Education Commons^™

Resistencia Indocumentada: Exploring The Lived Experiences Of Higher Education Undocumented Students In The San Diego-Tijuana Border Region, Adan Escobedo Sanchez

Dissertations

Undocumented students face myriad obstacles while attending higher education institutions that would deter them from completing their academic journeys. Furthermore, they are placed with a dual narrative that labels them as either dangerous or exceptional. This study explored the lived experiences of undocumented students in college in the San Diego-Tijuana border region to consider what factors have led to resilience and resistance in their academic journey. By understanding these factors, the research aimed to tackle the dual narrative that burdens undocumented students from the illegality as a master status they possess.

This study used narrative inquiry and a literature review …

Fostering Grit In The University Student, Hope Ballentine, Diana Dunbar

TFSC Publications and Presentations

Second Annual University of Arkansas Teaching and Learning Symposium: Sharing Teaching Ideas

In the preeminent work on grit, Duckworth et al. (2007) first defined grit as “perseverance and passion for long term-goals.” Evidence is overwhelming that grit is a predictor of success in various arenas of life, often when no other valid predictors can be identified. Grit was the only statistically significant predictor of both academic and clinical success in an Australian study of over 2000 university students (Terry & Peck, 2020). Both job satisfaction and performance are improved with increased grit (Cho & Kim, 2022). Clear evidence that a …

Cultivating Community In A Sixth-Grade Classroom: An Action Research Study, Jennifer Weller Wells

Theses and Dissertations

Students who experience trauma bring this trauma to school with them in the form of exaggerated behaviors—acting out or withdrawing, being violent or extremely passive, or exhibiting rudeness or academic difficulty. Because students react to trauma in many ways, there is no one way for teachers to respond. The classroom community is vulnerable to the sheer unpredictability of behaviors. Grounded in ecological systems theory, whole-child theory, and compassionate teaching theory, this study explored my efforts to mitigate the results of trauma and increase the sense of community and well-being in my sixth-grade classroom. During the last few weeks of the …