4811 research outputs found
Sort by
Assessing Language Learners In Mathematics: A Single-Subject AB Quasi-Experimental Study Exploring The Impact of Dual Language and Monolingual Classrooms on Achievement
Get PDFDual language classrooms provide instruction for language learners to use their first language (L1) as well as their second language (L2) to learn academic content. The goal of the study was to impact the decision-making among educational leaders who may be challenged by the dual language classroom due to the logistics and financial demands such a program possesses for school district leaders. A single-subject AB quasi-experimental study explored the impact of one monolingual mathematic classroom and making it into a dual language classroom providing a Spanish interpreter during whole group math instruction time. The model that was delivered replicates what has been studied, but in the context of the researcher’s community where dual language classrooms have never been tested. The researcher studied the way three developing English language learners were affected by the dual language element and how these students performed on assessments compared to the monolingual classroom English learners. The research was guided using James Cummin’s Common Underlying Proficiency (CUP) Theory. This study also aimed at exploring and reporting the English language learners’ (ELL) experiences and bringing into the discussion the children’s lens probably for the first time as well as the teachers. The study showed no significant difference in aMath FastBridge scores between the dual language classroom and monolingual classroom. The researcher recommends conducting this study for at least an entire semester, having the researcher observing the monolingual classrooms at random for the purpose of providing feedback regarding implementation, utilizing the services of the interpreter during small group instruction, and writing a grant to cover the costs associated to the dual language materials
Resource Guide for the Use of Generative AI In Education
No full textGenerative AI technology is a new technology that has many potential benefits for people but requires knowledge of how it works and how to use it appropriately in order to best utilize it. This project involved researching and creating an easy-to-use and understand resource guide designed to teach educators the fundamental knowledge needed to understand and use generative AI technology. This guide includes links to videos explaining how the technology works and a glossary of terms specific to the field. The guide then links users to eight potentially useful AI tools and toolboxes that users may find useful and describes what each one does. Next, the guide offers further reading for people who are interested in learning about the technology beyond the basics. This includes recommendations on creating a class policy regarding generative AI, a list of free online courses on generative AI use, and a link to a daily email list that covers new developments in the field each day. Finally, the guide contains a feedback form that will allow the author to obtain feedback on how to improve the resource guide
Self-Monitoring Intervention for Students with ADHD
No full textThis paper presents a case study of an elementary student diagnosed with ADHD who exhibits off-task behavior in the classroom. Through observations and consultations with the problem-solving team, it was identified that the student’s primary challenge was maintaining focus and staying on task. To address this, a self-monitoring intervention was implemented. The intervention involved several steps: defining clear behavior expectations, teaching the student to recognize when he was off-task, utilizing a MotivAider device to prompt self-monitoring, and providing rewards for meeting expectations. Over an eight-week period, the student showed significant improvement, reaching 100% accuracy in behavior when prompted. Progress monitoring through observations and checklists demonstrated consistent positive results. Fidelity checks ensured the intervention\u27s integrity.The study concludes that the self-monitoring intervention was suitable for the student’s behavioral needs and led to sustained improvements in on-task behavior
Improving Reading Outcomes Using LANGUAGE! Live and Repeated Reading with Three Fourth Grade Students
No full textAbstract
As of 2022, only 33% of Fourth graders are at or above proficient on national reading test data (National Assessment of Educational Progress, 2022). The purpose of this project was to increase the reading skills of three Fourth grade students. The students were receiving the LANGUAGE! Live reading intervention that entails both whole-group direct- teacher instruction and an online component. The reading intervention teacher identified three students who could use extra reading fluency practice based on STAR winter benchmark scores. In addition to LANGUAGE! Live these three students were given additional practice to boost reading fluency using grade level passages that included fiction, nonfiction, and poetry. The students were progress monitored using one-minute timed readings on the passages. One student demonstrated progress by moving up a letter during the intervention and this student met his words correct goal each reading. The other two students had mixed results. Possible changes to the intervention as well as implications for future practice are discussed
COLLABORATIVE STRATEGIES FOR INCLUSIVE EDUCATION
Get PDFAbstract
In education, the collaboration between general and special education is pivotal for fostering inclusive practices and addressing complex challenges. However, existing literature highlights a gap in comprehensive preparation for educators, particularly general-education teacher candidates, and the need for ongoing professional development in inclusive practices. I worked to address this gap by developing a training program aimed at equipping general education teachers with the knowledge and skills necessary for effective collaboration with special education colleagues. Drawing upon peer-reviewed research, Cochran-Smith and Dudley-Marling (2012) underscore the necessity of addressing issues that divide general and special education and promoting inclusive practices through teacher education. Hamman et al. (2013) emphasize the need for comprehensive training programs to prepare general-education teacher candidates for inclusive practice beyond mere exposure to collaboration. Additionally, Ricks (2022) highlights the importance of legal literacy in general education teachers\u27 navigation of special education systems, indicating the significance of training programs in addressing legal compliance and facilitating effective collaboration. The training program I developed focuses on promoting inclusion, enhancing teacher competence, and improving student outcomes through collaborative practices and ongoing professional development. It covers fundamental principles of special education, collaboration models, communication strategies, and legal considerations. By providing practical tools and resources, the training program aims to empower general education teachers to create inclusive learning environments where all students can thrive. This abstract highlights the significance of filling the gap in inclusive education practices and promoting effective collaboration between general and special education.
