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Evaluating Security in Cryptocurrency Wallets
Get PDFThe number of users who are interested in trading Cryptocurrency is tremendously increasing, however, some users of cryptocurrency wallets do not know how to protect themselves or how to use a wallet with high protection. The objective of this paper is to propose a framework to enable users to evaluate the security and privacy of cryptocurrencies wallets. This framework will provide users with a list of attributes that define the degree of user protection in cryptocurrency wallets. This work aims to improve security and privacy in cryptocurrency wallets and enable users of these platforms to interact safely
Morphological Awareness as an Intervention for Struggling Readers: A Review of the Literature
Get PDFLiteracy is essential for academic success, but many students read below grade level. The purpose of this article is to determine if morphological awareness--the ability to recognize word parts and their meanings--is an effective intervention for struggling readers. I analyzed data from twelve research studies and found that students who learned morphology made reading comprehension gains 75 percent of the time; in addition, potential design flaws in the remaining three studies may have contributed to lower performance from the experimental groups. These results have promising implications for teachers and their students with reading disabilities, language impoverishment, and alternate language constructs
The Impact of Behavior Specific Praise on Students with Emotional or Behavior Disorders
Get PDFThe main focus of this paper was to identify the impact behavior-specific praise has on students with emotional or behavioral disorders and their engagement in the classroom
Trauma Informed Teaching Practices for Students who have Experienced Developmental Trauma
Get PDFThe effects of developmental trauma on the social and emotional development of students include their academic and social performance in school. “Developmental trauma is the exposure to multiple traumatic events during childhood which result in developmental challenges” (Ko et al., 2008, p. 399). These developmental challenges manifest behaviorally and cognitively. The incidence of trauma experiences in children continues to increase. While a plethora of studies indicate the presence of trauma experiences in children, fewer studies offer effective strategies for working with children who have experienced trauma.
Trauma informed teaching (Crosby, 2015) was identified as an effective strategy for working with students who have experienced developmental trauma. Trauma informed teaching requires educators to understand, recognize, and respond to the effects that developmental trauma has on students. For this paper I examined the effects of trauma informed teaching practices on students aged 6 to 12 in school settings. The specific focus of the review is identifying classroom and school-based strategies for assisting students who have been affected by childhood trauma
An Evaluation of Minnesota Principal Characteristics Needed for Effective Implementation of School-Based Problem-Solving and Intervention Processes
Get PDFAbstract
Serving students in their quest to learn and succeed in life are basic goals of public education (Honig, 2016). The simplified purpose for public education, then, is to provide equal opportunity for all children to learn the basic skills needed to be self-sufficient adults and productive citizens in an ever-evolving society (Darling-Hammond et al., 2019). Early acquisition of basic academic skills, such as reading, writing, and mathematical computation, are considered essential to completing this goal.
Booth and Rowsell (2007) maintain that effective leadership is key to achieving process change and for improving learning outcomes for all students. Research shows that when it comes to implementing interventions, leadership is essential (Shinn & Walker, 2010). While there is scarce research focused on leadership qualities related to the implementation of interventions, most findings have established that the role of the principal is important in obtaining a successful outcome (Bean & Lillenstein, 2012).
The purpose of the mixed-method study was to identify leadership qualities needed for successful academic intervention implementation with struggling students. The study used both qualitative and quantitative methods and the researcher designed the research questions based upon lack of principal leadership qualities needed for successful academic intervention implementation with struggling students in literature review. Participants of the study were select Minnesota school principals at the pre-school, elementary, secondary, and transition levels who were identified as implementing interventions in their schools, and who agreed to be part of the study.
Data collection included two phases: 1) a multiple-choice and short-question survey distributed to survey respondents through electronic mail; and 2) open-ended interviews conducted with five volunteer interviewees who had completed the survey. The multiple-choice survey provided quantitative information while the open-ended response questions presented qualitative data that allowed for clarifying responses and deeper understanding of the information obtained from the multiple-choice survey.
Study results indicated that principals in Minnesota identified several leadership qualities and characteristics needed for effective implementation of school-based problem-solving and intervention processes that matched those presented in research literature. Challenges and evidence of success were addressed. Cultural components and considerations were discussed
Developing a University Children’s Collection for Pre-Service Teachers Using PLACID
Get PDFNot all academic librarians who oversee children’s collections for pre-service teachers have backgrounds in K-12 education. To develop a robust collection, the St. Cloud State University library reached out to an assistant professor in the Department of Teacher Development to help weed their children’s literature collection and recommend new titles because of their dual expertise with both libraries and schools. This commentary paper will outline the development of a children’s collection for pre-service teachers from the perspective of a faculty member with school library media expertise using an acronym they have deemed as PLACID: Pleasure, Levels, Awards, Curriculum, Illustrations, Diversity
A Racial Equity Study of Federal and Institutional Financial Aid Verification Processes
Get PDFI designed this descriptive correlational critical quantitative study to investigate the effect of race on the likelihood a student is selected for, and time it takes to complete, the federal financial aid verification process. Federal financial aid application forms do not ask any questions about race or ethnicity and therefore larger quantitative studies using national data sets are at a disadvantage when investigating racially inequitable outcomes. However, for this study, I utilized an existing single institution’s dataset to investigate the federal verification process while paying particular attention to the impact that race has on a student’s likelihood of being selected for, and the time it takes to complete, the federal and institutional financial aid verification processes. Using a critical quantitative methodology (QuantCrit), I found that Asian, Black or African American, Latino(a)/Chicano(a), and students reporting Two or More Races were all statistically more likely to be selected for the federal financial aid verification process than white students. I also found that Asian and Black or African American students are statistically more likely to take longer to complete the verification process than their white peers. The results of this study can and should be used to inform and further discussions of policy and practice changes that are necessary at both federal and institutional levels in order to reform financial aid policies to ensure more racially equitable outcomes
Strategies for Improving Postsecondary Achievement Rates in Students with Specific Learning Disabilities
Get PDFBarriers to academic success of students with specific learning disabilities in postsecondary settings and the importance of academic supports, accommodations, and adaptations at the postsecondary level have been widely investigated. A plethora of academic supports and student help centers exist at vocational schools, two year institutions, and four year institutions for students with disabilities. Even though colleges and universities provide accommodations to students with disabilities there still appears to be a gap between their rate of success in a postsecondary setting. Adult learners with specific learning disabilities do not graduate from their postsecondary educational programs as compared to their same aged peers without disabilities. This literature review examines best practices for improving postsecondary educational success in individuals with specific learning disabilities. This review discusses obstacles preventing academic growth in students with specific learning disabilities, strategies for success, and the use of accommodations and modifications at the collegiate level. A wide range of strategies that improve postsecondary educational success of students who have disabilities have been identified. Recommendations for future research and implications for practice are addressed
