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Browsing by Subject "school"

Now showing 1 - 4 of 4
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    Being and Belonging in America: Second-Generation Asian American Teachers’ Stories of Negotiating Identity and Culture
    (2021-06) Phadke, Meghan
    In the last quarter century, the United States has seen the highest levels of immigration since the turn of the 19th century (Frey, 2020; Massey, 2013). Unlike migrations of the past, this one has brought Brown and Black folks from across the Global South to the United States, forever changing the demographics of the nation (Frey, 2020; Foner, 2000; Massey 2013). This boom is largely a result of post-colonial conditions, neoliberal policy, and U.S. military incursions that have destabilized the globe. These factors, along with the Immigration and Nationality Act of 1965, have ushered in a large-scale shift in U.S. demographics, that while geographically uneven, continues to change the notion and nature of American identity (Alba, 2018). As the United States continues to experience large-scale immigration, primarily from Asia and Central and South America, we must confront the ways in which this reality is impacting our schools, teachers, and students. This dissertation is concerned with the implications of this ongoing transformation in demographics within the United States on the nature and notion of American identity, of what and who count as American, and the impacts of this shift on the realities for schools and the lives of teachers and students who labor and learn within them. In attending to this concern, this study focuses on Asian Americans, a population that significantly contributes to this demographic shift and who are increasingly the target of White anxiety and rage. In addition to socio-culturally situated contestations of belonging, this population has historically faced legal and formalized exclusion which has compounded Asian Americans’ relationship to the social imaginary of America. This contestation is even more pronounced for Second-Generation Asian Americans, whose belonging is additionally complicated by their status as American-born. This critical narrative study presents the stories of four Second-Generation Asian American elementary school teachers currently working at public elementary schools in the Twin Cities, alongside the researcher’s own story as U.S. student, teacher, and teacher-educator. These stories reveal fraught negotiations of identity and culture and the ways in which these teachers mobilize their Second-Generation Asian American identity in the service of their students.
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    Effectiveness and Key Components of School-Based Anxiety Interventions
    (2019-05) Erhardt, Victoria
    Anxiety disorders and subclinical anxiety symptoms are prevalent in childhood and adolescence, highlighting the need for prevention and early intervention efforts. While research has demonstrated positive effects for some school-based anxiety interventions, additional research is warranted to ascertain program effectiveness, composition, and delivery to best meet student needs. This multi-study dissertation project comprised of two studies. Study 1 was a systematic literature review that examined anxiety interventions for youth in school settings and updated and expanded a previous systematic review (Neil & Christenson, 2009) to more fully understand the state of the science regarding school-based anxiety programs. Randomized controlled trials (RCT) from articles published between 2008 and June 2016 were reviewed and evaluated in areas including program effectiveness, program content, intervention intensity, and participant age. Twenty-two RCTs, representing 9,693 study participants, were coded and analyzed. Results indicated that 43% of trials reported statistically significant reductions in anxiety (ES = -0.69 to -0.15) with the majority of programs based in cognitive behavioral therapy (CBT). Results from Study 1 were used to inform the development and implementation of an applied school-based anxiety intervention. In Study 2, Think Good Feel Good was implemented as a low-cost, 6-week, CBT-based modularized intervention to address student anxiety in an elementary school utilizing a multiple-baseline single case design. The main purpose was to analyze the effectiveness of the program as measured by formative and summative anxiety assessment measures following a multi-method, multi-source approach. Participants included 14 students across third, fourth, and fifth grades at a public elementary school. Results of the study indicated both responders and non-responders to the intervention. Self-report data on the Multidimensional Anxiety Scale for Children (MASC-2) pre/post assessments showed statistically significant anxiety reduction on the generalized anxiety disorder and the physical symptoms scales, whereas parent and teacher pre/post data and progress monitoring data revealed mixed findings. Social validity data from students indicated high acceptability and perceived utility. The implications of the results from this dissertation project for future research and practice are discussed.
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    An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior
    (2015-05) Peterson, Meredith
    Identifying the functions of challenging behavior can lead to interventions that can be effective in decreasing challenging behavior in students, thus leading to improved academic and social outcomes. The purpose of this study was to determine the degree to which a contingency space analysis (CSA) could lead to effective intervention for challenging behavior of middle school students in a general education classroom. Participants were four middle school students, previously identified by their classroom teachers to engage in persistent patterns of challenging behavior. A CSA was conducted with each participant and hypotheses as to the functions of each participants’ behavior were developed. Interventions targeting the functions of teacher attention, peer attention, and escape were then implemented and the results were compared to those of the CSA. Results indicated that the CSA accurately predicted the most effective intervention for three of the four participants.
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    Staying Power: Assessing the Impact of the be@school Program on Student Attendance Behavior
    (Center for Applied Research and Educational Improvement, 2012-12) Sheldon, Timothy
    Truancy has reached epidemic levels in schools in the United States. School truancy is associated with delinquency, substance abuse, educational failure, and school attrition. This paper describes 2010-2011 evaluation results of the be@school truancy intervention program in Hennepin County, Minnesota’s most populous county. The program was implemented to increase school attendance through coordinated, progressive early intervention efforts that provide educational and support services to school-age children and their families. Over 6,000 children, grades K-12, and their families were referred to the program. The evaluation compared children’s attendance records before and after program interventions. Results showed a significant reduction in unexcused absence rates among students whose families participated in parent group meetings. Moreover, students whose families received community agency support had significantly fewer absences than their counterparts who received no such support. The findings suggest that early school interventions that include community and parental involvement can markedly reduce student truancy rates.