Curriculum and Instruction Commons^™

7 Hands-On Strategies For Struggling Readers, Elise Murray, Stacey Murray

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Struggling readers are found in almost every classroom across the world. With differing learning styles and abilities, teachers are encouraged now, more than ever, to be innovative when teaching foundational reading strategies. Within this article, readers are provided with a literature review of research and educational literature that discusses how multisensory, hands-on activities promote engagement and active learning for all students. The recommended seven hands-on learning strategies that can promote learning and support for struggling readers during literacy instruction include Build the Words, Feel the Words, Whole Body Letters, Five Finger Retell, Sight Word BINGO, …

Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …

Music As A Form Of Therapy In The K-4 Special Education Classroom: A Phenomenological Study, Roger Hattaway

Dissertations

Purpose: The purpose of this phenomenological study was to identify and describe the perceptions of elementary K-4th grade teachers on the effects of music therapy as it pertains to academics and behavioral incidents in the special education classroom (Gooding, 2010).

Methodology: This qualitative study used a phenomenological design to ascertain the perception of the teachers on the impact of music therapy regarding academics of students in the K-4 grade special education classroom. The data were collected using the descriptive narrative to ascertain the perception of the changes in academics and behavior gathered from the interview questions.

Findings: Analysis of the …

Fostering Students' Critical Consciousness As Decolonizing Practice Within An Ethnic Studies Framework, Fatima Hansia

Education | Master's Theses

This research explored how teachers were teaching critical consciousness as decolonizing pedagogy within Tolteka R. Cuauhtin’s Ethnic Studies Framework (Cuauhtin, 2019b) at an alternative education high school. Critical consciousness—an expansive term developed by Paolo Freire in the 1960s—advocates for a problem-posing approach to education that includes essential elements of praxis (reflection and action), development of holistic humanity, critical examination of the processes of violence and power, and social-justice oriented self-empowerment among students that leads to actionable community change (Freire, 2005). Even though the conceptualization of Ethnic Studies as a theoretical framework is strong, there is a lack of existing studies …

Lessons Learned: Kinesthetic Learning And Engaging Students With Adhd (In The Time Of Covid), Claudia Freedman

Education | Master's Theses

While many studies have examined the benefits of movement and kinesthetic learning on the engagement of all elementary school-aged children, especially those with Attention Deficit Hyperactivity Disorder (ADHD) or children with common characteristics or behaviors of ADHD (undiagnosed ADHD), less research exists on how the COVID-19 pandemic and hybrid learning affected and continues to impact the engagement of children, especially those with ADHD or undiagnosed ADHD. The purpose of this study was to investigate how teachers engage students, particularly those with ADHD or undiagnosed ADHD, in an elementary classroom using practices from movement, music, dance, and theater, especially during COVID-19. …

Thinkmed: Inspiring The Future Of Stem, One Project At A Time, Steven Trinh, Lauren Dudley

Student Scholar Symposium Abstracts and Posters

ThinkMED is a nonprofit initiative offering a four-week curriculum specifically designed to develop critical thinking and encourage evidence-based decision making. Each week’s content material revolves around the use of a ThinkBOX science kit containing four (4) wet-lab experiments designed to supplement the curriculum. Each experiment is formulated to be inclusive of all California Next Generation Science Standards (NGSS) K-5. At the end of each week, students get the opportunity to speak with university professors & scientists from a multitude of subject areas including chemistry, anatomy, computer science, physiology, and bioengineering. ThinkBOXes are donated to children and families who do not …

Examining Diversity And The Role And Influence Of Post-Secondary Faculty At A Predominantly White Institution In Tennessee: A Critical Race Case Analysis, Lanell Smith

Electronic Theses and Dissertations

The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students’ identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education.

This study was limited to six faculty in a college of education (in …

Improving Gifted And Talented Education In Arkansas: Identification, Academic Benefits, And Local Norms, Bich Thi Ngoc Tran

Graduate Theses and Dissertations

In the United States, education policies differ from state to state. Local research, therefore, is important to inform educators, policymakers, and researchers on the ground. This dissertation leverages ten years of administrative data to study three questions about gifted and talented (G/T) identification and education in Arkansas: does the current system identify the right students? Are gifted and talented programs beneficial for students? And, how can we improve diversity in gifted and talented education? Leveraging logistic regression, mixed-effects models, and descriptive statistics, I sought to provide answers to these three questions. First, are academically ready students from low-income families being …

Inclusive Pedagogy: Connecting Disability And Race In Higher Education, Meredith Persin

All Theses

Higher education was never made for marginalized people. The academy was created based on the privileged white, able-bodied, males who preoccupied higher education for the longest time. While that has certainly changed over the years, the institution itself is still in the past resulting in BIPOC students and disabled students continuing to struggle within higher education. While instructors have begun to take interest in the need for inclusive pedagogy within the last decade, it still has a far way to come in order to help the marginalized students with intersecting identities and students who may not benefit from a one …

