4811 research outputs found
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Fostering Discovery: Integrating Science Centers into Early Childhood Education
No full textThis project is about the importance of science centers in an early childhood setting. In constructivism, Piaget clearly states that learning comes from the active role of children’s understanding of the world around them. When interacting with science-based learning centers in preschool, children learn to ask questions to receive answers. According to Piaget’s theory, children who are not actively engaged in group work are less likely to develop vocabulary skills, critical thinking, and adequate social skills. In a science center, children learn to engage with one another and the world around them to learn and grow as individuals through approaches such as inquiry-based science. Inquiry-based science is “a teaching method that encourages students to explore scientific topics through hands-on activities and problem-solving.
Motivations and challenges of first-generation college students from rural areas to pursue a master’s degree
No full textFirst-generation college students from rural backgrounds remain underrepresented in graduate education, and limited research has examined the factors influencing their pursuit and persistence in master’s degree programs. The purpose of this qualitative case study was to explore the motivations, challenges, and support systems experienced by rural first-generation college students pursuing a master’s degree. Five participants who identified as first-generation college students from rural communities participated in the study. Data were collected through semi-structured interviews, visual educational timelines, and reflective journals. Data analysis involved open coding, analytic memoing, and thematic analysis to identify patterns across data sources.
Findings revealed three primary categories influencing persistence: challenges, motivations, and support systems. Identified challenges included financial strain, time management and competing roles, limited rural educational resources, self-doubt, and cultural and gendered expectations. Motivations were multifaceted and included intrinsic motivation, service to others, family influence and role modeling, and professional growth. Support systems included family support, faculty mentorship and validation, and peer networks, and these played a critical role in mitigating challenges and sustaining persistence. The findings suggest that persistence among rural first-generation graduate students is shaped by contextual, relational, and institutional factors. Implications include the need for intentional mentorship and targeted institutional support for rural first-generation graduate students
Implementing Controls to Mitigate the 2013 Target Data Breach: A Cost Benefit Analysis
No full textIn 2013 Target had a data breach, which compromised 40 million credit/debit card accounts and 70 million customer records. The attackers exploited a vulnerability in a third-party vendor (Fazio Mechanical Services), to gain access to Target\u27s systems. The breach cost Target over 340 Million (USD) today. In this study, a cost-benefit analysis was done to determine whether it would have been more cost-effective for Target to have invested in security controls rather than paying for the aftermath of the 2013 data breach. The results derived in this study show that the total cost of implementing controls to mitigate the Target data breach is 340 million which was the reported cost of the Target data breach. Based on this cost benefit analysis, this study shows that if Target had invested in security systems and personnel prior to the breach, it would have been much more cost-effective
A QUALITATIVE LOOK AT RELATIONSHIPS FROM A TEACHER’S PERSPECTIVE
Full text linkABSTRACT
This qualitative study examines the role of teacher-student relationships grounded in the Social Learning Theory, Social Support Theory, as well as the Attachment Theory. The research explored how teachers perceive, establish, and maintain supportive relationships with their students, and how these relationships contribute to student engagement and academic motivation. Fifteen first-grade teachers from elementary schools participated in semi-structured interviews, sharing personal insights and practices around relationship building. Using key factors that foster positive relationships, including empathy, active listening, individualized support, and culturally responsive communication. Findings also highlight systemic barriers such as large class sizes, behavioral challenges, and the emotional demands of teaching. This study enhances our understanding of relational pedagogy and provides actionable strategies for educators and school leaders to strengthen student-teacher relationships. These include enhanced professional development in relational teaching strategies, systemic supports for teacher well-being, and intentional efforts to create inclusive, trauma-informed classrooms. Ultimately, the study affirms the transformative power of positive teacher-student relationships as a foundation for students feeling emotionally connected to their teachers, demonstrating increased motivation and a stronger classroom engagement.
