Elementary Education Commons^™

Leading Through A Trauma-Informed Lens, Taylor Van Clay

Graduate Teacher Education

Abstract

This paper examined research on what is necessary for leaders to lead and create a school culture that supports students through a trauma-informed lens. This research looked for findings from multiple quantitative, qualitative, and mixed-methods studies which examined the importance of effective leadership, the necessity of professional development for educators, and the implementation of trauma-informed practices that will lead to student success. The research revealed specific factors that lead to beneficial leadership outcomes along with interconnectedness of purposeful and ongoing professional development and implementation of trauma-informed practice due to the fact that response to student behaviors is not intuitive. …

A Phenomenological Study On The Effectiveness Of Induction Programs To Prepare Second- And Third-Year Teachers To Meet The Needs Of All Students After The Covid-19 Pandemic, Mary Henschel

Dissertations

Purpose: The purpose of this phenomenological qualitative descriptive study was to identify and describe how second- and third-year elementary school teachers who participated in induction programs perceived the efficacy of the induction programs in preparing them to design and implement effective instructional programs to meet the needs of all students after the COVID-19 pandemic.

Methodology: This phenomenological qualitative descriptive study explored and described second- and third-year teachers participating in induction programs to learn how the induction programs support new teachers after the COVID-19 pandemic. Using convenience sampling, structured interviews were held with 12 participants from Los Angeles County to learn …

A Delphi Study To Explore Successful Implementation Of The International Baccalaureate Primary Years Programme From A Principal's Perspective, Hilary Reynolds

Dissertations

Purpose: The purpose of this Delphi study was to identify the essential elements needed to implement the International Baccalaureate Primary Years Programme (IB PYP) standards and practices from the perspective of elementary school principals who have successfully implemented the programme.

Methodology: This research study examined the essential elements needed for elementary schools as they transition to an IB PYP. This study illustrated the framework for the implementation of the study. Additionally, a description of the population, target population, and the sample used for the study was explored. The instrumentation, data collection procedures, and description of data analysis were then explained. …

Exploring Brain Breaks, Nathan Swanson

National Youth Advocacy and Resilience Conference

Do you have times when students are disengaged? Are they too squirrely to sit still? Or too tired to pay attention? During this session we examine how best in the moment to assess what kind of brain break your students need. We also look at how to build brain breaks into your classroom lessons and routines in order to increase student engagement and academic retention

Organizing Your Teacher Life For Maximize Management And Instruction, Mark Gibson

National Youth Advocacy and Resilience Conference

Lesson plans, meetings, and bus duty...Oh My! The first few years of teaching can be overwhelming as new educators struggle to find a balance between work, life, and self. This session is aimed at equipping participants with practical and effective strategies to feel confident, empowered, and capable as new classroom teachers. Join veteran educator and Instructional Specialist Mark Gibson in an engaging opportunity to maximize what you can as a new educator.

Prison Walls To College Halls- How To Win With The Most Challenging Students, Floyd D. Lyles

National Youth Advocacy and Resilience Conference

Prison Wall to College Halls- How to WIN with your most challenging students is about teaching educators about how to work with at-risk, and challenging students. I believe all students need a champion. Are you a champion for every kid in your building? I will teach you the winning formula and how to be successful with the most challenging, difficult students. You must be Willing to Invest your time and Never give up.

The Degree Of Possession Of Arabic Language Students In Public Schools In The University District Of The Upper Basic Stage Of Soft Skills From The Point Of View Of Their Teachers & Its Relationship To Some Selected Variables, داليا الخولي, عبد الحليم الهروط

Jerash for Research and Studies Journal مجلة جرش للبحوث والدراسات

This study aims to identify the degree of possession of Arabic language students in public schools in the university district of soft skills over the period between the years 2022 and 2023, through the development of a questionnaire that was distributed to its teachers. The study followed the descriptive social survey method. The study population reached (152) male and female teachers, the questionnaire was distributed to all of them, but it did not retrieve (17) questionnaires, and thus the questionnaires that are subject to statistical analysis procedures amounted to (135) questionnaires. The study concluded that the degree of students' possession …

The Reαlity Ground Of Life Skills Αssociαted With Employing Reαding Αnd Αrithmetic Initiαtive (Rαmb) In Leαrning First Three Grαdes Students In Jerαsh Governorαte From Teαchers’ Point Of View, سوزان الطنطاوي

Jerash for Research and Studies Journal مجلة جرش للبحوث والدراسات

The reseαrcher αimed to know the reαlity ground of life skills αssociαted with employing the initiαtive of reαding αnd αrithmetic (Rαmb) in leαrning of students for the first three grαdes in Jerαsh Governorαte from the teαchers’ point of view. The reseαrcher used α questionnαire thαt consisted of two pαrts. The first pαrt collects dαtα αbout gender, educαtionαl quαlificαtion, yeαrs of experience, αnd the grαde they αre studying, αnd the second pαrt collects dαtα on the reαlity ground of life skills relαted to employing Reαding αnd Αrithmetic Initiαtive (Rαmb) in leαrning of students of the first three grαdes in Jerαsh Governorαte …

Classroom & Building Wide Calming Spaces: A Safe Place To Learn Self-Regulation., Nathan Swanson

National Youth Advocacy and Resilience Conference

We will explore how classroom calming spaces are a pivotal tool helping students learn to manage their stress, regulate their emotions, and calm their behavior. Have you tried a calming corner in your classroom, and it didn’t work? We will troubleshoot some of the most common pitfalls and concerns surrounding classroom calming spaces. Also, the benefits of building-wide adoption will be highlighted.

