The second study expands the current literature regarding instructional quality thresholds. Limited research has addressed the question of whether there is a minimum level of instructional quality that must be experienced in order to see significant changes in children's academic performance, and the limited research has focused primarily on preschoolers. The goal of study two was to determine if high-quality first-grade instructional support predicted children's first-, third-, and fifth-grade academic performance. Using piecewise regression analyses, results did not show evidence of a relation between first-grade instructional support quality and children's academic performance at any grade. Possible reasons for inconsistencies in findings from this study and previous research are discussed, including differences in sample characteristics and measurement tools. Because instructional quality remains at the forefront of discussions by educators and policy makers, the inconsistencies in research findings argue for further research that may clarify thresholds of instructional support quality that must be met in order for various subgroups of children to gain the skills needed for long-term academic success.
This mental health video series features three animated videos about anxiety disorders, resources and treatment options, and the stigma surrounding mental illness for youth ages 16-25, parents, and educators. Anxiety disorders are the most common type of mental disorder in the United States, so it is imperative that all people understand the signs, symptoms, and treatment options in order to best assist and support those in need of services.
Within the pediatric hospitalization experience, fear and anxiety are two emotions commonly felt by children of all ages. Hospitalized children can greatly benefit from interventions designed to help them cope with these emotions throughout their medical experiences. This study draws on each of our clinical experiences as volunteers at Phoenix Children’s Hospital, and uses a qualitative analysis of three semi-structured interviews with currently employed Child Life Specialists to understand and analyze the use of medical play, a form of play intervention with a medical theme or medical equipment. We explore the goals and benefits of medical play for hospitalized pediatric patients, the process of using medical play as an intervention, including the activity design process, the assessments and adjustments made throughout the child’s hospitalization, and the considerations and limitations to implementing medical play activities. Ultimately, we found that the element of fun that defines play can be channeled into medical play activities implemented by skilled Child Life Specialists, who are experts in their field, in clinical settings to promote several different and beneficial goals, including pediatric patient coping.
Within the pediatric hospitalization experience, fear and anxiety are two emotions commonly felt by children of all ages. Hospitalized children can greatly benefit from interventions designed to help them cope with these emotions throughout their medical experiences. This study draws on each of our clinical experiences as volunteers at Phoenix Children’s Hospital, and uses a qualitative analysis of three semi-structured interviews with currently employed Child Life Specialists to understand and analyze the use of medical play, a form of play intervention with a medical theme or medical equipment. We explore the goals and benefits of medical play for hospitalized pediatric patients, the process of using medical play as an intervention, including the activity design process, the assessments and adjustments made throughout the child’s hospitalization, and the considerations and limitations to implementing medical play activities. Ultimately, we found that the element of fun that defines play can be channeled into medical play activities implemented by skilled Child Life Specialists, who are experts in their field, in clinical settings to promote several different and beneficial goals, including pediatric patient coping.
Through three generations of Iranian Jewish women's; my mother, grandmother and great-grandmother, this qualitative study aims to shine a light on the complexities of their identities. This is done through a re-telling of their histories and an analysis of their views regarding gender, juxtaposed against the sociocultural and political shifts taking place in Iran. Through interviewing the women in my family, I was able to offer them a voice and highlight the importance regarding their harrowing life stories that had been previously overlooked by the world. There will be a purposeful intertwining of their individual stories with those in a larger context of Iranian Jewish history, and the history of Iranian Jewish women. By the end of this thesis, I hope the reader will have a more in-depth understanding of Iranian Jewish women and their relationship to their gender and sexual identities. More generally, I hope that the intriguing and unprecedented intertwining of Iran with Judaism and the unstable historical nature of this association are more widely known and identified.
Partnering with a local Great Hearts Academy, we decided to look into why kids tend to not enjoy learning math. Prior to this project, we reflected on our individual experiences with math. One of us found it to be easy and thoroughly enjoyed it throughout school, while the other struggled to understand math and never enjoyed learning the subject. We wanted to look into why that could be. Was it just our teacher? Was it our curriculum? Or was it something deeper? In this project, we explore existing research behind teaching math, as well as interview teachers and students to get their perspective. Our findings showed us that self efficacy and math abilities go hand in hand. We also learned that a growth mindset is essential as students develop problem solving skills. Finally, using our findings, we suggested ways in which teachers and students can make learning math more enjoyable.