Keywords: collaboration, special education, general education, inclusive practices, professional development
Impacts of Socioeconomic Status on Language Development in Preschool Children
No full textAccording to Lee (2023), 37.9 million Americans are living in poverty. Poverty is associated with deficits in language, communication, and social skills. Language development is a crucial aspect of a child\u27s development. Children who live in low-socioeconomic households have a higher prevalence of language impairments. This paper will explore the impact that socioeconomic status has on language development in preschool-aged children. It includes becoming knowledgeable on serving individuals that come from different backgrounds, including level of socioeconomic status. It is important for all individuals especially professionals who will serve this population to understand how level of socioeconomic status can affect much more than language development. Speech-language pathologists (SLP) are trained in language facilitation strategies including scaffolding and focused stimulation (Paul & Norbury, 2012), but also can teach other strategies to parents at different abilities and levels of resources. Parent training is also crucial to support language and literacy rich environments for their children. As a professional, SLP\u27s are encouraged to share additional supports such as online and local community resources for further educational opportunities and organizations that can provide language learning opportunities
The Effect of Melodic Intonation Therapy on Language Recovery in Patients After Stroke
No full textThis project is an examination of literature discussing the effects of Melodic Intonation Therapy (MIT) on language recovery in patients after stroke. The role of MIT after stroke is to encourage language recovery and promote overall well-being. Nine studies are summarized pertaining to the importance of MIT for individuals after stroke and the generalization of this approach. The existing literature supported MIT as a consistent intervention approach that positively impacted stroke and language recovery. Additionally, this review explored implementation options and the importance of each method. The importance for future research and synthesis is impactful across settings. Overall implications predict that MIT intervention is an important intervention program for individuals who have experienced chronic stroke and need language recovery
Focus Groups: Perceived Stress and Stress Management Techniques of Speech-Language Pathology Graduate Students
No full textSpeech-Language Pathologists are required to earn a master\u27s degree from an accredited program (ASHA, n.d.). Graduate students, typically in their twenties and thirties, are prone to stress that arise while completing their graduate degree such as paying off undergraduate student debt, earning a sustainable income while in school, and working on establishing a professional identity within their career field (Cho & Hayter, 2020). This stress is magnified by the stress associated with earning a graduate education, which negatively impacts their productivity and diminishes their mental and physical well-being (Cho & Hayter, 2020).Stress can be defined as any change that causes an individual emotional, physical, or psychological strain (WHO, n.d.). When stress levels become too great for an individual it can affect that individual\u27s physical health and cause psychological distress such as anxiety, severe depression, insomnia, and social dysfunction (Beck et. al, 2015). High levels of stress not only impact an individual\u27s health but also the individual\u27s academic productivity including their ability to conduct research, write, and publish (Cho & Hayter, 2020). Due to a lack of academic productivity caused by high levels of stress, students are showing an increase in program dissatisfaction and a higher rate of leaving the academic program they have originally enrolled in. Continued stress may lead to dissatisfaction with an individual\u27s career choice and a decreased level of commitment to the individual\u27s professional career path (Cho & Hayter, 2020).This study aims to explore how stress impacts individuals enrolled in Minnesota State University Moorhead\u27s Speech-Language Pathology graduate program. Data will be collected in the form of small focus group interviews that involve individuals who are currently enrolled in their first-year graduate Speech-Language Pathology program at Minnesota State University Moorhead with the possibility of continuing the study into the participants second year. This study will expand on previous research of graduate students enrolled in a speech-language pathology program. Previous studies focused on training students to use mindfulness techniques whereas this study will analyze the mindfulness techniques students engage without prompting from the research team
Improving the Drug Antipyrine: Synthesis of N2-Aryl Analogs Through Oxidation of Dihydroantipyrines
Get PDFIdiopathic Pulmonary Fibrosis (IPF) is a progressive and fatal lung disease that affects thousands of people worldwide. Current drugs are used in clinical settings to treat IPF but these drugs have low efficacy and a high monetary costs. The molecule antipyrine has been identified by colleagues at Mayo Clinic as an early-stage drug candidate for treatment for IPF. The Jasperse group is synthesizing analogs of antipyrine to create a drug library for improved IPF treatment. A novel three step process via a silyl enol ether intermediate has been developed to convert a C-C bond to a C=C bond between C4-C5 in previously modified analogs to better represent antipyrine. This process successfully yielded 14 novel antipyrine analogs with variations in aryl attachments. Product conversion and purity were assessed, and the final samples were around 90% or greater in purity. Relevant procedural details, NMR, GC-MS data, analog structures, and a hypothetical mechanism will be presented
Adolescent Anxiety and the Effects of Coping Cat
No full textThis study investigated the effect the Cognitive Behavior Therapy-based intervention, Coping Cat, had on decreasing anxiety levels of adolescents. The participant in this study was a 12-year-old male student in 6th grade. The participant had been identified by his teachers and counselor as struggling with his behavior because of his anxiety. The intervention consisted of weekly one-on-one meetings, which were 30 minutes long. The participant reported weekly direct behavior ratings of their anxiety. They also completed the Strengths Difficulties Questionnaire (SDQ) before and after the intervention. The participant received 8 out of the 14 student sessions, and his mother completed the two parent sessions over the phone. The student reported overall decreased anxiety levels and lowered emotional distress and hyperactivities difficulties. Positive results suggest Coping Cat was an effective intervention for this student and has promise as an effective intervention for school-based professionals to use to reduce adolescent anxiety