Educational Methods 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 …

Promoting Play-Based Learning Strategies In The Upper Elementary And Lower Middle School Classroom, Michelle L. Randall

Dissertations, Theses, and Capstone Projects

This white paper is framed by an understanding of the proposed influence play has on the process of supporting children’s developmental needs while simultaneously strengthening their ability to receive and recall academic content. The white paper is driven by a self-motivated desire to reimagine the ways in which teachers deliver and review content at the upper elementary and lower middle school level. By upper elementary, I am referring to the 4^th and 5^th grade classroom. By lower middle school, I am referring to the 6^th grade classroom.

The past decade of research regarding play-based pedagogy and play-based …

A Qualitative Study On Nurse Facilitators Of Mind-Body Skills Groups, Paula D. Blake-Beckford

Mindfulness Studies Theses

The Center for Mind-Body Medicine (CMBM), founded by Dr. James Gordon, provides communities with evidence-based Mind-Body Skills Groups (MBSGs) that foster self-care, self-awareness, and self-expression. MBSGs range from 8 to 12-week series on various mind-body practices wherein group members meet, practice, and reflect on the impact of mind-body skills in their lives. Research has demonstrated that participants in MBSGs have positive outcomes. Healthcare professionals (HCPs), especially nurses, gain resiliency from MBSGs. As facilitators of MBSGs, nurses develop essential skills transferable to clinical and educational settings. MBSGs are therapeutic for adult participants with chronic stress. Prior to this thesis, only one …

Contributors

Early College Folio

Contributors, Early College Folio, Volume 1, Issue 2 (May 2022)

“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger

Early College Folio

In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and …

Table Of Contents

Early College Folio

Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).

Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil

Early College Folio

Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.

Supporting Exceptional Learners Through Evidence-Based Practices In Social Emotional Learning And Academic Settings, Lexia Werner

Honors Projects

My honors project will be purposeful in researching the learning strategies that help all students and comparing and contrasting them to strategies that specifically help learners with learning differences and/or have special education plans. These exceptional learners have specialized accommodations or educational plans tailored towards their learning needs. In other words, I will research the teaching strategies that are used in the classroom environment from a standard general education standpoint and strategies that are used, specifically, with students that obtain learning differences. In addition, I will analyze this information by comparing and contrasting the groups of strategies with one another. …

Strength, Beauty, And Resilience: The Impact Of Self Reflection & Exploration Of Memory On Postmodern Feminist Educators, Inside And Outside The Classroom, Maryjo M. Rosania-Harvie

Education Doctorate Dissertations

This study utilizes an autoethnographic methodology, informed by narrative inquiry, to explore the impact of memories on feminist educators. The participants in the study included two of the researcher’s former colleagues and one former student. The study's goal was to examine how the relationships between researcher and participant and the memories they shared impacted them as educators; in the process, the concept of authenticity in educators was examined in relation to the research and the participants’ feminist and postmodern approach. The researcher collected qualitative data through interviews, personal journals, timelining, and an epistolary writing exercise to define authenticity and explore …

Inservice Middle School Teachers' Understanding Of Views Of Nature Of Science (Vnos), Merika Charupoom, Emily Carter, Yasmeen Hernandez

Undergraduate Research Symposium Podium Presentations

What is a misconception? A view or opinion that is incorrect based on faulty thinking or understanding. Misconceptions may originate from personal experience, imprecise language, lack of examples and non-examples in concept formation, media representation of phenomena, errors in logic, and textbooks. Often occurs from the inconsistency in science curriculums among instittuions and education systems.

Effects of Misconceptions: Gap in knowledge/understanding that is taught from teacher to student; Decrease in the academic success of students.

Nevada is ranked 49th in educational attainment, 42nd in school quality, 46th in best school systems in America.

One way to help us understand whether …

Effects Of Socioeconomic Status On Success Indicators Within Transition Readiness In Kentucky, James B. Andrew Robertson

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by James B. Andrew Robertson on April 15, 2022.

