4811 research outputs found
Sort by
Decodable Readers versus Leveled Text
Get PDFA student’s ability to read fluently is an extremely vital skill, necessary to allow them to succeed both in an academic setting and in everyday life. To guide those developing readers in increasing their independent reading fluency, abilities educators must have the correct instructional methods and tools that are developmentally appropriate to provide meaningful instruction. This quantitative action research project explores the use of decodable readers versus leveled text for students who are still developing the phonemic skills and recognition needed to read fluently. A decodable reader allows a student to explicitly practice one phonemic skill to mastery before adding in another concept. This sequential approach is more suitable for primary aged readers, who are still struggling to read fluently at grade level. Throughout the experiment, one group that consisted of developing readers worked with decodable readers to help increase reading fluency, while the other group of students that are closer to grade level for reading fluency, utilized leveled text. There was an increase in reading fluency for both groups, but the research and data collected clearly shows that the use of decodable readers allowed for a quicker and more substantial increase in words per minute for students
A Training Module for Paraeducators Using HLP: Social/Emotional/ Behavioral for Teaching Social Behavior
No full textParaeducators have an important role in schools today, especially in their work in the field of special education assisting students who qualify for special education under the Individuals with Disabilities Education Act (IDEA). These students may need direct services and care for adaptive, behavioral, social-emotional, and health care, as well as instructional support in academics such as reading, writing, or math (Christenson, 2013, p. 3). Though paraeducators are a huge support to these individuals in the school system, numerous researchers have documented that the training they are provided with is limited and often overlooked due to the overwhelming need for direct paraeducator support for students (Brock & Anderson, 2021). If paraeducators are not given the appropriate training, how can they be sure they are completing tasks correctly and scaffolding student behavior and learning? This capstone project reviewed paraeducator roles, topics and types of training currently provided to paraeducators, and the high-leverage practices from Council for Exceptional Children (Council for Exceptional Children, 2023; Collaboration for Effective Educator Development Accountability and Reform, 2023). Based on the literature review, a training module was created to better prepare paraeducators while supporting the students for whom they are responsible
Investigating Differences in IgA Antibody Response against Aspergillus fumigatus in wild type and TLR7 protein deficient mice
No full textAspergillus fumigatus is a commonly inhaled, respiratory fungal pathogen and an allergen found in flooded indoor environments, household dust, soil, and plant matter. While a competent immune system effectively clears the inhaled fungus, this same fungus poses a significant threat to weakened immune systems due to its potential to invade the lungs, bloodstream and brain tissue. The mouse genome is 99% similar to the human genome and can serve effectively model the effects of inhaled A. fumigatus (Guénet, 2005). Antibodies play a crucial role in neutralizing pathogens and in mediating an allergic response. In this study, we will investigate the IgA response against A. fumigatus. In particular, we are investigating if TLR7 enzyme deficiency in mice can influence IgA production after inhalational exposure to A. fumigatus, in a gender specific manner. Based on preliminary studies, we hypothesize that TLR7 presence is critical for enhanced IgA production against A. fumigatus, in female but not the male mice. Results from such studies will inform the design of treatment and diagnostic options for humans, against A. fumigatus
Retaining First-Generation College Students: Faculty and Staff Perceptions
Get PDFResearch showed faculty-student interactions impact student engagement and was a primary factor to student retention (Kuh & Hu, 2001; Means & Pyne, 2017; Swecker et al., 2013; Tinto, 1987). The literature revealed while retention may be an issue for many institutions, there is a greater need to address retention specifically related to first-generation college students (FGCS). Students often seek advice from faculty and staff when faced with questions about their academic progress. Faculty and staff voices need to be collected regarding their perceptions of the effectiveness of the support systems used within an institution that promote retention for FGCS. This dissertation study aimed to explore faculty and staff perceptions of the factors that influence retention with a qualitative-dominant explanatory sequential mixed-methods research design. In the first phase, twenty-three faculty and staff at a two-year community college in southeastern Minnesota participated in an online questionnaire. Key findings from Phase One included faculty and staff perceived Academic Integration, Academic Conscientiousness, Support Service Satisfaction, and Financial Strain as having a significant impact on retention of FGCS and they perceive themselves as slightly prepared to advise FGCS on topics related to Financial Strain. In the second phase, eight faculty and staff from the same institution participated in an interview. Key findings from Phase Two included 50% of faculty and staff commented that the institution’s support systems for FGCS were effective; of those, 66.6% of staff commented these support systems were effective whereas 40% of faculty perceived the supports as effective
The Effects of Verbal Fluency Interventions: Phonemic versus Semantic Fluency Outcomes in Parkinson’s Disease
No full text•Relevant Literature and Background –Verbal Fluency Tasks –Parkinson’s Disease •Practice Activity –Phonemic and Semantic Trials •Discussion of the Study –Methods –Results –Discussio
A Comparison of Two Approaches To Promote Multiplication Fact Fluency In Fifth Grade
