Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- ACEs (1)
- ADHD (1)
- Adverse Childhood Experiences (1)
- Childhood Traumar (1)
- Close reading (1)
-
- DEI (1)
- Education (1)
- Elementary Education (1)
- Intellectual Disabilities (1)
- Learning disability (1)
- Reading comprehension (1)
- Reading literacy (1)
- Reading strategies (1)
- SRSD (1)
- Social Emotional Learning (1)
- Special Education (1)
- Special education (1)
- Student behavio (1)
- Teacher perceptions (1)
- Trauma-Informed (1)
- Writer's Workshop (1)
- Writing (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Teacher Perspectives On Student Behavior And Aces In Elementary Education, Bridget Mudd
Teacher Perspectives On Student Behavior And Aces In Elementary Education, Bridget Mudd
Education | Master's Theses
Since 1998, substantial evidence has demonstrated rates of prevalence for different types of adverse or potentially traumatizing experiences that can happen during childhood, commonly referred to as adverse childhood experiences (ACEs). In response, many studies have demonstrated the benefits of trauma-informed practices in mental health. Despite supporting evidence, policymakers have been slow to implement these practices in schools. Teachers are on the front lines of this issue. They are in a position to be most effective in supporting children and most impacted by student behavior yet their voice is notably absent from the literature. The purpose of this study is …
The Correlation Between Close Reading As An Instructional Strategy With Reading Comprehension In Elementary Schools, Daniel Angulo
The Correlation Between Close Reading As An Instructional Strategy With Reading Comprehension In Elementary Schools, Daniel Angulo
Education | Master's Theses
The purpose of this quantitative study was to analyze the effects of close reading instruction on students’ reading comprehension. Close reading is an instructional strategy that allows students to dig deep into the reading and gain a profound understanding of the vocabulary, writing structure and author’s message. The study consisted of a total of twenty-one 6th grade students who received close reading as an experimental treatment. The treatment included several components of close reading: essential questions, graphic organizers to compare short non-fiction stories, written analysis of author’s point of view/theme and weekly tests. The treatment focused on having students reread, …
Writing Underachievement: How To Support Students With Learning Disabilities And/Or Attention Deficit Hyperactive Disorder Through Self-Regulation Strategy Development, Katie Ludin
Education | Master's Theses
Writing underachievement is a national dilemma, especially among students with LDs and/or ADHD. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research was to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Part of this research included an intervention group. Self-Regulation Strategy Development was taught to a group of students with LDs and/or ADHD. This research was conducted in an effort …
Harmonizing Social Emotional Learning For Students With Special Needs, Deema Shihadih
Harmonizing Social Emotional Learning For Students With Special Needs, Deema Shihadih
Education | Master's Theses
Students with intellectual disabilities (ID) typically face difficulties with social emotional skill sets, yet many classrooms for students with ID do not incorporate social emotional learning in the curriculum. Modifying SEL programs to fit the needs of students may be an appropriate solution, however, little research exists exploring the effects of modifying various SEL programs to fit the needs of students with intellectual disabilities (ID). This research explores the benefits of modifying multiple social emotional learning (SEL) programs to best fit the needs of students with intellectual disabilities. Qualitative methods were used in order to investigate how SEL programs and …