Collaborative Teaching And Inclusion In Northeast, Tn, Sherianne Pigeon

Undergraduate Honors Theses

Abstract

Collaborative teaching is a commonly used, research-based method to support inclusion of students with disabilities in the general education classroom. However, there is a lack of research describing current teachers’ experiences with and perceptions of collaborative teaching and inclusion. Results from a survey disseminated to teachers in Northeast TN school systems revealed that 64.3% of respondents have either never co-taught a class or have co-taught only one or two classes. Additionally, respondents agree that collaborative teaching is beneficial to support inclusion, enhance delivery of instruction, improve teacher relations and improve classroom management. However, teachers expressed collaborative teaching is more …

The Effect Of Constant Time Delay And Sentence Frames On Correct Word Selection For Sentences Constructed Using Technology-Aided Instruction During A Story-Based Lesson, Thai Williams

Electronic Theses and Dissertations

The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during and following a story-based lesson (SBL) for participants ages 6-8 who have intellectual disability, developmental delays, and autism (IDD). A multiple probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the …

The Effect Of Separating Grades From Feedback On Student Motivation, Nora Rogers

Dissertations, Theses, and Projects

There is often a disconnect around instructional feedback between how the instructor intends the feedback to be used and how students actually use it. Research shows that students tend to view feedback as a means to achieve a higher grade, not as a tool for learning. Frequently, this means that feedback is ignored. Students tend to be motivated by performance goals as opposed to mastery goals thereby focusing on point acquisition above all. Therefore, this study explores the question: What is the effect of separating grades from feedback on the motivation of secondary honors students? Learners in this research study …

Developing And Evaluating A Psychoeducation Booklet About The Mental Health Effects Of Discrimination, Margarita Manzano, Ellalandra Arakelow, Aldona Chorzepa, Leigha Clarke, Skylor Loiseau, Dawson Hughes, Theodore Macgowan, Elizabeth Brondolo

Journal of Vincentian Social Action

Discrimination has been consistently linked to depression. Despite evidence suggesting that individuals targeted for discrimination want to discuss discrimination-related stress, research suggests that therapists are not engaging in these conversations. There are limited psychoeducational materials available to support conversations about race-related stress and mental health, and there are limited data on their effects. This paper describes the development and initial evaluation of a new psychoeducational booklet which provides information about discrimination and depression. The information provided is based on social cognitive models of the relations of discrimination to depression. We provide a description of the development of the psychoeducational materials, …

Providing Immunizations In The Early Stages Of The Covid-19 Pandemic; A Community Pharmacist And Student Pharmacist's View, Nicole Yioupis, Sophia Villa, Noelle J. Ryan-Bloom, Carmela Avena-Woods

Journal of Vincentian Social Action

This article describes the experience of a community pharmacist and two student pharmacists early in 2020. It shares their unique experiences in providing novel vaccines during the COVID-19 pandemic while completing their Community Pharmacy Advance Pharmacy Practice Experientials (APPEs) at St. John’s University, College of Pharmacy and Health Sciences. Having the ability to participate in vaccination clinics, serving various communities, during an unprecedented time had a positive impact not only the community they served, but the experience also helped to cultivate them as future pharmacists.

Discrimination, Acculturative Stress, And Academic Achievement In Emerging Adults, Rebecca Steele, Amanda Rosado, Nancy Hernandez, Elizabeth Brondolo

Journal of Vincentian Social Action

Researchers report an association of racial discrimination to academic achievement for racial/ethnic minority students. Racial discrimination is manifest on multiple levels, including interpersonal discrimination, discrimination in schools, and societal and cultural discrimination. Researchers have generally focused their efforts on examining the effects of one type of discrimination on academic achievement. Further, mediators of this relation have not been fully explored. In a sample of 78 college students, we found only interpersonal racial/ethnic discrimination, and not school-based or societal discrimination was negatively associated with GPA. However, the effects did not hold once controlling for demographic factors. We examined two potential mediators …

The Sisterarchy Of Indian Feminism, Shweta Sinha

Journal of Vincentian Social Action

The paradigm of feminism in India is deeply entrenched in its socio-cultural-political-economic reality. It is an ever-evolving byproduct of patriarchy borne out of the caste-system, colonialism, urbanism (‘Westernism’), and capitalism. As a result, the plurality within Indian feminism is predicated on the multiple patriarchies that exist within the Indian society. Therefore, while parsing feminism in India, it is imperative to identify and acknowledge the various sub-groups and intersectionality that exist within the larger framework of women’s issues.

