Home / Research Round III (1:00 - 2:00)
-
Understanding the influence interdisciplinary environmental education has on environmental literacy in high school students.
Rachelle
Wood
There is the need for intentional Environmental Education (EE) in K-12 schools that promotes Environmental Literacy (EL); where students gain the understanding and skills to make responsible decisions, where natural systems, communities and future generations are taken into consideration. An environmentally literate person possesses the knowledge, skills, values and commitment to work toward responsible action with regard to the environment (Goldman et al., 2012; McBride et al., 2013). EE seeks to create a sustainable relationship between society and the natural resources which are relied upon (McGuire, 2015). While evidence of the benefits of EE on EL have been established in a variety of school settings, there is a gap in research regarding the incorporation of environmental and/or sustainability DC courses on EL of students in urban high schools. The purpose of this action research study is to identify the effects on EL in urban high school students; by providing authentic EE experiences for students to gain understanding by engaging in inquiry, problem solving and reflection. Through a pragmatism theoretical lens of experience, practical knowledge and action, it is the goal of my Action Research to provide students the opportunity to become environmentally literate citizens, where knowledge is gained through experiential learning, problem solving skills are developed and EL, the desire to make environmentally wise decisions is created or enhanced.
-
Elementary Science and Outdoor Learning: Exploring Educators’ Experiences With Outdoor Instruction
Sagan
Goodpaster
As the popularity of outdoor classrooms grows, outdoor instruction is gaining more attention in the formal K-12 curriculum. Outdoor learning provides numerous benefits for students, including greater gains in scientific content knowledge. Although many elementary science teachers have begun to utilize outdoor learning more frequently, others struggle to overcome a crowded curriculum and accountability pressures, among other barriers. More research is needed to understand the factors influencing teachers’ pedagogical decisions regarding outdoor instruction in order to better support their implementation and to address common challenges. This presentation describes the qualitative phase of a mixed-methods study exploring elementary teachers' perceptions of and experiences with incorporating outdoor learning in their science instruction. Semi-structured interviews were conducted with eight educators throughout Kentucky, discussing the factors influencing their outdoor instruction, topics and teaching strategies they believe are best-suited for outdoor learning, barriers to their use of outdoor spaces, and additional supports needed. Interviews were analyzed using both inductive and deductive coding, building from four key theoretical constructs believed to influence elementary science teachers’ commitment to outdoor education: pedagogical content knowledge, self-efficacy, life experiences, and social norms. All teachers reported using outdoor spaces as often as possible, but their implementation varied. Despite a range of challenges, all felt that outdoor instruction is important and worthwhile. Further insights and future directions will be highlighted during this presentation.
-
What’s Working in Alternative Teacher Prep: Survey Results and Next Steps for Program Development: HLPs, Cultural Competencies, Mentoring, and More
Mary
Elliott
This session describes candidates’ satisfaction and perceptions of preparedness with an alternative teacher preparation (ATP) program for teachers of students with extensive support needs (ID/ASD). ATP programs allow students to complete coursework at the same time as teaching and are more accessible than traditional programs. In an attempt to limit attrition and improve the program, a survey was designed and distributed to candidates at the end of the first year in the program. The survey specifically assessed the topics of High-Leverage Practices, cultural competencies, mentoring, and course sequencing. Survey results and program modifications will be shared as well as survey design and development.
-
Teacher Perspective on A Teacher Mentorship Program and its Influence on Teacher Capacity and A Sense of Belonging
Hyun
Kang Wilson
The purpose of this action research study is to understand the perspectives of the participants involved in a school-based mentorship system. Understanding the perspectives of the stakeholders will allow future improvement changes to be made in the program. The areas of focus include an overall perspective on the program, how it affects teacher performance, and a teacher’s sense of belonging.
-
Comparison of Constant Time Delay and Simultaneous Prompting Procedures: Teaching Functional Sight Words to Students with Intellectual Disabilities and Autism Spectrum Disorder
Rasheeda
Swain
Co-Authors: Justin D. Lane, David L. Gast
Research to Practice: Considerations for teaching children to name sight words.
Constant time delay (CTD) and simultaneous prompting (SP) are
effective response prompting procedures for teaching students with moderate to
severe disabilities. This investigation compared the efficiency of CTD
and SP when teaching functional sight words to four students, 8–11 years of age,
with moderate intellectual disability (ID) or dual diagnosis of moderate ID and
autism spectrum disorder. An adapted alternating treatments design was used to
evaluate the efficiency of CTD and SP procedures in regard to (a) percent of training
errors, (b) total number of sessions, (c) mean minutes of training time, and (d) total
number of trials through criterion. Results indicated that CTD resulted in fewer
errors and SP required less instructional time, with mixed results for a number of
sessions and trials through criterion.
-
Eat and Exercise to Win Program for Young Adults with Developmental Disabilities: Teaching about Nutrition, Exercise, and Goal Setting
Olutosin
Sanyaolu
Co-Authors: Samuel Adabla
Young adults with developmental disabilities, such as autism spectrum disorder (ASD) and intellectual disabilities (IDs), are at risk for being overweight, which is related to unhealthy eating and a sedentary lifestyle. Improving involvement in physical activity along with improving healthy eating, and reducing calorie intake, can reduce overweight. However, due to a lack of education, limited opportunities for physical activity, and resistance to changing eating habits, it may be difficult for young adults with ASD and IDs to develop a healthier lifestyle. This presentation will review nutrition information provided in classes for young adults with ASD and IDs, such as information about different foods' nutritional content, MyPlate, portion size, etc. Information about exercise lessons for our program, the Eat and Exercise to Win Program, will be presented as well. A novel part of the program is using motivational interviewing and goal setting, with participants determining their own weekly health goals. This presentation will also discuss the "lessons learned" in refining educational presentations for young adults with developmental disabilities. Moreover, ideas for enhancing motivation and engagement of young adults with ASD and IDs to enhance their involvement in health education programming will be reviewed. Our objective will be to share ideas for others working with this population, who greatly benefit from increased knowledge about healthy lifestyles and working on healthy lifestyle goals.
