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Demystifying the Qualitative Coding Process: Insights from a Rookie
Get PDFThe coding process is mysterious and terrifying for those new to qualitative methods. The existing guides are either highly theoretical and abstract or incredibly detailed and nuanced. Subjectivity and flexibility, strengths of qualitative coding, are challenging for those new to the process. This article is intended for the new researcher who desires coding examples and the intuition associated with each decision. Offering details on subjective decisions encountered by a rookie researcher moves away from abstract theoretical examples to practical applications and decisions that need to be made by the qualitative researcher
Executive Functioning and Self-Regulation Learning in the Early Childhood Years, A Calming Safe Space to Support the Emotional Development of Young Children.
Get PDFEarly childhood special education (ECSE) teachers often serve as a resource for classroom teachers, assistants, parents, paraprofessionals, and administration seeking behavioral guidance. Children need to be equipped with strategies to regulate their emotions before they reach the point of outbursts, elopement, shutdowns, or aggressive behavior. Classroom calm-down spaces are essential for all children to take a break and practice self-regulation, initially learning through co-regulation with teachers. This project aims to provide a framework for providing explicit instruction to children to manage their emotions at the earliest signs of dysregulation, enabling them to remain in the learning zone. The project also includes the implementation steps within an inclusive setting, how to equip classrooms with safe spaces and how general education teachers are taught strategies to guide children in practicing their pre-taught calming strategies and offer co-regulation when necessary.
A calm-down space for children to practice strategies and regulate their emotions is respectful to all children. Calm-down spaces align with trauma-informed, safe school practices and positive behavior intervention strategies. Implementation of this project will require various physical items, including a sturdy child-safe wooden cubby, a range of visuals for teaching breathing techniques and calm-down strategies, emotional concept books, simple sensory items, a timer, and professional development handout for classroom teachers and all adults working in the classroom. Funding sources and program collaboration ideas are included as a model for other schools to replicate
Multi-Level Inclusive Classroom: Framework to Successful Implementation
Get PDFThis capstone project aims to provide a framework to implement a multi-level inclusive classroom approach to enhance educational equity in diverse learning environments. Inclusion in education refers to creating an environment where students of all abilities, backgrounds, and learning styles are actively engaged in meaningful learning experiences. The capstone focuses on the implementation of inclusive practices across multiple levels, including the individual student, classroom, and co-teachers. The project includes the framework and learning strategies tailored to meet the diverse needs of students. This involves the use of differentiated instruction, targeted interventions, fostering a positive and supportive classroom, and collaborating as co-teachers
Student Aggression and Teacher-Related Trauma
No full textTeaching has changed, especially since the coronavirus pandemic. An area of teaching that has also changed, yet is not often discussed, is the increased awareness and numbers of incidents of violence, including violence toward educational staff. In a recent study of 138 Minnesota districts (40% of the districts in the state) student-related injuries made up 26% of the workers’ compensation claims with 8% resulting in lost work time (Schofield et al., 2019). According to Gerberich et al. (2014) and Schofield et al. (2019), special education teachers and paraprofessionals are at an even higher risk of being injured than other educational staff.
