Now showing items 1-20 of 133

    • A Place-based study of Alaskan animals

      Heslop, Emma; Hogan, Maureen; Hornig, Joan; Kardash, Diane (2020-12)
      In the spring of 2020, my second-grade class, located in Fairbanks, AK, dived into a place-based exploration of Alaskan animals. The aim of the project was to increase students’ connections and understanding of the state where they live (Alaska) and the animals that they share it with. Through a backwards design, inquiry-based instructional model, my students met state standards with an integrated-subject approach. With art, guest speakers, research, and field trips my students learned about the Animals that share Alaska with us, their environments, and their adaptations. Students used informational writing published on digital mediums to share their knowledge with others. I propose to share this unit with other educators in the form of a website with links and lesson plans so that more teachers and children have access to quality place-based materials that align to state standards.
    • Recommendations for training of substitute teachers in the Matanuska-Susitna Borough School District

      Chamblee, Lulu R.; Topkok, Sean; Hornig, Joan; Kardash, Diane (2020-12)
      With increasing importance placed on student growth and achievement scores, increasing teacher absenteeism, and increasing amounts of time students spend being taught by substitute teachers, it is surprising that the preparation of substitute teachers does not reflect the significance of the job they have in relation to these trends. Research shows that training can increase substitute teacher effectiveness, which may positively affect student growth and achievement. The purpose of this project was to determine what the substitute teacher onboarding process was, including employment requirements and required training, for substitute teachers in the Matanuska-Susitna Borough School District and to make recommendations to the district for the training of substitute teachers. Substitute teachers in the district were asked to complete a survey regarding their experience, current level of training, and perceived training needs. I found that regardless of the amount of experience and training substitute teachers already possess, they want more training not only in the programs and initiatives utilized by the district, but also in effective instructional strategies, best practices, and teaching methods in curricular areas. While the district onboarding process is fairly comprehensive, as is the available optional training, I developed recommendations to improve the onboarding process and training options for substitute teachers in the district to strengthen substitute teacher effectiveness.
    • Applying the environmental identity development model in place-based education: an online resource guide

      Blake, Margaret R.; Green, Carie; Hogan, Maureen; Conner, Laura (2020-12)
      I created an online resource guide for place-based education (PBE) informed by the Environmental Identity Development (EID) Model and research (Green et al., 2016). The EID Model provides a flexible framework for understanding how individuals develop their sense of self within and in relation to the natural world. The model is valuable as a diagnostic tool and a guide in the creation of place-based activities that support children’s play, learning, and growth in nature. The goals of this project were to create an accessible guide to understanding the EID Model and theory; to demonstrate how the EID Model and research may be used in the development of culturally relevant educational strategies; to utilize the EID Model in the creation and curation of effective and flexible PBE activities. Qualitative data from the EID research project were used to explain and contextualize the EID Model. Place-based pedagogies and land education pedagogies were utilized in the development of educational resources. The educational resources created for the website are accessible and flexible, adaptable for diverse ages and environments. The website encourages adults to support “spontaneous” child-initiated activities and explorations in the natural world. Ultimately, this guide is an accessible resource that encourages educators to utilize the EID Model in the pursuit of culturally responsive and child-centered PBE in their own context.
    • Suicide screening in medical settings screening for suicidality in medical settings: a review of best practices the culturally-grounded interpersonal model for suicide assessment

      Winters, Tomi; Gifford, Valerie; Dahl, Heather; Worrall, Michael (2020-08)
      Suicide assessment training is essential for medical providers because patients are more likely to present at medical clinics than behavioral health clinics when suffering from suicidal ideation (Ahmedani et al., 2014; Luoma, Martin, & Pearson, 2002), and the range in symptom presentation complicates suicide screening (Ghasemi, Shaghaghi, & Allahverdipour, 2015; Giddens, Sheehan, & Sheehan, 2014). Using a survey from the Fairbanks Wellness Coalition (Goldstream Group Incorporated, 2017), a literature review, and three phases of evaluation from prior presentations, this webinar project supports the training needs of medical providers in the Fairbanks North Star Borough. The results from the literature review and feedback from the presentations created the content for the training. Combining suicide risk measurements with clinical judgment is best practice when assessing patients for suicide risk (Bouch & Marshall, 2005; Chung & Jelic, 2015). Use of the C-SSRS and improving clinical judgment with the Culturally-Grounded Interpersonal model for Suicide Assessment (C-GIMS) may improve results. C-GIMS incorporates new findings in the literature after the C-SSRS was created while addressing the need for perspective-taking and cultural attunement for improved clinical judgment. The purpose of this project was to train medical providers to improve screening for suicide risk in medical settings.
    • A Framework for teachers in education for sustainable development for upper elementary grades in the Fairbanks North Star Borough School District