Another Empty Seat: Educators’ Experiences With Trauma And Grief After A Student’S Death, Lori G. Berryman

Education Doctorate Dissertations

This phenomenological study utilizes narrative inquiry to analyze four teachers’ perceptions of their lives, occupations, and institutional expectations following a student’s death. Through participant interviews and personal reflections, the researcher observes the effects of a student’s death through a Contemporary Trauma Theory framework. Through this lens, trauma-narratives are a powerful tool in helping those affected by loss reframe the events and understand them in a clearer context. Participants indicated that there is an increase of concern for the parents of the deceased, feelings of guilt and regret, and retraumatization due to the lasting presence of the deceased student. Perceptions of …

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 & …

Learning To Navigate The Unknown: The Importance Of Critical Reflection And Collaboration For Community College Faculty During A Pandemic, Karen Ann Ladley

Education Doctorate Dissertations

The COVID-19 pandemic caused sudden and dramatic shifts in educational systems worldwide, including colleges and universities. Students, faculty, and service staff found themselves navigating uncertain times and addressing challenges they had not faced previously. The use of critical reflection and collaboration became crucial for faculty as they struggled to engage students in different ways. Understanding students’ needs and addressing them effectively became priorities with reflection and collaboration both cost-effective and convenient methods. Following this time of uncertainty, faculty can continue using reflection and collaborative learning communities to address new challenges and obstacles, especially at community colleges where money, time, and …

A Call To Family-Centered, Eternity-Focused Education Aimee Smith, Aimee M. Smith

Selected Student Publications

In Norms and Nobility: A Treatise on Education, David Hicks claims we are at risk

because modern education has lost its focus on moral instruction, normative standards, and a connection between knowing and doing. Beyond these changes in modern education, our culture is at risk because the education of future generations has been removed from the family. Parents can pursue a family-centered, eternity-focused education as they consider the iconic sword and the stone to overcome the current risk. Paideia serves as a cornerstone for an education recognizing eternal persons, and normative standards enable students to wield their swords of …

Who Can Teach Us? An Exploration Of The Influences Of Pedagogy On The Disempowerment Of Indigenous Peoples Of Oaxaca, Mexico, Mariaelena G. Steiner

Doctor of Education (Ed.D)

Persistent poverty coupled with inequality and marginalization continues to broaden the gap between indigenous and non-indigenous populations of Oaxaca, Mexico. Particularly in the field of education, Oaxaca exhibits an insufficient and inadequate pedagogical system. Federal, State, and NGOs educational interventions have been unreliable at best, demonstrating minimal outcomes predominantly in the degree and percentage of engagement that the indigenous of Oaxaca demonstrate at creating and implementing educational alternatives suitable to their local and state needs. The development of an ethnic pedagogical system—with all its propositions of community engagement for the purpose of progress—is critical to poverty exits as demonstrated by …

A Qualitative Analysis Of Augustine’S Philosophy Of Education, Erik D. Thomas

Doctor of Education (Ed.D)

A philosophy of education consists of varying values and beliefs that coalesce to form a coherent and structured approach to curriculum and instruction. Today, a diverse number of philosophies exist, each with its own set of standards, priorities, and points of emphasis like intellectual and vocational development. However, philosophies emphasizing moral development as an integral feature of both intellectual and vocational development are not as popular. Although some forms of moral education exist, disagreements over its value, purpose, and implementation remain prevalent. The following qualitative study examined the works of Augustine of Hippo, a proponent of moral education, to identify …

The Lived Experience Of Teachers’ Socratic Practice: A Hermeneutic Phenomenology, Mark A. Jedrzejczyk

Doctor of Education (Ed.D)

This hermeneutic phenomenology studied the lived experiences of four high school teachers’ Socratic practice. The purpose of the study was to describe the essence of high school teachers’ lived experience of Socratic practice and explore what the teachers’ lived experiences suggested about their understanding of Socratic practice. The data for this study were collected in semistructured interviews with four teachers. As a hermeneutic phenomenological study, the researcher did not bracket himself. Instead, he clarified his reflexivity and examined transcripts of the written interviews through a hermeneutic circle. The study found four significant themes among teachers’ descriptions of their lived experiences …

Dismantling Structural Systems Of Oppression Through A Revolutionized Pedagogy, Ambar A. Quintanilla

Toyon: Multilingual Literary Magazine

No abstract provided.

