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Narrative Inquiry in Practice: A Study Identifying Themes of Persistence and Barriers in the Educational Journeys of American Indian Students in Higher Education
Get PDFIncreasing in popularity, the use of narrative inquiry in qualitative research study offers a unique perspective and context in sharing lived experiences. This article utilizes a narrative inquiry study to improve the knowledge of why American Indian students have the lowest college graduation rates in the United States. These narratives helped define the barriers that have discouraged American Indian students from persisting in higher education. Predominantly, participants identified the lack of financial support, lack of cultural competency, emotional distress, time poverty, afraid to ask for help, afraid to succeed, and navigating through the college processes as barriers to their educational success. Additionally, the participants’ narratives identify themes of persistence that include the importance of having a role model, fear of failure, making the family proud, advancement opportunities, and support from family, friends, and cohorts. These barriers and themes of persistence provide a better insight into why American Indian students have the lowest advanced degree completion rates of any ethnic group. By delving into the personal educational journeys of seven American Indians at varying stages of their educational experience, rich narratives were created for the qualitative study and highlighted in this article.https://red.mnstate.edu/ijgll-infographics/1006/thumbnail.jp
Resilience Small Group: A small group for upper elementary students
Get PDFResilience is important for a child’s ability to persevere, as well as their physical health. Parental influence, connection, cultural identity and coping skills are some factors that can help build resilience within a child. Teaching and surrounding the child with positive connections can help children overcome and persevere when faced with stressful and traumatic events. Children need opportunities to learn skills to reduce the impact of severe stress on their bodies (Sciaraffa, et al, 2018). The resilience small group will help children receive the chance to practice these skills in a group of 4-6 of their peers. Children will be taught skills to promote a growth mindset, assertiveness, and the importance of positive peers and adults in their lives. Students will also practice mindfulness and the importance of humor. This will give them the ability to work through challenges in healthy way. There are negative and positive ways to cope with challenges or tough circumstances. Creating positive healthy coping skills can a help a child have a healthy lifestyle. Student will be more likely to work through adversity if they have the positive foundational skillset. Teaching resilience to children can create a healthy lifestyle and the ability to bounce back from adversity.
Keywords: Students, Resilience, Adversit
Standards Based Inclusive Preschool Curriculum
Get PDFAbstract
The purpose of this project was to create an inclusive preschool curriculum geared toward all children ages 3-to-5 years-old. The curriculum demonstrated scripted and detailed instructions on how to conduct lessons in the developmental areas of cognitive and social-emotional. Those developmental areas were selected due to the research indicating the highest need areas for young children. In addition, the curriculum addressed: the Minnesota state educational standards for preschool age children, early childhood indicators of progress (ECIPs), and individual education plan (IEP) goals and objectives for young children who have special needs. The curriculum gives example case studies and ways to include adaptations/ modifications directly into the lessons, along with ways to address a diverse population of students’ abilities. Included in this project was a literature review that examined inclusion practices and how they related to cognitive and social-emotional development; along with the need for high quality inclusive curriculum in a preschool setting.
Key words: Early childhood special education, inclusion, curriculum, standards-based practic
Recognizing Teacher Burnout: Utilizing Teacher Retention Strategies to Help Work Life Balance of Educators
Get PDFThe ongoing shortage of special education teachers coupled with an increasing attrition rate has prompted many researchers to investigate why teachers are choosing to leave the field. Multiple studies (Lehmann 2008, et al Cheng 2022, et al Bryant 2023) have been conducted to determine the rates of attrition at multiple levels in education. Results of studies (Hughes 2012, et al Robinson 2019, et al Ogakwu 2022) indicate that there has been a statistically significant relationship between job satisfaction and burnout among special education teachers. This project provides a literature review focused on special education teacher burnout and attrition along with a discussion offering potential solutions to this persistent problem. Bridging the gap between teacher perception and administrative support is a hoped for outcome of this project
Using the Taped Problems Intervention to Increase Math Fact Fluency
No full textIn this project, the Taped Problems math intervention was used with a second-grade student to attempt to increase basic math fact fluency. This intervention uses time delay, repeated practice, and corrective feedback to increase fluency in basic math operations, including addition, subtraction, multiplication, and division. The project included a worksheet with math problems on it and a corresponding taped recording of each problem being read aloud with a delayed answer. The intervention focused specifically on “Addition to 20” problems. Progress was monitored using curriculum-based measurement and recording the number of problems the student answered correctly in a minute. The results indicated there was an increase of 14 problems correct per minute over the four weeks the intervention was given
How will having a W.I.N room for our Emotional and Behavioral Disorder students to access when they are needing a break affects the number of room-clearing behaviors in a week?
Get PDFHaving the power to create the behavior program from the ground up, starting a “What I Need” (W.I.N) room at the elementary school where the researcher works. This is a sensory type of room with different tools and strategies that the students can use to calm their bodies or as we say have a safe and calm body. This room will be run by the researcher along with a paraprofessional that will be in the room all day to help support the students. This paraprofessional will also supervise the W.I.N Room if the researcher needs to leave to handle a behavior. This room goes hand and hand with self-regulation skills. As the tools and strategies that will be taught/used are self-regulation strategies. Within this room we also will have spaces for students to complete their work if they need a quiet place to work, a less distracting environment or a little extra support. The students also take scheduled breaks in the room that are guided, and routine driven so that the students know what to expect and what their job is when they come for a break. Every student\u27s scheduled break does look different as their needs are all very different
“Sharenting” and Child Privacy: A Content Analysis of Parent Bloggers’ Instagram Posts
No full textIn this age of artificial intelligence and identity theft, there is an increasing concern for online safety. In recent years, there has been an increase in parents sharing more of their children\u27s lives on the Internet, a trend known as sharenting”. Beyond posing potential security risks, many of these children do not or cannot consent to publicly sharing their lives. This study used content analysis methods to explore how primary caregivers share information about their children\u27s lives in ways that may compromise their privacy or safety. Fifty public Instagram posts were randomly selected and coded for several aspects of a child\u27s life that could be considered sharenting”, such as embarrassing or otherwise private behaviours. As expected, the results were consistent with public knowledge that parents violate a child\u27s privacy; most posts coded contained at least one form of sharenting
Self-Analysis
No full textSelf-analysis is an opportunity to look through the lens of which we perceive ourselves in the various aspects of our lives. The purpose of this paper is to reflect and gain insight on personal experiences that will guide my path moving forward. Analytic tools are utilized throughout this paper to collect information about who I am and what type of counselor I want to be. These tools include examining relevant background information, assessments (Myers-Briggs Type Indicator and Strong Interest Inventory), and one-on-one interviews with my loved ones. The paper concludes with theories and approaches I plan to incorporate as a counselor as well as my goals to continue learning and growing both personally and professionally.
Keywords: Reflection, Personality, Counseling, Self-Analysi
Analysis of Self
Get PDFSelf-Analysis is the process of reviewing elements of an individual\u27s own social, professional, and overall self to understand their actions. The point of this analysis is to reflect on where I have come from to gain insight in my path going forward as a counselor. Analytic tools were used to measure important aspects of my character including personality, career aptitude, and general strengths. The specific tools include the Myers-Briggs Type Indicator, The STRONG Inventory, and the CliftonStrengths assessment. These formal assessments were then coupled with one-on-one interviews with individuals that played key roles in my life. The paper concludes with my preferred theories and modalities that I plan to use as the foundation for my career going forward as well as my future goals to improve myself in both my personal and professional lives
The Impact of Structured Literacy on Students with Reading Disabilities
No full textStructured Literacy has become the current approach to teaching reading skills in the education world. This type of approach prepares students to decode words in an explicit and systematic manner. Structured Literacy not only helps students with reading disabilities, but there is substantial evidence that it is effective for all readers. For students with reading disabilities, learning to read is extremely challenging. Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, have been shown to be less effective for struggling readers. This paper responds to these challenges by analyzing the impact of Structured Literacy on student learning. For the following project, a literature review was completed on the differences between Balanced Literacy and Structured Literacy, and how each approach has affected students with reading disabilities. Also, the project exemplifies real-life impact on students’ learning which connects the Structured Literacy approach to the current reading intervention program utilized in the special education classroom. Student data was collected throughout a 10-week individualized program and analyzed to review students’ progress. Results exhibited consistent progression of students’ phonemic awareness and decoding skills throughout the steps of the curriculum. Also, most students had improvement in their sight word recognition. However, students’ fluency skills remained stagnant as the generalization of skills to nonfiction stories remained a challenge. Furthermore, continuous research on Structured Literacy practices should occur to support the change in the literacy movement