Keywords: relationships, engagement, motivatio
Senior Living: Filling the Gap
Full text linkThis white paper explores how colleges and universities can help address the housing crisis for Americans aged 65 and older by integrating seniors into college campuses. This approach not only helps to fill dormitories but also provides students with valuable work experience. The paper examines three key issues: the Silver Tsunami (the growing senior population), declining enrollment leading to campus housing vacancies, and the financial burden of higher education. By advocating for intergenerational living, the proposal offers an innovative solution that benefits seniors, students, and universities
School-Based Trauma-Focused Small Group for Early Elementary Students
Full text linkExposure to trauma has been linked to a number of detrimental effects on children, including decreased or stunted cognitive abilities, increase in externalizing and internalizing symptoms, negative effects on relationships with peers and caregivers, and decreased academic achievements (Perry, 2002; Van Der Kolk, 2005; AAP, 2014; SAMHSA, 2018). It is estimated that one fourth of students will experience at least one traumatic event before the age of 6 and up to one third will experience a traumatic event before the age of 17 (Briggs-Gowan et al. 2010; Finkelhor et al. 2015; McLaughlin et al., 2013). Many students who experience chronic trauma exposure may meet diagnostic criteria for post traumatic stress disorder, which may co-occur alongside depression, anxiety, ADHD, suicidal ideation, hypersexuality, hearth disease, strokes, drug use, and pre-mature death (Van Der Kolk, 2005). Fortunately, promising research has suggested school-based trauma interventions have had positive impacts on students with a history of trauma (Durlak et al., 2011). This literature review will explore common trauma reactions, symptomatology, long-term effects of untreated trauma symptoms, the effects of trauma in schools, treatment options, and school-based trauma interventions
Depression and Anger in Male Adolescents: A Cognitive Behavioral Group Manual
Full text linkDepression is a common mental health disorder experienced by children and adolescents. Depression in male adolescents often does not follow the DSM criteria as it does in girls. This literature review and manual will explore gender differences in the manifestation of depression symptoms, as well as the link between depression and anger in adolescent males. Additionally, effective treatments for depression and anger will also be explored. Treatment approaches include cognitive behavioral therapy (CBT), dialectical behavior therapy (DBT), and pharmacological treatments. This group manual provides evidence-based CBT interventions that are effective in managing and treating symptoms of major depressive disorder, especially when it comes to anger and aggression in male adolescents. Interventions include psychoeducation and mood monitoring, pleasant activity scheduling and behavioral activation, cognitive restructuring and identifying negative automatic thoughts, and CBT skill-building techniques. Psychoeducation focuses on the causations and symptoms of depression and dysfunctional cognitions. This manual was established to provide clinical practitioners with the proper tools to foster a counseling environment where adolescent clients feel safe to learn about their symptoms, process their feelings, and regulate emotions
The Influence of Social Media on Speech-Language Pathology Practices
Full text linkWith social media’s presence growing beyond personal use, speech-language pathology as a professional field is affected by social media as well. This study examined how social media is influencing clinical practice trends and evidence-based decision-making in speech-language pathology (SLP). A mixed-methods study including a survey (98 participants) to assess social media’s impact on SLP practices in the tri-state area (Minnesota, North Dakota, and South Dakota), as well as a focus group (five participants) was used.
Participants primarily used social media to build a community of practice, which included connecting with others, accessing materials and resources, and building educational knowledge. These were identified as integral to their sense of community and a primary benefit for using social media in the field. Influences on clinical practice trends included a variety of topics (e.g., ASHA Big Nine areas of practice, community issues, diagnostic decision making, and professional issues). Additionally, client/caregiver access to social media had positive influences resulting in consumers being well informed. Related negative factors influencing social media use were polarizing views and influence of social media algorithms creating potential source of bias. An identified challenge was that clients/caregivers occasionally have misconceptions about the diagnostic process.
When utilizing social media resources, clinical decision-making was found to be predominantly guided by clinical expertise, experience and subjective judgement, rather than explicit vetting of quality using external evidence. Most SLPs (70% of the survey) verified claims from social media never-to-sometimes while only 30% verified claims often or always. Verifying with external evidence was identified as an additional challenge, with time constraints, paywalls, and uncertainty of quality of posts being primary barriers
A Program Evaluation of a Schoolwide Behavioral Support System: Implementation and Impact on Behavior and Instructional Time
No full textAddressing student challenging behavior is a significant goal for many schools. The DEPOT (Discovery, Empowerment, Positivity, Opportunity, and Transformation) intervention is a program which was implemented to tackle this issue at an elementary school. The DEPOT intervention is a structured strategy for managing challenging behavior. The DEPOT approach involves extensive data collection and positive challenging behavior intervention by tracking which students are sent to the DEPOT, who sends them, why they are sent, and how long they stay. This data can then be used by school staff when referring students to special education or moving them through the school’s tiered challenging behavior interventions. This project is a program evaluation of the DEPOT program. It explored themes of missed instruction and visits using descriptive data to evaluate disproportionality and areas for improvement. By systematically evaluating the DEPOT intervention, this program evaluation contributes to the understanding of the DEPOT room’s benefits for the elementary school and its staff. The findings from this study could help refine and optimize current practices, with the ultimate goal of creating a better learning environment for all students
Containing Multitudes: An Analysis of Self
Full text linkFunctioning as a capstone project in partial fulfillment of the requirements for a Master of Science in Clinical Mental Health Counseling at Minnesota State University Moorhead, this paper offers insights from an in-depth self-analysis completed by a soon-to-be counseling graduate. The process of self-reflection and awareness in professional and personal practice has been shown to increase counselor quality and effectiveness, as well as treatment outcomes (Corey, 2020). Thus, the purpose of this project is not only to showcase the student’s mastery in counseling, but to increase self-awareness and utilize introspection in a constructive manner to benefit the growth and development of the student. The methods utilized in this endeavor include: a dissection of the student’s background, insights provided from assessment results related to the student’s personality and interests, an analysis of interview responses from the student’s loved ones, and a look into the student’s theoretical orientation and conceptualization. In addition, the personal and professional impact from this process and a plan for continued development are discussed