Memory Rewriting As A Method Of Inquiry: When Returning Becomes Collective Healing, Ethan Trinh, Giang Nguyen Hoang Le Mr., Ha Dong, Trang Tran, Vuong Tran

The Qualitative Report

Writing is collective healing to build a community. We, five Vietnamese bodies, enquire, how can individual memories be collective healing to rewrite a better future of education? We borrow Nhat Hanh’s philosophy to touch on our suffering to heal and Barad’s returning as a multiplicity of processes for reconnecting with the pastpresentfuture. We use the recollection of individual memories to share critical incidents of past experiences to build a collective community for healing purposes. We have demonstrated our deep commitment to creating a resilient system in retelling stories and rewriting for hope for educational change through this process.

Blinded By Whiteness: Middle-Class White Teachers’ Explorations Of Identity And Deficit Discourse At The Intersection Of Race, Class, And Perceived Ability, Tracy Driehaus

Education Doctorate Dissertations

A legacy of placing children of color and poverty at the center of the “problem” of race and class in education has left us in a holding pattern marked by a prevailing deficit discourse and problematizing of students. Scholars agree that the predominantly white, middle class, female teaching force who occupy US public school classrooms embody and perpetuate these inequitable educational practices endemic within this system. In this study, a small population of White, middle class teachers--including the researcher--organized within a Professional Learning Community (PLC) explored identity and deficit discourse at the intersection of race, class, and perceived ability. Grounded …

The Recovery Coach: An Intentional, Relational Interventionist As A Response To The Covid-19 Incomplete Grade Trend, Melanie A. Turrano

Education Doctorate Dissertations

The COVID-19 pandemic exposed many crises in education; fair and just grading was but one. During that tumultuous time, colleges improvised and created many “hold harmless” grading policies to provide empathy and understanding to students as well as to retain students otherwise negatively impacted by the inequities in their personal lives as well as the socioeconomic digital divide. One “due no harm” policy enacted at the community college where this study occurred was the encouragement of Incomplete (I) grades that prevented student failure in the short term, but traditionally results in long-term failure when the grade of Incomplete (I) converts …

Increasing Student Use Of Chemical Instrumentation In Undergraduate Research, Timothy D. Champion, Myron Todd Coolbaugh, Brian J. Hunt, Tracy Brown-Fox

SoTL Commons Conference

Recognizing the importance of student experience and familiarity with modern analytical instruments, the JCSU Chemistry faculty have developed a Shared Instrumentation Resource Laboratory (SIRL) for students and faculty from multiple STEM departments. These instruments were obtained through a series of grants from several sources. Use of the instruments in courses were also implemented. An analysis of Senior Investigative Papers (SIPs) by Biology and Chemistry majors from before and after the implementation of the SIRL show significant (p=0.0014) gains in SIPs based on data collected from JCSU instruments, showing the increased capability for on-campus undergraduate research using instrumentation was utilized.

Promoted Online Tutorial Use In General Chemistry: Effects On Student Performance, Timothy D. Champion, John Bannister

SoTL Commons Conference

Promoting student success in entry-level STEM courses is a continuing area of interest. While JCSU has made great strides in this area, in 2016, data began to show an increase in the DFW rates for key courses. The urban small university where these studies were conducted provides students with an online tutorial service. While the success of tutoring is well-documented, it is our perception that students do not utilize this resource as often or as effectively as they might. This project increased student utilization of online tutoring and improved participating students’ test and quiz grades.