-
Tobacco Smoke Exposure and Engagement in School and Participation in Organized Activities among U.S. School-Aged Children
Afolakemi
Olaniyan
Co-Authors: Dr. Ashley, L. Merianos
Background: Tobacco smoke exposure (TSE), including secondhand smoke (SHS) and thirdhand smoke (THS), is associated with negative health consequences among children. The study assessed the associations between home TSE status and engagement in school and participation in organized activities among U.S. school-aged children.
Methods: We examined 2018-2019 National Survey of Children’s Health data, including children 6-11 years old (N=17,466). Children were categorized into three child home TSE levels: (1) no one living in the child’s home smoked tobacco (no home TSE); (2) someone living in the child’s home smoked tobacco, but did not smoke inside the home (home THS exposure only proxy); and (3) someone living in the child’s home smoked tobacco and smoked inside the home (home THS and SHS exposure proxy). Two weighted logistic regression models were built adjusting for important covariates (e.g., sociodemographics).
Results: About 13% of children were exposed to THS only, and 2% were exposed to SHS and THS. Compared to children with no home TSE, children exposed to home THS only were less likely (aOR=0.74, 95%CI=0.60-0.90) to be engaged in school. Children exposed to home THS only (aOR=0.63, 95%CI=0.40-0.98) and exposed to home SHS and THS (aOR=0.71, 95%CI=0.56-0.90) were less likely to participate in organized activities compared to children with no home TSE.
Conclusion: Results suggest school-based interventions may increase children’s engagement in school and participation in organized activities outside of school, as well as promote home smoking bans.
-
“I Am More Motivated to Succeed When I Am Succeeding With a Friend”: The Role of Peers in Undergraduate Students’ Motivation in Introductory Biology Course
Utku
Caybas
Co-Authors: Mayson Spillman, Jaylene Patterson, Anastacia Cole, Jaeyun Han, Ellen Usher, Jennifer Osterhage
Despite the increasing need for a STEM workforce in the United States, a considerable number of students who begin their university studies as STEM majors change majors after taking introductory STEM courses. Students' performance and motivation in these courses play a vital role, and researchers have tried to understand which aspects of the learning context best support student motivation and learning. However, the role of peers in students' motivation in STEM introductory courses has not been adequately studied. The purpose of this exploratory study was to investigate undergraduate students' views on the motivational role their class peers play in the context of an introductory biology course. Students (N = 619) enrolled in Introductory Biology I at a public university in the southeastern U.S. were asked (a) whether they knew peers in their course and (b) how, if at all, their peer(s) affected their motivation. To identify patterns in student responses, four researchers developed and applied a coding scheme. Preliminary findings indicated that knowing someone in the class enhanced motivation by activating several mechanisms (e.g., increased accountability, social connectedness, providing help and assistance). Although some students who did not know others in their class noted that they were deprived of these benefits, a remarkable number also stated that they did not need peers to be motivated. The research findings will contribute to motivation theory and the development of intervention programs that target the social context of learning.
-
The Circle of Life: How Student-Athletes Use Sport as a Conduit to Break Societal Expectations
Erica
Thompson
Co-Authors: Ancia Ifill, Nick Swim
Student-athletes from a traditional household, higher socioeconomic (SES) status, and those with more and easier access to athletic facilities and resources will have an advantage compared to their counterparts who come from a low SES background. Children and teenagers who have the dream of playing at the collegiate level begin their journey of working towards that goal at a young age, and the resources required to participate in elite sports are costly (Byrne, 2021). In low SES communities, individuals who have that same goal of playing at the collegiate level must undergo more hardship to make that goal a reality. While SES has several sources of measurement, there is no definite consensus definition of SES which is important to note for the current study (Bradley & Corwyn, 2002). The purpose of this current study is to examine how student-athletes from low SES communities’ experiences have shaped their identity and how their experiences may have impacted or influenced their transition into being a collegiate student-athlete. By providing insight into how student-athletes who come from a low SES background may have a different experience compared to their counterparts from high SES backgrounds when transitioning into the collegiate world, intercollegiate athletic departments can utilize findings to address the needs of those student-athletes who identify as coming from low SES backgrounds.
-
How to Feel Confident in Online Courses: Does Students’ Advice to Others Differ by Generation Status?
Mayson
Spillman
Co-Authors: Julia Lyle, Jaeyun Han, Ellen Usher, Trey Conatser, Jill Abney, Anastacia Cole
Successfully navigating college courses can be difficult for undergraduate students, and especially so for those whose parents did not attend college themselves. The COVID-19 pandemic made college navigation even more challenging for many students, in part because many courses were moved online. However, less is known specifically about how first-generation college students handled their online courses during the pandemic. The purpose of the study is to examine how students’ academic self-efficacy changes over time and to gain insight into the relationship between undergraduate students’ generation status and their views of self-efficacy support needed for succeeding in online courses during a global health pandemic. Participants (N = 1,304; 50% first-generation students) took part in two surveys about college learning during Fall 2020. Students were asked to write advice to future students about how they could feel more confident about being successful in their online courses. Although continuing-generation students’ academic self-efficacy did not change, first-generation students’ academic self-efficacy decreased over time. Inductive coding in MAXQDA revealed that, regardless of students’ status as first-generation, the most prevalent themes were related to preparation and learning strategies, time management, and participation and attendance. Findings indicate the importance of self-regulation in online learning environments during the pandemic.
