Education Commons^™

Building Stronger Student-Teacher Relationships Through A Mentorship Program To Increase Student Reading Achievement, Emily Nicholas

Masters Theses

Research has shown that students learn best when their teachers know and understand them. When there are strong student-teacher relationships in place, reading achievement improves. In the following project, teachers will be part of a yearlong mentorship program at their school to improve student-teacher relationships in their classrooms. Teachers that are struggling to build positive student-teacher relationships will be the mentees and they will be paired with staff members who have already established strong, positive relationships with their students and will act as their mentors. The program will have three main components: cultural competence training, community connection and classroom library …

Strategies For Raising Low Test Scores Of Minority Students, Shanika Y. Mcclendon

Masters Theses

Abstract

This project is an in-service professional development to prepare teachers for implementing effective strategies for raising minority test scores on standardized tests. These strategies focus on the development of vocabulary and on students’ self-efficacy. The literature shows that the failure for African American and minority students to be successful on standardized test is likely due to lack of support, resources, and adequate preparation. Furthermore, the literature reveals that most of these tests are probably biased toward these students’ cultural and socioeconomic backgrounds. Studies also show other factors such as stress, stereotyping, depression, and anxiety. Taking into consideration these factors, …

Children Birth To Age Three With Feeding Difficulties: Systems Level Perspectives Of Supports, Needs, And Interagency Collaboration, Sondra M. Stegenga

Masters Theses

Early identification and treatment of feeding difficulties greatly improves outcomes for young children with feeding difficulties (Williams et al., 2006). However, identifying and addressing feeding difficulties in young children, birth to age three, is complex; requiring not only interdisciplinary collaboration (Arvedson, 2008; Bruns & Thompson, 2010; Lefton-Greif & Arvedson, 2008; Williams et al., 2006) but also interagency collaboration due to the various partners involved in service provision for young children, birth to age three (Individuals with Disabilities Education Act, 2004). When such interagency collaboration is needed, systems level structural supports are shown to levy the greatest impact on outcomes (Tseng …