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Designing Effective Online Courses: Exploring the Relationships Amongst Online Teaching Self-efficacy, Professional Development, Online Teaching Experience, and Reported Implementation of Effective Higher Education Online Course Design Practices
Get PDFHow best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both community colleges and universities. The findings suggested that both online teaching self-efficacy and self-reported ratings of implementation of effective online course design practices were higher when individuals have completed at least 20 hours of professional development meant to prepare them to teach online, have experience as an online instructor and/or online learner, and have participated in a peer review of their online course. The findings offer insights into how those with varying levels of online teaching self-efficacy rate their online course design practices and suggest that faculty may not accurately self-assess their course design abilities. The results and implications for those who are planning for and providing professional development meant to prepare faculty to teach online are discussed.https://red.mnstate.edu/ijgll-infographics/1009/thumbnail.jp
Resource Handbook to Support Families Implementing Conscious Discipline
No full textThe purpose of this literature review is to introduce social and emotional learning for children, educators, parents, and caregivers through Conscious Discipline. Conscious Discipline is an approach that emphasizes the importance of adult self-regulation in modeling and teaching children effective emotional management and conflict resolution. It shifts the focus from traditional disciplinary methods to understanding and changing the adult’s behavior first as a means to guide children positively. Throughout this review, we will explore childhood brain development, the effects of trauma on the developing brain, and the brain states according to Conscious Discipline. We will discover the impact that Conscious Discipline has on teachers, caregivers, and students when it is applied successfully. We will also look at ways to support families and caregivers with Conscious Discipline tools and strategies to support a child’s social and emotional development. Further research needs to be done on partnering with families to bridge the gap between school and home, supporting parents where they are, and providing useful strategies they can implement easily
Manipulating The Distance of Inter-letter and Inter-word Spacing To Improve Reading Accuracy and Speed in The Dyslexic Student
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Recent research studies have shown that increased inter-letter and inter-word spacing has a positive effect on the reading speed and accuracy of students with dyslexia. A few of these studies also included the use of increased font size. Research that has included using fonts designed for dyslexics in addition to increased font size has not produced favorable results in increasing reading accuracy and speed. In relationship to previous research our results have shown that a .5 inter-letter and inter-word spacing has a marginal positive effect on reading accuracy and speed. The use of .3 and .7 inter-letter and inter word spacing showed no change in reading accuracy and speed or even a negative performance in reading accuracy and speed
Autism Friendly Lesson Planning: A Universal Design for Learning Training for College Level Instructors
Get PDFThe literature on adults on the autism spectrum is a vastly growing one, but there is still a great need for more in-depth research. There are common misunderstandings about individuals on the autism spectrum that leads to stigma from the overall population in the United States (John et al. 2018). As more individuals on the spectrum enroll in higher education, their needs in the classroom are becoming more apparent to instructors at this level. This literature review explores research on the community of people on the spectrum, their needs in the college setting, what can be done to accommodate these students, and the outcome of these accommodations. The research has shown that utilizing a method of teaching that considers the needs of very mentally and intellectually diverse populations such as Universal Design for Learning can assist in creating a successful work environment for students on the spectrum (Waisman et al. 2022). The present training is created using UDL principles to teach college level instructors how to teach students on the Autism Spectrum and advocate for their students
Socioeconomic Status and Instrument Provision Program Effects on Engagement in Instrumental Music Programs
Get PDFThis study focuses on the correlation between Minnesota schools’ average socioeconomic status through the percentage enrolled in free/reduced lunch and instrumental music enrollment percentages. Additionally, it also looks to see whether providing different instrument provision opportunities to students in these schools correlates with the percentage of students enrolled in their instrumental music programs. Instrumental music enrollment and instrument provision program data were gathered through surveys completed by the directors of their respective programs. While the results of the study did not demonstrate statistical significance due to deviation and small sample size, correlations between instrumental music enrollment and socioeconomic status were found. Schools with higher free/reduced lunch percentages correlated with slightly higher enrollment. This study also found that schools that offer many instrument provision programs such as lease-to-purchase programs through business partnership, advertisement that students can purchase their own instruments, and school rentals average higher instrumental music enrollment percentages than schools that only offer school rentals
Supporting the Development of Early Literacy for Children Using Augmentative and Alternative Communication (AAC)
Get PDFThis literature review was completed to explore emerging literacy skills in children who use Augmentative and Alternative Communication (AAC) for communication purposes. This paper explored the differences in language and literacy learning for children who utilize AAC. For children in early developmental phases of language, AAC played a role in both receptive and expressive language. Skills learned in receptive and expressive language can be shaped into what is considered early literacy skills. Through findings by researchers and experts in the field of AAC and speech-language pathology this paper defined specific interventions and supports that can be implemented during the development of early literacy skills
An Analysis of How Daily Reflection Journals about Reading Impact Students’ Motivation to Read
Get PDFThis 2023 study analyzed the impact daily reflection journals have on students’ motivation to read. To answer this question, two class periods of approximately 20 students in each period completed a reflection journal based on what they read daily in class. Journals were implemented each day class occurred over 8 weeks. Success of this study was determined through the examination of pre and post motivational surveys, an interview, and analysis of student journals. Results were examined and the research concluded that daily reflection journals have an impact on students\u27 motivation to read
Anxiety Reduction Within the School Setting: What known anxiety reducing interventions are most effective in schools?
Get PDFStudents in our schools are experiencing anxiety. This anxiety can be disruptive to the educational experience of students and can make for an uncomfortable learning environment. Educators and school systems oftentimes have the goal of creating an equitable environment for all of their learners. Addressing the effects of anxiety in the classroom should be no different. This quantitative study examined the effectiveness of three different anxiety-reducing interventions in the classroom. Students participated in a testing anxiety intervention, a journaling intervention, and a mindful breathing intervention. Students shared their level of anxiety by completing a survey to understand the effects of these interventions. The survey provided different scenarios for students to rank their level of anxiety. Those scenarios included: general anxiety, anxiety while at school, anxiety in the researcher\u27s classroom, and anxiety prior to an assessment. The results of the surveys coupled with observation by the researcher lead to conclusions about the selected interventions. Results indicate potential success of the implemented interventions. There were noticeable decreases in the different categories of anxiety for some of the interventions performed. However, more research is needed to determine if the results are reliable and can be completely attributed to the changes in anxiety levels
The Effectiveness of Student Friendly Scales on Third Grade Students aimswebPlus Reading Comprehension Scores
No full textThe purpose of this study is to examine the effectiveness of student friendly scales on third grade students aimswebPlus reading comprehension scores. Seventeen third grade students will receive student friendly scales created from North Dakota state reading standards. All the students will receive instruction on how to use these scales. The researcher will continuously instruct and demonstrate how the scales work. Only students who have signed consent from their guardians will participate in the study. These students will also sign an assent form stating that their guardian has given them permission to participate in the study while also asking them if they feel comfortable in participating. Students will take the aimswebPlus reading test before and after learning how to use student friendly scales
Race Matters: Factors That Impact Recruiting Black Teachers in Minnesota
Get PDFBlack teachers are underrepresented within Minnesota and the nation. The perspective and presence of Black teachers was motivation for why this topic should be explored. This study examined factors that impact the decision making of individuals who identify as Black entering the field of education as teachers. The researcher conducted qualitative research utilizing the grounded theory approach to gain a deeper understanding of the perspectives of Black teachers. The participants of this study were from the seven-county metropolitan area in Minnesota. The researcher used semi-structured interviews of ten participants for this study