Escaping Using Clinical Judgment, Kelley Noll, Claire Thompson

SoTL Commons Conference

An escape room experience was developed as an active experience to enhance critical thinking and clinical judgment in baccalaureate nursing students. This innovative teaching strategy was incorporated into a Childbearing Family and Reproductive Health clinical course. The escape room consisted of four scenarios focused on care of the mother with Type II Diabetes Mellitus during pregnancy, delivery of a macrosomic newborn, hypoglycemia in the newborn, and discharge education from the postpartum unit. Student evaluation of the experience revealed meaningful application of knowledge and a new way to engage students.

Disrupted Learning During Covid-19: A Survey Of Student Experience, Celia Szelwach, John Cordes, Alia Sheety, Vinayak Mathur, Maia Magrakvelidze, John Doyle, Gifty Key, Joseph Cimakasky

SoTL Commons Conference

Navigating unexpected disruption caused by COVID-19 in Higher Education required immediate and flexible response by faculty and students as they pivoted to other learning modalities. In Spring Semester 2021, we administered a 40-question survey including several open-ended questions to 795 undergraduate and graduate students (master and doctoral level) in multiple disciplines across four Schools at a private university in Pennsylvania to capture student perceptions of learning experience in face-to-face, hybrid, and fully online environments. Ninety-nine students completed the survey. Lessons learned for teaching and learning include sensitivity to students’ stress and understanding learning environment design preferences and effectiveness.

Incorporating Reflection Activities In Simulation To Prepare Nursing Students For Clinical Practice, Amy Curtis, Sarah Watts, Katilya Ware, Tiffani Chidume, Meghan Jones

SoTL Commons Conference

Research indicates simulation is an effective approach to prepare nursing students for clinical practice. However, little is known about the impact of prebriefing on students’ experiences in simulation. This mixed methods study evaluated the impact of incorporating reflection activities during the prebriefing element of simulation on nursing students’ satisfaction in learning, confidence, and performance during the simulation. Findings noted that incorporating reflection during prebriefing improved students’ satisfaction in learning, confidence, and performance. This is significant to the profession, as it supports the incorporation of reflective activities during prebriefing in simulation to enhance student learning experiences.

Emphasizing Multilingualism In Teacher Education Courses: Teacher Candidates’ Responses To Translanguaging Pedagogy, Tuba Angay-Crowder, Jayoung Choi, Ji Hye Shin, Nihal Khote

SoTL Commons Conference

One of the presenters has embedded translanguaging pedagogy in her Teaching English to Speakers of Other Languages (TESOL) courses for several semesters to increase teacher candidates’ pluralistic stance when working with multilingual students from immigrant backgrounds. Translanguaging honors all linguistic repertoires that multilingual learners bring to meaning construction. As TESOL course work often centers on students’ advancement of English skills without necessarily emphasizing multilingual development, she intentionally included activities and assignments related to translanguaging. In this presentation, we discuss how her teacher candidates responded to this pedagogy. The shared findings have implications for teaching and learning in teacher education courses.

Developing An Innovative Concept-Based Approach To Teaching And Learning In Family Nursing, Melody Blanco, Roqaia Dorri, Elham Al-Omari

SoTL Commons Conference

Concept-based teaching is an innovative pedagogy that allows for meaningful building and transfer of knowledge, especially in nursing education (Morse & Jutras, 2008). The University of Calgary in Qatar (UCQ) has recently adopted in the concept-based approach in curriculum design with an aim to produce the next generation of nurses who can seamlessly transfer knowledge learned from their didactic experience to the bedside. In our poster board presentation, we will highlight the effectiveness of the innovative, concept-based teaching practices employed in Family in Nursing in an online setting. Our group utilized different techniques and modalities such as exemplars and gamification …