Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Supporting The Oral Language Development Of Young Dual Language Learners: Perspectives Of El Teachers In Nh, Maria C. Chouinard
Supporting The Oral Language Development Of Young Dual Language Learners: Perspectives Of El Teachers In Nh, Maria C. Chouinard
Honors Theses and Capstones
Demographic shifts in the US over the last two decades have increased the diversity gap between teachers and their students. The majority of multilingual children entering US public schools face the challenge of learning academic content in not just one, but two languages. Despite many of the positive effects of being bilingual, Dual Language Learners (DLLs) often face more challenges in education achievement and opportunities than their monolingual English-speaking peers. A key factor of this challenge is the fact that DLLs tend to have monolingual English-speaking peers, and teachers have been shown to play a critical role in student learning. …
College Of Health And Human Service Faculty’S Confidence And Inclusion Of Lgbtq+ Health Content In Curriculum, Carley S. Kanter
College Of Health And Human Service Faculty’S Confidence And Inclusion Of Lgbtq+ Health Content In Curriculum, Carley S. Kanter
Honors Theses and Capstones
In the health care system, those who identify as lesbian, gay, bisexual, transgender, queer, (LGBTQ+) face discrimination and health disparities. Students who are better prepared in higher education to provide care for this population have higher levels of confidence in LGBTQ+ health content than those who have less exposure. Therefore, faculty who teach curriculum related to health and wellness have an opportunity to prepare students to provide high quality, patient centered care by teaching culturally competent care that is inclusive of LGBTQ+ populations. The aim of the study is to determine whether the degree of confidence in teaching LGBTQ+ health …
Reflection And Evaluation Of The “Healthy Me, Healthy Earth” After-School Program, Mary K. Sherman
Reflection And Evaluation Of The “Healthy Me, Healthy Earth” After-School Program, Mary K. Sherman
Honors Theses and Capstones
The “Healthy Me, Healthy Earth” program was an eight week after-school program for first through fourth graders at the Woodman Park Elementary School in Dover, NH conducted during the Fall of 2017. The program used a cost-effective, food system-based curriculum to promote health and environmental literacy to students who participated. An interdisciplinary approach was used to assess the knowledge, attitude, and behavioral changes of the students. There was a noted improvement in comprehension of food system concepts.