Get PDFFifth grade students are expected to be fluent in basic multiplication facts by the start of fifth grade, however many are not (Minnesota Department of Education, 2007). When fifth grade students are not fluent in basic multiplication facts, they struggle to understand and master grade level skills and standards (Allen-Lyall, 2018; Burns et al., 2012; Ok & Bryant, 2016; The Math Learning Center, 2017; Wong & Evans, 2007). This quantitative research study compared two classwide approaches to promote multiplication fact fluency in fifth grade. Throughout the research phase, one fifth grade math class practiced multiplication facts for ten minutes each day using computer-based multiplication fact practice and a second fifth grade math class practiced multiplication facts for ten minutes each day using game-based multiplication fact practice. A multiplication probe was given as a pretest before the research phase to determine the average digits correct for each fifth grade math class. Following the research phase, the same multiplication probe used as a pretest was administered for a second time as a posttest to determine the average digits correct for each fifth grade math class. The average increase in the digits correct from the pretest to the posttest for both classes was analyzed to determine which multiplication practice method is most effective in promoting multiplication fact fluency in fifth grade
School Counselors Treating Anxiety in Public School Settings: A Group Manual
Get PDFAs anxiety becomes more prevalent in children and adolescents, the demand for mental health resources has also increased. School counselors are highly trained mental health professionals who could be one of the answers to help close the gap of the demand for mental health resources. This review aims to analyze the benefits and effectiveness of school counselors treating anxiety in public school settings by utilizing small group interventions. Most public school settings have school counselors available for students, which is an opportunity for school counselors to provide mental health services. Several research studies have been conducted on this topic, showing benefits of school counselors treating anxiety. This review will analyze different therapies and strategies used to treat anxiety in public school settings such as cognitive behavioral therapy and small group interventions. It is important to note that depending on the school district in which the school counselor is employed, the administration may require tasks that interfere with the amount of time in the day to implement mental health treatments.
Keywords: Anxiety, School Counselors, Cognitive Behavioral Therap
Ambiguous Loss and Grief Group Intervention for Youth in Foster Care
Get PDFOver the past ten years in the United States, there has been an average of 414,000 youth in the foster care system each year (U.S. Department of Health and Human Services, 2020). Youth in foster care are an at-risk population for behavioral, emotional, and relational issues that are often perceived or diagnosed as dysfunctional symptoms. Common presenting symptoms reported by this population relate to ambiguous loss experiences and can be conceptualized by ambiguous loss theory. Ambiguous loss theory has been developed through research with well-defined concepts, assessments, and treatment goals. However, there is a gap in the research on ambiguous loss theory informed interventions for youth in foster care. Current interventions for youth in foster care indicate minimal effectiveness or lack feasibility. Group counseling has received the least attention in the literature for this population though group interventions promote supportiveness, collaboration, and validation which is often lacking in the lives of youth in foster care. The following group manual was created for males in foster care ages ten to thirteen to provide psychoeducation on ambiguous loss, process perceptions and feelings about the loss, learn skills for coping with ambiguity, and build the support system and resiliency. Ambiguous loss theory, trauma-focused cognitive behavioral therapy, and creative therapeutic interventions informed the group’s developmentally appropriate interventions and activities.
Keywords: ambiguous loss, group counseling, foster care yout
Self-Advocacy for Students with Disabilities
No full textStudents with learning disabilities, specifically our elementary level students, can experience difficulty advocating for themselves when it comes to knowing their rights, personal learning strategies, and understanding their disability in general. Students with learning disabilities may be limited in understanding their rights when it comes to accommodations in their school setting and they may be unaware of learning strategies which may support their success. Some of these students may experience low self-esteem and lack self-determination skills, which has the possibility to hinder their ability to advocate for themselves. Given these hindrances and limitations, teachers can feel empowered to instruct on the topic of self-advocacy and incorporate learning into their daily practice. In order for teachers to be able to facilitate opportunities to teach and reinforce self-advocacy in their students, they need to first engage in discussion and the research behind the importance of self-advocacy skills for all students. Teachers should then reflect on their current practices, learn practical strategies to implement into daily practices, as well as share resources with students and families related to the skill of self-advocacy
Ethnographic Research of the Impact of Catalyst Strategies on the Engagement and Relationships within the Classroom for 6th Graders Versus 2nd Graders in General Education
Get PDFThis 2023 study focused on the effectiveness of the Catalyst Approach to classroom management in a second-grade versus sixth-grade classrooms in the same district. The Catalyst Approach is a comprehensive classroom implementation model that includes strategies for getting attention, engaging students, setting up for success, and supporting success. Whole group strategies are emphasized in this approach to aid in building a productive classroom environment (Burns & Brinkman, 2018). Our focus with this study was threefold: to see how the Catalyst Approach affected classroom management, how the Catalyst Approach affected relationships within the classroom environment, and how the Catalyst Approach compared in a second-grade versus sixth-grade classrooms. Classroom observations, field notes, and Likert scale surveys were used to collect data for analysis. This research took place in a Minnesota district in one second-grade and three sixth-grade classrooms with a sample size of 68 students in total. While the results differed slightly between the second-graders and the sixth-graders, the teachers’ field observations indicated that the Catalyst Approach was effective and had a positive impact in both grade levels. The researchers believe that the Catalyst strategies were effective, in part, because they had been using this approach with fidelity all year long. Overall, the teacher researchers found that the Catalyst Approach is effective for increasing student engagement and fostering positive relationships in the classroom