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Leading with Equity through Action: The Theory of Racial and Gender Equity Advancement in Rural Schools
Get PDFAll students deserve an equitable education. Rampant misinformation has flooded the educational world, and society as a whole, turning the concept of “equity” into something that has become politically charged. However, all students are different, and differences must be acknowledged and celebrated to ensure all students receive the education they need to thrive both academically and socially.
The purpose of this study is to examine equitable practices in rural schools. Using a constructivist paradigm, a grounded theory research approach was utilized through collection of qualitative data to theorize why some rural schools are further advanced than other rural schools of similar size and location. Principals of rural schools were interviewed virtually to gather qualitative data specifically focusing on racial and gender equity that was then coded using grounded theory guidelines, utilizing initial coding, axial coding, and selective coding to answer research questions about principal perceptions of equity, equitable practices currently employed in schools, and deterrents or catalysts to equity work in rural schools. The qualitative data derived from the interviews helped the researcher develop The Theory of Racial and Gender Equity in Rural Schools: The implementation of equitable practices in rural schools is more strongly influenced by the community than by the school itself
A Phenomenological Study on Single Parents’ Experiences and Engagement as Their Child Attends Elementary School
Get PDFThe popularity of parental involvement in school systems has risen since the Elementary Secondary Education Act (ESEA) came into effect. However, there is a lack of research on how single parents navigate parental involvement and the struggles they face juggling jobs, multiple children, and stress with a lack of support. This research is guided by the following questions: What are the perceptions and beliefs of parental involvement for single parents with their child attending elementary school? How do single parents experience this first year? What support do single parents receive from the school system?
A phenomenological study using a construct of resiliency theoretical framework was conducted using single parents in Minnesota. Seven single parents were recruited to participate in a demographic survey and individual interviews. Pseudonyms were used to protect the identity of the participants. The findings of the study provide guidance to school systems and teachers on single parents’ obstacles and lived experiences and provide the school system with ways to assist and support single-family households
25th Annual Andrew B. Conteh Student Academic Conference
No full text25th Student Academic Conference Schedul
Mental Health Literacy Training for Elementary Educators
Get PDFYoung school children struggle with mental illness at a high rate, but often do not receive treatment or referral to mental health resources (Paula et al., 2014). Because of their age, their support systems are the first line of defense toward recognizing and reporting concerning symptoms of mental illness. Educators act as one of these support systems, but research shows mental health education for teachers is lacking in comprehension and adequacy (Dix et al., 2019). This literature review and training focuses on Mental Health Literacy (MHL), which promotes positive mental health education and literacy through encouraging help-seeking, recognition of mental disorders, knowledge of risk factors, and more. Discussion in the literature also includes limitations of this program and its application to schools, suggesting prevalent issues in funding and school support. Application of this theory for educator mental health training aims to help educators recognize symptoms of mental illness, self-harm, suicidal ideation, and abuse. It also includes information on collaborating with parents and outside resources to build a student’s support system. MHL is supported through research in these topic areas, citing increasing positive effects toward educators and students (Bjǿrnsen et al., 2019). The purpose of this training is to increase educator awareness, decrease stigma, and increase positive attitudes and competence in MHL. Overall, Mental Health Literacy is a positive theory supported by research, offering comprehensive education to teachers while supporting students struggling with mental health (Bjǿrnsen et al., 2019)
Child-Parent Psychotherapy Training for Mental Health Agencies to Address Symptoms of PTSD in Trauma-Exposed Children in Early Childhood
Get PDFApproaches for working with trauma-exposed populations have been critical in addressing the widespread prevalence and impact of trauma across the lifespan (Young et al., 2011). With early intervention being critical for reducing the impact of posttraumatic stress disorder symptoms persisting throughout the lifespan (Buss et al., 2015), approaches for early childhood populations are essential. One such approach, Child Parent Psychotherapy, has been shown to be one of the most effective approaches for working with trauma-exposed populations under five years old (Lieberman et al., 2015). This literature review and training manual explores the current research and implementation of Child Parent Psychotherapy for clinical mental health counselors. The objective of this training is to provide more information on this empirically supported approach and its implementation to increase the field’s awareness of effective approaches for young children exposed to trauma
The Relationship Between Parental Engagement in Early Intervention, Part C Special Education Services, and Parental Barriers to Engagement Through the Perspective of Parents
Get PDFParental engagement is a critical component to child development and an essential part to Early Intervention (EI). Parental engagement is especially important for EI services that provide an in-home parent coaching service delivery model. Without parental engagement between EI services, the child will have less of a chance to make gains in their social-emotional, adaptive, physical, language, and cognitive development. This research interviewed nine parents who have a child that received early intervention, Part C special education services, in a rural, southeast MN educational district. The educational district consists of 13 school districts that serve roughly 65 children between the ages of birth - 3 years of age, who are eligible for special education early intervention. Using a qualitative research design, through an interpretivist paradigm, this study aimed to seek the relativism of the social phenomenon of parental engagement, what the barriers are that prevent that engagement, how those barriers may impact a child’s development, and if the frequency of in-home early intervention sessions influences parental engagement
Culturally Responsive Teaching In Special Education
No full textCulturally Responsive Teaching (CRT) is a pedagogical approach that recognizes the significance of including students’ cultural backgrounds in all aspects of learning. CRT seeks to bridge the gap between student’s home and school environments while acknowledging the diverse experiences and characteristics students bring to their learning. CRT emphasizes the importance of respecting and incorporating cultural, linguistic, and socio-economic diversity into teaching practices and curricula. This approach facilitates better engagement, fosters a sense of belonging, and improves the academic achievements of all students, particularly those from culturally and linguistically diverse backgrounds. Moreover, it encourages the development of critical thinking skills by challenging cultural biases and stereotypes. The implementation of CRT, however, requires continuous teacher learning and adaptation to ensure its effectiveness in a constantly changing educational landscape.
Students with special needs are often faced with dual marginalization due to their disability and cultural background. CRT in Special Education seeks to facilitate a more inclusive and effective learning environment by acknowledging and respecting these differences. The application of CRT in Special Education involves using individualized instructional strategies relevant to the student\u27s cultural background. It promotes higher engagement and academic success by making the learning content relatable and meaningful to the students. In addition, CRT in Special Education encourages the cultivation of a positive self-concept in students, helping them see their cultural and personal identity as strengths.
The application of CRT in Special Education requires a commitment from educators to continuous learning and adaptation. It necessitates a deep understanding of both the cultural backgrounds of the students and the pedagogical strategies that can effectively cater to their unique needs. The ultimate goal of CRT in Special Education is to create an inclusive and supportive learning environment where all students, regardless of their abilities and cultural backgrounds, can thrive.
This project provides insight to CRT and how to implement it within the classroom. I will show how CRT impacts a student\u27s life both within and outside of the classroom. My research sources will show how I, as a teacher, impact a student’s life when being Culturally Responsive and respecting a student’s cultural background. I will also provide a short guide to share with colleagues to increase their awareness of CRT and its benefits in a classroom setting
Teaching Techniques for Improving Student Behavior and Performance in Classrooms: A Review of the Literature
No full textMackenzie Laughlin: Abstract Teaching Techniques for Improving Student Behavior and Performance in Classrooms: A Review of the Literature The primary purpose of this review of literature was to provide information about improving student behavior and performance in the classroom and the use of evidence-based practices for behavior management in general education classroom settings. The author took a closer look at classroom management components, emotionally supportive learning environments, and how student and classroom-level factors operate together to reduce student aggression. While reviewing the literature several themes were found, including four specific guidelines, practices, and curricula: high leverage practices related to social-emotional learning (Zimmer, 2023), the development of a class-wide function-relation intervention team (Wills et al., 2019; Kamps et al., 2015), social emotional skills (Portnow et al., 2018; Stoiber, 2011) and the SPARK curriculum (Green et al., 2021). The author then took this information and created close-captioned, informational videos for classroom teachers - with the intent of the videos to provide background information on social-emotional learning, the collection of data to inform decisions regarding behavior and ultimately facilitate conversation between general education teachers and special education teachers around behavior
The Impact of Mindfulness on Perceived Stress and Academic Performance Among English Language Students in Central Asia
Get PDFThe current study investigated the effectiveness of mindfulness training in reducing stress and increasing academic performance among Uzbek English language students. The researcher partnered with four English faculty at Tashkent State Pedagogical University (TSPU) to conduct a quasi-experimental study using a convenience sample of sixty 2nd year students studying English as a foreign language. One group of students (n = 30) received mindfulness training while the acted as an active control group (n = 30) and received study skills training. Both groups received 20-minutes training in their English classes, four days a week, for 4-weeks. All participants completed pre- and post-intervention questionnaires, which measured perceived stress using the Perceived Stress Scale-10 and mindfulness using the Mindfulness Attention Awareness Scale and the Five Factor Mindfulness Questionnaire. Academic performance was measured using a reading comprehension test and a 5-minute paired speaking assessment. Results showed no significant difference between the groups on any post-intervention measure. Further analyses indicated both groups experienced a statistically significant decrease in stress from pre- to post-intervention (Z = -2.692, p \u3c.01) with a moderate effect size (r = .348). While no significant correlation was found between stress and either reading or speaking scores, results showed a moderate negative correlation between stress and mindfulness at pre-intervention (r = -.45) and post-intervention (r = -.51), statistically significant at the p \u3c .001 level for both. Additional qualitative questions indicated participants’ main sources of stress were academic work and social relationships. Students reported experiencing emotional symptoms of stress more often than other symptoms. Participants in the mindfulness group reported the training to be beneficial in reducing their stress, indicating this was a socially valid treatment. This is a significant contribution to the field as this is a population that has not previously been studied in regard to mindfulness and stress
Combining Academic and Behavioral Interventions to Increase Academic Engagement and Reading Fluency of Elementary Students with Specific Learning Disabilities
No full textThis project explored the effect of combining academic and behavioral interventions simultaneously to increase academic engagement and reading fluency with a second-grade student. Gettinger et al. (2021) found in a meta-analysis that sequential, rather than simultaneous, interventions fail to address the link between behavior and academics. The student’s reading fluency, measured as words correct per minute on FastBridge curriculum-based measurement (CBM), was consistently at or below the first percentile when compared to the national average. Her identified target behaviors included task avoidance and academic disengagement via pushing her chair away from the table, pulling her legs to her chest, and using “baby talk” while refusing to complete assigned tasks. Through a functional behavior analysis, the student’s special education team identified adult attention-seeking and escape behavior when presented with a difficult task as the two primary functions of the behavior. The student received 15 minutes of a flashcard-based sight word intervention and 20 to 30 minutes of noncontingent reinforcement (NCR) per day throughout the intervention period. Studies have shown NCR to be particularly effective for attention-maintained behaviors (Wood et al., 2018). Reading fluency progress was monitored weekly through CBM probes and behavioral progress was measured daily using Direct Behavior Rating scales. Results showed that the student’s academically engaged behavior increased significantly. Her reading fluency measure increased, but not significantly so. Future research would benefit from addressing NCR thinning schedules and alternative or additional reading interventions, as well as tailoring both academic and behavioral interventions to student needs as determined by evidence-based rating measures