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The Effects of High-Leverage Practices on Teaching Candidates Math Self-Efficacy
Get PDFThe start of each school year should be one of excitement and joy for learning. However, year to year, there is one subject that elementary students and their teachers dread: math. This study focused on collecting data from teaching candidates on their math self-efficacy beliefs and the perceived competence in their ability to implement three specific high-leverage practices (HLPs) during student teaching.
This qualitative case study explores the experiences of teaching candidates enrolled in a university teacher preparation program. Within previous method courses, content focused on the planning, instruction, and assessment of high-leverage practices. The overarching question of this study is: How did implementing three specific HLPs during a twelve-week student teaching experience in an elementary classroom environment impact a teaching candidate\u27s self-efficacy with mathematical content?
A conventional sampling was used to select four to six elementary and/or early childhood teaching candidates for this study. The data collected tracked if teaching candidates\u27 math self-efficacy views changed during the twelve weeks of student teaching. Surveys, interviews, lesson planning, and instruction data were collected and coded to reveal if teaching candidates\u27 instructional comfort and math self-efficacy beliefs changed with the implementation of high-leverage instructional practices. The three HLPs of focus in this study are leading a group discussion, explaining and modeling content, practices, and strategies, and eliciting and interpreting student thinking
Empowering Math Skills: Integrating Add+VantageMR (AVMR) as an Intervention for Individuals with Learning Disabilities
No full textStudents with a learning disability in the area of math often struggle with understanding early numeracy skills. They may have a hard time memorizing number facts, solving word problems and understanding the connections between numbers. Therefore, there are a variety of evidence-based practices that have been found to be effective when working with students with a specific learning disability. A few of these evidence-based practices are math manipulatives, the I do, we do, you do model and graphic organizers. Add+VantageMR, also known as AVMR, incorporates evidence-based practices into their teaching strategies. AVMR is a widely used intervention with strategies to help students who struggle with mathematics build early numeracy skills. However, how does the implementation of AVMR impact students with learning disabilities? This study examined the implementation of AVMR with 3 elementary age students. The intervention lasted 8 weeks and was shown to be effective with 1 out of 3 students
Contributing Factors to Special Education Teacher Burnout and Retention
Get PDFTeacher burnout is an increasing concern as Minnesota state data indicates more teachers leaving the profession in the first five years of their career and fewer individuals emerging from teacher preparation programs. The area of special education continues to be an area of need as the state continues to report special education licenses as areas of deficit to meet the need across the state. The purpose of this study was to determine if there was a correlation between burnout and attrition in special education teachers and to analyze the factors contributing to these issues. A voluntary questionnaire was emailed to K-12 special education teachers employed in four public-school districts in southeastern Minnesota. The questionnaire contains the Maslach Burnout Inventory for Educators (Maslach et al., 1986) in addition to questions regarding job satisfaction and other related factors in relation to future retention. Correlations were run and determined a significant correlation between burnout domains and attrition. Additional exploration was completed on related factors contributing to attrition and burnout domains (emotional exhaustion, depersonalization, and personal accomplishment). Determining the impact of contributing factors gives educational leaders specific areas to address in order to decrease burnout and increase retention of special education teachers employed in their districts
Creating with Generative AI
No full textCustomGPT is a framework that utilizes advanced natural language processing techniques to generate customized versions of ChatGPT, adapting conversational agents to various contexts, domains, or individual preferences. This project demonstrates how ChatGPT serves as a powerful tool for creating chatbots with actionable features and dynamic mobile games. By showcasing its versatility in empowering users to innovate and drive creative content generation, we highlight ChatGPT\u27s potential to shape the future of interactive mobile experiences
The Role of High School Based Speech Language Pathologists in Transitioning Students with Autism Spectrum Disorder into Professional Careers
No full textAutism Spectrum Disorder (ASD) is widely known to be one of the fastest growing developmental disabilities in the United States. Due to the ever-increasing prevalence of ASD, it is essential for Speech-Language Pathologists (SLPs) to be educated on how to provide the highest quality of services to this population. This research paper aims to investigate the role of the high school based SLP while working with students with ASD during the transition from high school to vocational settings. Research was collected through compiling data from a variety of peer-reviewed scholarly sources, such as journals, articles, and organizations. Findings from the research designated the skill of self-determination to be one of the most imperative aspects of success for students with ASD to obtain and maintain employment post high school. To improve the skill of self-determination, SLPs must create objectives and structure therapy around four components, which include self-awareness, self-advocacy, goal setting, and decision-making
A Roleplaying Game’s Affect on Theory of Mind in College Students
