4811 research outputs found
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Effects of Life Space Crisis Intervention on Students with Emotional Behavior Disorders
No full textThis project looked at the effects of Life Space Crisis Intervention (LSCI), a therapeutic approach for students with trauma, on students with Emotional Behavior Disorders. The intervention was done on three Native American, middle-school-aged boys who receive special education services under the disability category of Emotional Behavior Disorders and exhibit extreme behaviors. The study took place in a rural midwestern setting four school. Behaviors measured include aggressive incidents, walkouts, self-advocacy skills measured by an increase in self-time minutes and a decrease in directed time minutes, and other behavior information collected at the school. The data was collected over the 2022-2023 school year using the Performance Tracking System. This study found that LSCI improved self-advocacy skills for all participants. However, the results varied by participant on other outcomes measured. The inconsistency in results and limitations of the study suggest that other factors may also contribute to the results. In light of these varied outcomes and limitations, further research should be done to understand the effects of LSCI
Student Well-Being Check-In Tool for Secondary Teachers
No full textThe check-in tool introduced in this project is designed to support the learning and well-being of middle and high school students navigating the complexities of adolescent development, new social dynamics, and academic pressures. These factors can contribute to mental health concerns and stress, underscoring the importance of continuously monitoring and addressing adolescent well-being in schools. By understanding well-being and recognizing both the barriers that affect it and the factors that promote it, educators can create more effective pathways to improved student outcomes. Central to this process are teacher-student relationships; teachers who show genuine care and interest in their students tend to foster higher levels of engagement, which in turn correlates with improved student well-being. The check-in tool enables students to rate their readiness to learn and their overall well-being, providing teachers with valuable insights for each class period. This allows for more effective interaction with students, tailoring support to their specific needs
A PHENOMENOLOGICAL STUDY OF INTERNATIONAL STUDENTS’ SENSE OF BELONGING AT A RURAL, MIDWESTERN UNIVERSITY
Get PDFEach year, hundreds of thousands of international students seek academic opportunities in the United States (U.S.). For international students, studying abroad can provide opportunities to build or enhance their English language skills, experience new cultures, study under different education models, and create long lasting friendships. However, if institutions lack appropriate services and resources, these opportunities can quickly become barriers. If campuses do not take the necessary measures to create inclusive and supportive learning environments which enhance opportunities for a sense of belonging, they are at risk of losing these valuable student populations.
Research around the experiences of international students is limited. This phenomenological qualitative study uncovered experiences of international students at a rural, Midwestern university to explore experiences that are beneficial to or detract from sense of belonging. Rural areas can pose unique challenges such as limited transportation, access to culturally diverse services and resources, and social events. Using semi-structured interviews, 11 participants were asked about their experiences of sense of belonging as international students. Data were analyzed using open and axial coding processes to identify themes
Trauma-Informed Training for Educators
Get PDFThe occurrence of childhood trauma in the school setting is an ongoing and pervasive issue. Students impacted by trauma frequently display challenging and problematic behavior, and educators lack the trauma-informed care needed to help them heal. These students often go untreated, and their trauma continues to impact them and those around them. This project aims to review the current literature on childhood trauma and how educators can better support students affected by trauma. The trauma-informed training associated with this project will offer tools, curricula, and resources that educators can implement on their campuses
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
How Doctoral Students in a Formal Leadership Program Conceptualize Followership: A Mixed-Methods Study
Get PDFThe purpose of this exploratory mixed-methods study was to determine how doctoral students in a formal leadership program conceptualize followership. The methods used to conduct this analysis included distributing a Qualtrics (released in August 2022) survey and conducting one-on-one interviews with a sample of degree-seeking doctoral students within a formal leadership program. The researcher collected quantitative and qualitative data addressing students’ followership style, leadership attitudes and beliefs, and perceptions of followership. These data were analyzed concurrently using a triangulation design. A total of 67 students completed the survey, and seven students were interviewed. The findings revealed that the participants employ an exemplary followership style, exercise systemic thinking, and hold a prototypic and antiprototypic view of followers. As followers, the participants described themselves as actively supporting the leader, organization, and team while taking the initiative to go above and beyond in problem-solving and executing their roles. Further, they emphasized the importance of developing rapport with their leader(s) and colleagues because they view leadership as a collective process that is relationship oriented. Moreover, they believe they add value to that process regardless of the role they hold. Although their perceptions of followership encompass a continuum of negative and positive follower attributes, they assume that most followers are proactive and interactive in their work with the leader(s) and members of the organization.