Almost every day a teacher will be disrespected somehow by a student – these types of problematic student behavior can be categorized into three categories: harassment, property offenses and physical offenses (McMahon et al. (2014). Sometimes these behaviors are minor, but at others an incident can result into a major, life-changing event. My capstone project describes data regarding student aggression, strategies for educators to use to de-escalate situations before aggression occurs, and the story of how one September day and one incident of physical aggression changed my whole life and caused ongoing trauma
Improving Reading Fluency in A Third-Grader Using Read Naturally: A Reading Intervention
No full textReading is a crucial skill for success in school and life. The purpose of this project was to evaluate the effects of Read Naturally, a reading fluency-based intervention, on reading fluency progress. This project was done with one third-grade, female student in the Response to Intervention (RtI) classroom. The intervention Read Naturally was implemented to improve reading fluency by using a combination of computer software, audiotapes, and books. The goal of the intervention was to improve reading fluency grade-wide screening scores via the three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. This goal was put into place so a third-grade student would progress and therefore meet and/or surpass her reading fluency grade-wide screening goal. Data collected included scores using the DIBELS 8th Edition benchmark assessment. Results indicated that the intervention was effective. However, the limitations of the study will also be discussed
P-12 Teachers\u27 Perceptions and Knowledge about Students\u27 Mental Health and Their Willingness to Provide Mental Health Supports Within Their Classroom
Get PDFP-12 students are experiencing higher rates of mental health needs, which generates a growing concern among teachers, parents, and educational leaders. Students with mental health challenges may struggle socially, emotionally, behaviorally, and academically and become at a risk for lower academic achievement, reduced graduation rates, and increased school suspensions and expulsions. While most of the literature is qualitative and has consistently identified schools as the ideal location to provide targeted mental health supports to students, teachers have reported having insufficient knowledge, skills, and resources to provide these supports to students. This correlational study aimed to move forward the quantitative methodology in this field of research by testing the relationship between P-12 teachers’ perceptions of mental health, knowledge about mental health, and their degree of willingness to provide mental health supports to students within the classroom setting. This study also explored the training needs that would increase the rate of teachers\u27 willingness to implement mental health supports. A convenience sample of elementary, middle, and high school teachers working in a rural public school system at a mid-western state responded to an electronic questionnaire. The findings confirmed that teachers who had a more positive perception and knowledge of mental health were more willing to provide targeted supports to students. The specific areas of training that teachers reported were strategies to work with students exhibiting externalizing and internalizing behaviors, mental health literacy, and interventions that would work in the classroom (e.g., teacher check-ins, silent signals). Educational leaders must focus on providing staff with a comprehensive mental health training that entails knowledge about the variety of mental health illnesses, mental health resources (e.g., curriculum, community connections for parents), and time to connect with other professionals for the purpose of collaboration and consultation. Future research would benefit from expanding this quantitative research to explore other personal and professional factors that may be contributing to sustain teachers’ willingness to provide mental health supports within their classrooms. Additionally, the study should include asking participants if they or someone they knew had been diagnosed with a mental health illness
Music and Mood Regulation: The effect of upbeat music on moods
No full textResearch suggests that emotional regulation plays a vital role in mental and physical health and that music is often used for mood regulation. This research explored how music is used for mood regulation and the general effect of music on moods. This study examined the adaptive and maladaptive use of music for mood regulation. Two groups of participants were used; half of the participants were randomly assigned to melancholy music, and the other half were randomly assigned to upbeat music. A questionnaire containing The Positive and Negative Affect Scale (PANAS) was used to measure current mood states before and after listening to the assigned music. It was expected that listening to happy, upbeat music would increase positive affect, while people that listen to melancholy music would show an increase in negative affect. The brief-music in mood regulation scale (BMMRS) was used to measure how participants in both groups use music to regulate their moods. Simple main effects analysis showed that upbeat music did have a statistically significant effect on PANAS scores, and that melancholy music did not have a statistically significant effect on PANAS scores. This study provides evidence that music does have an effect on affect level and that music has the potential to be used as an effective emotional regulation strategy
The Effects of Cognitive Behavioral Therapy on Adolescent Anxiety: A Training for School Staff and Administration
Get PDFAdolescent anxiety is an issue that continues to negatively affect many students. The following literature review and training material have been corroborated to provide school staff members with a basic understanding of cognitive behavioral therapy (CBT) and its effectiveness in a school counseling setting with anxious adolescents. The training may also be relevant for parents, guardians, and other school counselors. The material provides data about the problem of anxiety, different CBT modalities, and considerations for school staff. The training also provides an opportunity for school counselors and other staff members to communicate and acknowledge barriers that are often inherent between them. The primary goal is to pave the way for as many anxious adolescents to receive the help they need
Lindsay Corporation, A Financial Analysis Report
No full textIn this financial statement analysis, I will be analyzing Lindsay Corporation (LNN) as my main company. Lindsay Corporation (LNN) was founded in 1955 in Omaha, Nebraska and is a provider of a variety of water management and road infrastructure products and services. I will first be looking into the firm’s characteristics like the history and executives, the characteristics of the industry and analyzing their current market situation.
The next part of my analysis will be to compare data from the benchmark firm I have chosen which is Zurn Elkay Water Solutions (ZWS). ZWS formally known as Zurn Water Solutions and Rexnord Corporation was founded in 1900 in Milwaukee, Wisconsin. ZWS is a provider of various water solutions, water management, and infrastructure products and services. I will be comparing significant accounting policies used by both companies, and we will be comparing their historical financial data.
In conclusion, we will be comparing our main firm to the benchmark firm I have chosen by looking at their financial statements and see if our main company is a financially sound company
The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities
Get PDFThere is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode