the region, including 43.5 within the city of Sartell. Operations would add 8.7 million to tax revenues across all jurisdictions
Data-Driven Decision-Making in Schools
Get PDFData driven decision making in schools is beginning to take on a larger role within districts each year. With advancements in technology and easy access to data, educators are paving the way on this new role and determining how to make a system work with limited time to evaluate and execute ideas and plans. There are benefits to data driven decision making, and the correct implementation of a district plan could lead to higher student achievement and better behavior plans
BEST PRACTICES AND STRATEGIES TO INCREASE STUDENT ENGAGEMENT LEVELS IN THE 4TH-12TH GRADE CLASSROOM SETTING
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Introduction to Writing Beyond the Prison, A Special Issue of Survive and Thrive
Get PDFThe American Council of Learned Societies (with funds from the National Endowment for the Humanities) worked with the Sustaining Public Engagement Grant to shore up public initiatives damaged by the pandemic. HISB, Herstory, and UBFSF worked together to create the interdisciplinary, university-community project “Writing Beyond the Prison.”
With support from the ACLS grant, a team of faculty and graduate students at SBU worked closely with UBFSF to edit over 100 manuscripts by incarcerated authors, a sampling of which is included in this special issue. These writings, and many more to come, will be preserved in an ever-expanding, open access “Living Archive” at Stony Brook University, where they are available for use by scholars, teachers, activists and policymakers. The ACLS grant also supported Herstory in adapting its unique, empathy-based memoir writing curriculum to an online format (Herstory Beyond Bars) for use in carceral settings behind and beyond bars. This online writing curriculum will nurture new writers, community organizers, and leaders. Our interactive website Writing Beyond the Prison places writings by incarcerated and system impacted individuals in cultural, historical, and pedagogical contexts