Keywords: follower, followership, leadership, higher education, mixed-method
Reflecting on ECSE Parent Coaching: Integrating High Leverage Practices 2, 11 and 16 with Parents of Children Birth through Age 2
Get PDFThe purpose of this study was to gather information on Early Intervention (EI) practices and the implementation of the Special Education High Leverage Practices (HLPs) with parents and children ages birth through age two. In the past, EI staff took the lead as they provided a medical model of services where the staff went into the homes of parents and “fixed” problems the child was having, essentially leaving the parent out of the equation (NICHCY, 2022). The programs involved parents, but many of the parents seemed to take a back seat and watch what was going on with their child (NICHCY, 2014, Edwards, 2019). In recent years, EI services have moved toward a family-centered approach where EIs are expected to interact with the child during daily routines but also coach parents during this time. The Council for Exceptional Children CEC (2023) focuses on including the HLPs in current EI practices. This project describes how reflected on my coaching and then used HLPs to better communicate with parents and coached them in implementing interventions into their child’s daily routines. It consisted of creating forms and using a coaching practices checklist to keep track of coaching fidelity. Through this reflection and analysis, I more effectively organized and facilitated meetings with professionals and families, prioritized long- and short-term learning goals, and enhanced coaching through explicit instruction
Throwing away the Late Work Penalty
Get PDFAbstract
This 2023 study examines the academic effects of a penalty-free late work policy. The study focuses on whether taking away penalties for late work significantly decreases the number of missing assignments at the end of an academic quarter. During the third quarter of the 2022/2023 academic school year, students will not receive point deductions for turning in late work. This research took place in South Florida and included approximately 50 10th grade biology students. Data and results from the study will follow
Embracing Hope: A Counseling Group for Women Undergoing Infertility Treatment
Get PDFThis group manual was created for female identifying adults ages 18 years and older who are undergoing infertility treatment. Infertility is oftentimes accompanied by a complexity of psychological difficulties that present chronic and long term stressors for many individuals and couples (Covington & Burns, 2006; Galst, 2018; Karaca et al., 2019; Rooney & Domar, 2018). Research supports that infertility counseling is effective in treating the wide array of mental health concerns that are associated with the infertility experience (Covington & Burns, 2006; Peterson et al., 2012). This manual examines the impact that infertility can have on mental health as well as evidence based treatment interventions that have shown to be effective. The present literature demonstrates the benefits and efficacy of utilizing cognitive behavioral therapy (CBT) and mind-body therapy as psychotherapeutic interventions for treating the mental health aspects of infertility in a group counseling setting. For this reason, the development of this group was deemed appropriate in order to provide individuals the opportunities to meet others who are in similar situations, build connections, and embrace hope for their own infertility journeys
Effects of Physical Exercise on Cognitive Performance
Get PDFThe effects of physical exercise on cognitive performance were examined in this study. Thirty-eight students of Minnesota State University Moorhead (18-24 years old), from low-level psychology classes, completed a physical exercise questionnaire to determine their exercise group (less exercise or more exercise). Participants also completed a set of 30 questions adapted from the Wonderlic Personnel Test to determine their current cognitive performance score. The current cumulative GPA of participants was also collected. It was predicted that participants with more physical exercise participation would earn higher scores on the cognitive performance test compared to participants with lower participation. Furthermore, participants with more physical exercise participation were predicted to have a relatively higher GPA compared to participants with lower participation. Results showed that the level of physical exercise affects GPA, but not cognitive performance. From this, it can be concluded that participants were likely to have higher GPAs if they exercised more frequently. However, it is unclear whether physical exercise could have any impact on cognitive performance scores