      Wylde, Allison; Green, Carie; Spellman, Katie; Vinlove, Amy (2020-05)
      Education for Sustainable Development (ESD) is a holistic approach to education that seeks to create a better world for this generation and the next. The aim of ESD is for students to gain knowledge, skills, attitudes and values that will shape the planet for a sustainable future. The United Nations has adopted 17 Global Goals as a "universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030” (United Nations Development Program, 2020, para. 1). Models for sustainability look very different depending on where one lives. The context of this work is Alaska, and more specifically the Fairbanks North Star Borough. The purpose of this project is to build a website resource to aid teachers in developing a mindset toward ESD and provide locally relevant resources and curriculum aligned with the United Nations Global Goals. This project is guided by the question of how Indigenous Ways of Knowing & Culturally responsive practices can be incorporated into curriculum development alongside district standards and ESD competencies. The methods of this project seek to engage students by incorporating real-world challenges and authentic experiences into core subject areas allowing students to connect classroom learning to real life, and thus creating engaged citizens. The aims are for students to become environmentally aware, while developing life-skills including leadership, communication, collaboration, and management. By developing a sense of place and equipping students with environmental knowledge and skills they can excel at living lives which further humanity while caring for and respecting our planet and it's resources.
    • An Overview of SLA theories with a focus on the affective filter hypoOther

      Fehrenbach, Nina R.; Hogan, Maureen; Kardash, Diane; Tolbert, Judith (2020-05)
      For many years foreign language acquisition has been a focal point of linguistic research. Theories of language learning is composed of essentially five major fields of thought (although there are many more theories, along with subtheories, correlational theories, methods and approaches) and a consensus has yet to be reached as to which one is the most accurate, for whom, in which context, what they are called or even how each one should be defined. This study aims to work with the five major ones, and dive deeper into each of them, with a specific focus on the Affective Filter Hypothesis, in order to apply these ideas in an English as a foreign language educational setting in which I currently work. This study hopes to implement theory in a way that makes second language learning more enjoyable and attainable for students, teachers and researchers.
    • Building confidence and competence through the Environmental Identity Development model

      Farris, Kyle W.; Green, Carie; Topkok, Sean; Supanick, Virginia (2020-05)
      The integration of place-based environmental education into an existing educational program has the ability to drastically increase the environmental competencies of the participating members. A unique group of students, who are also potential candidates for leadership roles in the United States Military, are members of the Reserve Officer Training Corps (ROTC) program. These students are required to obtain a massive amount of knowledge and ability in a relatively limited time, while still being required to succeed in the degree program of their choice. By introducing them to the Environmental Identity Development model (Green, 2018), there is a better opportunity for them to identify their own competencies and confidence as they act as leaders in a natural environmental setting, and work towards bettering their own ability to perform, and succeed when operating in a field environment. Successful progression through this model will enable them to acquire new skills and appreciations for the natural world, a world in which they will be expected to be active and engaging leaders in our country’s military forces.
    • How religious and spiritual information is infused throughout counselor education programs

      Conway, Kathryn; Gifford, Valerie; Renes, Susan; Ollhoff, Tim (2020-05)
      Many counseling clients want the religious and spiritual aspects of themselves acknowledged and incorporated into their therapy sessions. As such, counselors must gain competence in addressing religious and spiritual issues with clients. What is uncertain is whether counselor education programs address religious and spiritual issues consistently and adequately. The following text is a thematic literature review synthesizing research related to the question, “How is religious and spiritual information infused throughout counselor education programs?” Review of the research reveals incredible variability between counselor education programs, and a paucity of religious and spiritual content delivered to counseling students, suggesting that religious and spiritual topics must be more consistently addressed throughout counselor education programs.
    • Development of a nonformal education program evaluation plan: an evaluation design for two youth programs in Denali National Park and Preserve

      Lindauer, Dana; Vinlove, Amy; Ford, Stephanie; Hum, Richard (2019-12)
      This project proposes an evaluation design for two youth programs that operate out of the Murie Science and Learning Center in Denali National Park and Preserve. The two programs, Denali Backcountry Expeditions and Denali Summer Science Academy, are offered to Alaskan high school and college aged students and are co-managed by the National Park Service and Alaska Geographic. A formative, utilization-focused evaluation for instructors and managers of the programs was created. The evaluation seeks to facilitate targeted program development through articulating program goals and assessing participant outcomes related to these goals. In an effort to establish collaborative goals, eleven stakeholders were interviewed. Through grounded coding of stakeholder interviews, current goals and objectives for both programs were identified. From the interviews, main themes regarding program outcomes included a desire to impact cognitive, affective, and attitudinal relations between public lands and participants, and to provide an opportunity for youth to experience personal growth and social/emotional development in an undeveloped, outdoor setting. These and five other domains of program goals resulting from the analysis of the stakeholder interviews informed the design of a suite of evaluation tools. Tools including youth participant and adult chaperone surveys, concept mapping, and instructor post-program reflections were developed to collect both qualitative and quantitative data about program outcomes in relation to goals. Hardcopy and digital evaluation tools were designed along with an accompanying user manual for instructors and managers of the two programs.
    • Video feedback efficacy at Romig Middle School