No full textTheory of Mind (ToM) abilities are based on understanding and predicting what others may think or feel and how that may be different than one’s own thoughts and feelings. Prior research has shown that people can get better at using various ToM abilities. However, the methods researchers used were not very easily accessible. This research is going to be focused on the hypothesis that role playing in a tabletop role-playing game, as opposed to doing a watercolor social, will increase the frequency of using ToM abilities the next day. Participants will be 40 adult students at Minnesota State University, Moorhead, and will take a researcher-developed ToM Frequency Scale regarding a social interaction they had that day before and after their assigned event. The participants will be split evenly between two events, one being an activity where people socialize and make abstract watercolor paintings, and the other will be a tabletop role-playing game
Even the Ocean is Online: Digital Representation of the Ocean
Get PDFThis presentation is about #8, the digital representation of the ocean, of the UNESCO Challenge. More research needs to be done on the ocean to preserve marine life and coastal land. We need the help of large corporations in a collaboration on a digital representation of the ocean. This will help us visualize the oceans\u27 past, current, and possible future. A digital map of the ocean will help with us pollution, help slow down climate change, and help us prepare for environmental disasters. We could create a digital map of the ocean floor by using a multibeam or a side scanner from a ship or a towed transmitter. Underwater cameras and submarines can also explore it. The results of these methods could result in a fully interactive visual presentation of the ocean and with the help of environmental scientists we can create a map of the past, present, and future ocean, marine life, and coastal land. With the results from the map, we can implement changes to pollution, slow down climate changes, and help us prepare for environmental disasters
Teachers’ Perceptions of Public Policy and their Impact on Teacher Retention
Get PDFFewer issues have received more attention by education researchers than understanding the global teacher shortage, especially in public schools. Concurrent with this issue is the concern that the rate of teacher hires is insufficient to meet the needs of an increasingly diverse body of students. Further, while the research on job satisfaction, specifically in understanding their impact on teacher retention, is multifaceted, causal data underlying these approaches have been limited. This research gains significance in light of policymakers’ increasing calls for restructuring the way schools do business to effectively meet the diverse needs of students, often in spite of already-limited school resources and staff capacity. This research study focuses on understanding the global teacher shortage in public schools and its impact on teacher retention, with particular emphasis on the role of public policy. The study aims to address the gap in research by conducting a quantitative, survey-based research study among K-12 teachers in a large public school district in the Midwest. Through a virtual survey covering teacher demographic characteristics, and their understanding and evaluation of education policies, the comprehensive study seeks to analyze how public policy influences teacher job satisfaction and retention. Recruitment for the survey was conducted through teacher association leadership, with no compensation provided to participants. The findings suggested that while there is no significant relationship between public policy and teacher retention generally, with the clear exception for school accountability policy. The findings offer insights into the factors influencing the retention of teachers within the education workforce. The results, implications for practice, and future research are discussed
Examining Parental Engagement in Early Intervention, Part C Special Education, Through the Parents’ Perception
Get PDFThis study, employing a qualitative research approach within an interpretivist paradigm, aimed to explore the diverse experiences of parental engagement among 25 families with children receiving early intervention (i.e., Part C special education services) in a rural southeast MN educational district. While there has been a plethora of research on parental engagement, that research is often limited to how teachers perceive parental engagement or interactions in school activities or curriculum (Ansari & Markowitz, 2021; Gross et al., 2020; Hackworth et al., 2018). When parents actively, and intentionally, engage with their child outside of intervention services, it significantly enhances the child\u27s opportunities for development in social-emotional, adaptive, physical, language, and cognitive skills. Thus, understanding how EI programs can support families with young children requires a deep comprehension of parental engagement from the family\u27s perspective. Through interviews and questionnaires, three themes emerged as parental engagement: Purposeful Involvement, Communication, and Free-Play. Implications for EI programs need to focus on empowering parents to implement these three themes into their daily-naturally occurring routines
A Phenomenological Study on the Impact of the Experience of a College Merger on Employee Engagement, Satisfaction, and Burnout in Faculty, Staff, and Administrators at Minnesota North College
Get PDFHigher education institutions were becoming more competitive due to meeting the needs of changing demographics of prospective students, increasing costs of tuition, fees, and operations, meeting workforce demands, providing access to high quality technology tools, and more. A merger process impacted employee engagement, satisfaction and burnout. It was important for administrators in higher education to create and maintain a supportive and inclusive culture for employees, especially during each stage of the merger process. It was also important to clearly communicate the purpose of the merger, and to provide employees an opportunity to engage with the planning and implementation stages of the merger.
The first purpose of the researcher’s study was to contribute to previous research related to the impact of a merger process on employee engagement, satisfaction and burnout. The second purpose of the researcher’s study was to provide a framework for future administrators considering a merger at their higher education institution with characteristics similar to Minnesota North College (Minnesota North), on how to successfully manage employee engagement and satisfaction, and prevent burnout during a merger process. Minnesota North was a newly merged higher education institution as of May 2022. The researcher conducted interviews with Minnesota North employees to learn about their experiences and perspectives of the impact of a college merger process on employee engagement, satisfaction, and burnout