Mindfulness: The Missing Link In Education, Ashley L. Baer

National Youth Advocacy and Resilience Conference

Were you asked to pay attention or behave in school? As educators, we must stop expecting focus and self-regulation, and instead we must teach it. Learn how in this experiential session to connect and regulate students using the breathing ball, games, breath, and movement. Let’s practice!

Defusing Escalating Situations, Louis Lamont Fletcher Phd, David Allen Watson

National Youth Advocacy and Resilience Conference

The Executive Director of Facilities and Operations and the Director of Safety and Security for a Colorado School district with 28,000 students will share tools, techniques, and experiences with conflict resolution. The presenters will outline the recognizable precursors to conflict, the importance of the individual's initial reaction, and provide tools to facilitate de-escalation. This interactive presentation provides relevant tools to de-escalate conflicts between peers, supervisors and subordinates, teachers and students, teachers and parents, school security officers and students, superintendents and board members, and school districts and community members.

Engaging Teacher-Student Relationships With All Students, Jess Teal

National Youth Advocacy and Resilience Conference

Positive teacher-student relationships are essential for a safe classroom that promotes academic achievement and social/emotional development for all children. Teachers need specific practices and resources to support them in establishing positive teacher-student relationships with all their students. All students deserve a consistent adult connection and to call school a safe place to learn and grow.

Returning To School After A Pandemic: K-6 Special Education Teachers Perspectives On Students With Disabilities Returning To School In Regard To Mindset, Behavior, Social Connections, And Academic Achievement, Andrea Xenios

Dissertations

Purpose: The purpose of this phenomenological study was to determine K-6 special education educators’ perceptions of the impact on students with disabilities returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.

Methodology: This qualitative study interviewed 10 special education teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.

Findings: The study …

Inclusive Settings In Belizean Primary Schools: A Focus On Teacher Practices, Katherine A. Curry, Jentre Olsen, Ed Harris, Candy Garnett, Dian Danderson

Journal of Global Education and Research

Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of …

“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince

Reading Horizons: A Journal of Literacy and Language Arts

Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …

Readers’ Workshop Model Impact Urban Primary Students’ Motivation And Reading Progress, Narissa Waller

Dissertations

In order to assess the impact of the Readers' Workshop on academic success and literacy progress of primary students in an urban Midwest primary school, the researcher conducted a study. Through this study, the researcher aimed to determine whether the implementation of the Readers' Workshop positively affected the academic and literacy progress of primary students in an urban setting. Student progress was analyzed by comparing their assessment scores and reading levels in fall 2022 and spring 2023. The study aimed to identify effective teaching practices that can be implemented to bridge the achievement gap between urban students and their counterparts. …

The Casnr L.I.N.K.S. Newsletter: Learning Innovation Network For K-12 Schools, Volume 3, Edition 3, March 2024, Bailey Feit, Tammy Mittelstet

CASNR L.I.N.K.S. Newsletter

The purpose of this L.I.N.K.S. newsletter is to provide a monthly update of opportunities and resources for K-12 schools to connect with the University of Nebraska's CASNR Food, Energy, Water, and Societal Systems (FEWS²) programs and partners.

Included in this edition:

K-12 curriculum and resources

CASNR Ag Tech Day, April 23

2024 Summer Soybean Institute, May 29-30 and July 16-18

Youth Energy Leadership Camp July 22-26

Other upcoming events

Analytic investigators spotlight: UNL Statstics, Forensic Science, Ag Economics

Educators workshops

Student opportunities including NAYI, Native American Coalition, Cultivando Caminos, Big Red Camps, and more

Teacher opportunities including Economic tidbits from …

Investigating The Management Of Covid-19 Pandemic Risks In Primary Schools: A Case Of Public Primary Schools In Lindi Region, Southern Tanzania, Emmanuel Mtura, Winston Edward Massam, Mary Oluga, Jane Rarieya, Nyagwegwe Wango

Institute for Educational Development, East Africa

The spread of COVID-19 in the year 2020 put various nations at risk, especially in social, economic, and educational aspects. School closure was employed as one of the response measures against the spread of this virus. However, the measure imposed high social and educational risks with consequences of a massive drop academically. This study investigated the management of the COVID-19 pandemic risks in primary schools in the Lindi region in Tanzania intending to suggest the essence of having a risk management plan for indeterminate outbreaks and other uncertainties to avoid the recurrence of the risks. The study adopted a qualitative …

Barriers That Exemplary Principals Have Overcome To Increase Parent Participation At The School Site, Sandra Quintanilla

Dissertations

Purpose: The purpose of this qualitative phenomenological study was to explore the barriers exemplary principals have overcome to increase parent involvement at their school sites. This study explored how principals develop strategies to overcome barriers impeding parent involvement. Using those strategies, principals enhance parent involvement at their school sites.

Methodology: A phenomenological qualitative study was conducted, consisting of interviews to collect data from elementary school principals who have successful parent involvement at their school sites. First, the principals were interviewed in 60 min sessions. The data collected were analyzed to understand individuals’ beliefs and motivation.

Findings: Data analysis revealed that …

Yosoy. Language Education Through Culture: A Project For Spanish-English Bilingual Children And Families., Maria Luisa Parra, Marcela Fritzler

11th National Symposium on Spanish as a Heritage Language

About one-third, 17.9 million, of the nation’s Latina/o/e population is younger than 18 (Krogstad & Gonzalez-Barrera 2018), being the majority bilingual (Krogstad & Gonzalez-Barrera, 2015), with no access to quality bilingual education to address their strengths and needs (García 2014). Questions about this group’s future capabilities to speak Spanish are central to current theoretical and pedagogical inquiries, efforts, and research. The linguistic dynamism between Spanish and other languages that characterizes this group also raises essential questions about the intergenerational continuity of Spanish and its meaning for young Latina/o/e identities (Valdés 2015).

Many families experience interactions in Spanish with sentimientos encontrados …