Amongst all the marginalized factions that exist within the feminist framework, this study attempts to investigate a specific caste/class-based intersectional perspective, i.e., Dalit …

Understanding Barriers To Sexual Assault Reporting Among Undergraduate Sorority Women, Isabella Rivera

Journal of Vincentian Social Action

This study aimed to examine the correlation between knowledge of sexual health and sexual assault, and the subsequent disclosure of sexual assault amongst undergraduate women in sororities at St. John’s University. During the academic year (2019-2020), the number of reported sexual assaults on campus was discrepant among the perception of the student body, with students believing there to be a higher number of incidents than reported to the University. Possible causes of the lack of formal sexual assault reporting were investigated. This included the knowledge of undergraduate women at St. John’s University pertaining to sexual health, reproductive health, university resources, …

Manger A Travers Les Cultures: A Comparative Look At Food Waste, Awareness And Redistribution Potential, Chloe Bergeron

Journal of Vincentian Social Action

In the most recent nation-wide studies, France’s estimated annual food waste, as of 2017, is 1.8% (Barilla Center, 2017). Conversely, the United States’ estimated annual food waste, as of 2010, is between 30-40% (USDA, 2010). This research compared University of Paris students’ and St. John’s University students’ awareness and knowledge of food waste on an individual, university, and governmental level to gain an in-depth understanding of the impacts of reduction practices and awareness methods such as campaigns and education. This study examines university students’ relationship to food and food waste in the United States versus France, redistribution potential, and the …

Jovsa: The Faculty/Student Research Connection, Anthony C. Marziliano, Hira Shafeeq, Marc E. Gillespie

Journal of Vincentian Social Action

No abstract provided.

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Journal of Vincentian Social Action

No abstract provided.

Editors

Journal of Vincentian Social Action

No abstract provided.

Cover

Journal of Vincentian Social Action

No abstract provided.

Mathematics Is Art: The Impact Of A Non-Traditional Metaphor On Teacher Mindset And Instructional Practices In Mathematics, Karise Mace

Education Doctorate Dissertations

Many teachers hold the belief that one is either a “math person” or not, which impacts their mathematical mindset and instructional practices, and in turn impacts their students’ mindsets and learning experiences. Fostering the development of a mathematical mindset in teachers is critical to dispelling the “math person” myth. As we are metaphorical in nature (Lakoff & Johnson, 1980), the metaphors that we use to conceptualize mathematics are born out of and impact our experiences in its study and provide a means for eliminating this myth. In this mixed-methods study I sought to understand the metaphors that in-service elementary teachers …

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

The Wheels On The Bus Go Round And Round: Rethinking The St. Louis Busing Program, Tango Walker, Ketosha Harris

Dissertations

This autoethnography shares our personal experiences and counter-narratives in the St. Louis busing program. Through our mission we expound on experiences and real-life situations as seen through our lens as a student and a mother in the St. Louis busing program. Critical race theory (CRT) was used as an essential framework allowing us to focus on the following four tenets: counter-stories, permanence of racism, whiteness as property, interest convergence. (Anderson, et al., 2017). Critical race theory (CRT) is the framework in social sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & …

English Is Not Dead! Long Live English: Teaching The Evolution Of English And Inclusive Communication Via Online, Face To Face Or Hybrid Instruction, Teresa Marie Kelly, Stephanie Thompson, Sheryl Bone

Georgia International Conference on Information Literacy

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with …

Introduction To Special Issue: Online Education And The Return To Normal, Emily D. Ryalls

Feminist Pedagogy

No abstract provided.

“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D

Northwest Journal of Teacher Education

This article explores how educators can contribute to the development of STEM identity in historically marginalized groups by using critical frameworks and pedagogies like Funds of Knowledge and Critical Hip-Hop Pedagogy as a curricular tool to counter traditional teaching practices. The authors amplify the importance of cultural spaces that support educators in examining aspects of power, access, and cultural awareness in STEM classrooms to increase student participation and acquisition of STEM knowledge. This article provides a guided activity named “A tale of two citiez” as an example of how educators can act towards (re)conceptualizing and (re)imagining STEM classrooms.

Responding To Diversity With More Than Simple Lip-Service, Donna L. Miller

The Montana English Journal

Using contentious topics like those addressed in Joe Limer’s poem “White Hollywood” as catalysts for sparking conversations on complex social issues has potential to raise social consciousness and to support collaborative conversation. Miller’s GREEN APPLE acronym guides teachers and learners in honoring diversity and nurturing social justice. In critical race theory fashion, GREEN APPLE questions enable students of all races and ethnicities to have informed, productive conversations about the forces that have shaped, and continue to shape, the society in which they live.

“Even A Little Bit Of Independence Can Go A Long Way”: The Experiences Of Students With Disabilities Transitioning From High School To College, Joshua M. Cooper

Theses, Dissertations and Capstones

According to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated high school at a rate of 73% in 2018 (NCES, 2020) but completed college programs at a rate of just 38% while their non-disabled peers graduated at a rate of 51% (Sanford et al., 2011). Additionally, students were less likely to be full time students and were less likely to graduate on time (Lee, …