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Supporting Native American Families in Schools
No full textFamily involvement is huge for a child’s education, but there are some barriers that are faced, especially for Native American families. This research paper explains the barriers and solutions to them to help promote better family involvement. Also, improving involvement for children with disabilities. The reason most families have a hard time with school involvement is due to the trauma that Native American families faced in boarding schools. These issues were passed down to generations and are still an issue for schools today. To break those barriers, Native American families shared ways to create solutions. The solutions to these barriers are to communicate, have educators more aware of the culture, be flexible with meetings, and family services/resources, and change educators’ stigma about Native Americans. All of these solutions would create comfortable spaces for families to want to be a part of their child’s education
Using Positive Reinforcement to Increase Student Engagement in The Classroom
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One of the most effective teaching methods is positive reinforcement. The purpose of this quantitative study was to examine the effectiveness of positive reinforcement on student engagement in the classroom academically, behaviorally, and socially. In particular, Somali bilingual students. This action research project took place at a kindergarten through twelfth grade school in Minnesota. The school had two sites (K–4 and 5–12) and enrolled approximately 308 students. The participants in the study were teachers and staff in K–12 grades. The research design was a quantitative research project. To collect data, teachers who were taking part in this study received an electronic survey consisting of an informed consent form and a questionnaire regarding their experience using positive reinforcement. The survey consisted of ten (10) questions. Each question was scored on a 5-point Likert scale (e.g., very important = 5, important = 4, moderately important = 3, slightly important = 2, unimportant = 1), and the participants rated these five points by marking one of the responses. The results of the survey have shown that positive reinforcement increases student engagement in the classroom
A Hermeneutic Phenomenological Study into International Baccalaureate Diploma Programme Teachers\u27 Lived Experience of Professional Growth
Get PDFThe International Baccalaureate (IB) program provides an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB program. The purpose of this hermeneutic phenomenological study was to explore the professional learning experiences of IB Diploma Programme (DP) teachers in international schools. Semi-structured interviews were conducted with seven teachers from five different schools and all six IB subject groups who had severalyears’ experience of teaching in the IB program. Explication of data showed that DP teachers found aspects of official IB workshops to be helpful, but these trainings were insufficient in themselves for the ongoing, job-embedded learning required to understand and implement the IB educational philosophy. While andragogical principles were found to be beneficial in formal learning sessions to guide teacher growth, heutagogical practice, or self-initiated and -directed learning, leads IB teachers to seek out informal professional growth activities that enable them to develop both individually and collectively in their school contexts
Evaluating the Effectiveness of Heggerty\u27s Phonemic Awareness Curriculum with First Graders
No full textThis project evaluated the impact of the Heggerty phonemic awareness intervention on the reading skills of four first-grade students attending a rural elementary school in the Midwest United States. All four students were in general education and received 30 minutes of Path to Reading Excellence in School Sites (PRESS) intervention at their school daily. The Heggerty curriculum was a supplemental intervention given three times weekly for approximately fifteen minutes. The results of this project showed some progress for each of the four students. Still, it was unclear whether these students’ PRESS reading intervention or Heggerty intervention was what helped this progress. This paper discusses the importance of phonemic awareness, phonics, and early reading in elementary school and comprehensively analyzes the Heggerty intervention
Video Coaching for First-Year Special Education Teachers
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Video Coaching for First-Year Special Education Teachers
Abstract:
There is a shortage of special education teachers, especially in rural areas (Hopkins, 2023). School districts have attempted to address this shortage by hiring people on a variance and providing them with a specific timeline to obtain a special education teaching license (Tier Requirements, n.d.). Based on my school district and my experience, many of these teachers are hired without formal training in education and/or experience teaching in a special education setting. They may not have background information regarding due process and may need guidance on special education paperwork as well as best practices for teaching students in special education. How can schools provide this?
Mentoring programs can assist early career special education teachers in learning the basics and assist in the beginning stages of independent practices. This matches Billingsley et al. beliefs that special education teachers need more assistance, practice, and clear information in order to be successful when carrying out their responsibilities (2011). While this assistance is important for teachers, it is also important early career teachers have resources for when they are no longer receiving extended support and mentoring (Pierangelo et al., 2018).
The purpose of my capstone project was to provide support for early career special education teachers in ensuring clear information and instructions are available at any time extra support is needed. After initially interviewing two special education colleagues about support they may have needed or wanted during their first years as a special education teacher, and reviewing my own experiences, I set about creating short (ten minutes or less), close-captioned videos for teachers. The content of each video was specific to the school district we work for, and the education district that it is within, to ensure that early career educators can most effectively and appropriately benefit from them. A map describing themes and topics of the video content accompanies them so viewers can easily find videos on specific topics such as collaborating with general education teachers, enhancing partnerships with administrators, and communication with parents. The 26 videos are all stored in a shared google file for anyone with the password to access. In this way anyone seeking information can quickly find the video they need – and watch it as many times as they need
Improving Phonemic Awareness Skills Using Heggerty with Two Kindergartners
No full textThe purpose of this project was to evaluate the effects of Heggerty’s Pre-Kindergarten Phonemic Awareness Curriculum on kindergartners\u27 phonemic awareness skills. The intervention was implemented with two kindergarten students. Both students were receiving prior interventions with little growth. Heggerty was provided two times each week for approximately 15 minutes; students’ progress was monitored using EasyCBM, curriculum-based measurement probes. The results of the Heggerty intervention showed progress for one student and little progress for the other student. This paper outlines the importance of reading, phonemic awareness, and early reading intervention as well as the analysis of the Heggerty Intervention to increase phonemic awareness skills
Appropriation, Racism, and Art: Constructing American Identities
No full textAn introductory examination of cultural appropriation in the fine arts and popular arts of the United States, with reference to historical, literary, and other cultural developments. The primary focus is the use of cultural appropriation to communicate ideas about racial identity in ways that have served the interests of the dominant culture. Areas of specific concern are voice appropriation, content appropriation, style appropriation, and motif appropriation. The emphasis is on historically significant examples in the visual arts, literature, theater, and music. As expressive communication, the arts are central to cultural identity. Cultural appropriation is wrong when it undermines America\u27s diversity of cultural identities. Generations of American artists have used cultural appropriation as a tool of racial privilege. Despite this history of harmful and wrongful appropriation, cultural appropriation also provides a tactic of response and self-empowerment for non-dominant groups. Appropriation is frequently used by non-dominant groups and subcultures as a tool of active resistance against stereotyping and discrimination.https://red.mnstate.edu/oer-books/1000/thumbnail.jp
Using Readers\u27 Theater to Increase Fluency for Second Grade Students
Get PDFThis study focuses the effect of reader’s theater on fluency for second-grade students. Fluency was measured through oral reading fluency and the multidimensional fluency scale. Students were selected from the researcher’s second-grade classroom. The study was done in a small group setting. Results show that students significantly improved oral reading fluency and prosody in the six-week study. Students grew an average of 24 words per minute in oral reading fluency
Do Perceptions of Guilt Vary as a Function of Defendant Race and Crime Type? A Mock Crime Experiment
No full textMuch past research has studied racial discrimination in the criminal justice system. Past research in 1983 by Sunnafrank and Fontes studied facial images and crimes and matched faces and crimes to correlate stereotypical crimes. Later research in 2003 by Jones and Kaplan furthered this research by comparing stereotypical crimes and non-stereotypical crimes. This study furthers Jones and Kaplan’s study by comparing different stereotypical crimes for the black defendant and not comparing a non-stereotypical crime
Decodable Readers versus Leveled Texts
No full textA 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