      Fliss, Christopher D.; Topkok, Sean; Lott, Chris; Peterson, Don (2019-12)
      Romig Middle School in Anchorage, Alaska, is consistently ranked within the top ten most diverse middle schools in the nation. The main objective of this research will be to determine if video production students meet learning objectives better or worse with video feedback given. The secondary goal is to measure the efficacy of using video feedback as a delivery source of evaluation to students at the eighth-grade level. The methods involve pre-and-post class surveys on the feedback methods and quantitative data gathered on improved technique. The results of this research will guide the use of video feedback in video production classes and serve as a platform to expand video feedback delivery into technology classes.
    • Alaska native studies unit for fourth grade using place-based education, project-based learning, cooperative learning and indigenous knowledge

      Thompson, Katy Celeste; Vinlove, Amy L; Topkok, Sean S; Green, Carie J (2019-08)
      As a fourth-grade educator who was responsible for teaching social studies, specifically meeting the Alaska Standards that focus on Alaska’s history of Indigenous peoples it is incredibly important that I teach accurately and genuinely. This has been a weak area of mine, since I am not from the state of Alaska. Therefore, it is an area that I wanted to further develop in my teaching practices. I developed an integrated social studies quarter long (nine weeks) unit for fourth grade that focuses on the history of Alaska from the Indigenous viewpoint. There are countless atrocities that occurred to the Indigenous population of Alaska that often get brushed under the rug. It is a disservice to not educate my students on these things. Another issue when teaching Alaska history and culture is that stereotypes and biases are often unintentionally taught as well. It is necessary that I understand my own perceptions and beliefs as a White female with little exposure and understanding of Alaska Native culture and education. Being a white female puts me in a position where I am not able to share my own experiences and knowledge as someone who is Alaska Native and grew up with the culture and language, because of this I needed to seek resources outside of myself to be able to accurately and relevantly teach a unit on Alaska Native history, knowledge and culture. I included place-based learning, cooperative learning and project-based lessons into my unit which allows students to explore the local environment and incorporate Alaska Native knowledge. This unit goes beyond social studies, because teaching must be open and welcoming to diversity and differences. Classrooms must be accepting and understanding so that students feel safe to share their own knowledge and stories with one another, and listen with respect and kindness
    • Addressing the health needs of patients diagnosed with a chronic disease in a rural Alberta, Canada primary care setting

      Hesterman, Samantha J.; Gifford, Valerie; Renes, Susan; Kritzinger, Irma (2019-08)
      This comprehensive literature review presents findings associated with the need for more mental health support in rural Alberta. Integrated care with a behavioral health consultant (BHC) presents as a possible solution. Peer-reviewed literature indicates that rural residents are at a higher risk of suicide, substance abuse, depression, and other serious mental health concerns. They are often at a disadvantage when trying to access mental health support, and over 40% of patients with mental health needs will first seek treatment in a primary care setting. Positive mental health and positive health care outcomes are strongly linked to an individual’s total health, and a contributing factor to mental health concerns is the overwhelming number of people who have been diagnosed with a chronic disease. Integrated care with a BHC could help support both primary care providers and their patients by combining the professional competencies of mental health and primary care providers
    • Continuity of care between medical professionals and behavioral health providers to prevent suicide in Alaska

      Priest, Mary J.K.; Dahl, Heather; Gifford, Valerie; Dorsett, Brandi (2019-05)
      This literature review describes the need for continuity of care between medical professionals and behavioral health providers for patients who are experiencing suicidality, highlighting the state of Alaska specifically. An initiative proposal advocating for mandated continuity of care for patients who are experiencing suicidality is included, as well as letters of sponsorship and support which can be sent to various Alaskans in order to advocate for those in need of services. Sending letters of support to a cross-section of Alaskans would ensure that concerns and support are heard from a diverse population of Alaskans. There currently is no act or law which requires continuity of care between medical professionals and behavioral health providers for patients who are experiencing suicidality. This proposal initiative and accompanying letters would be the first step in pursing legal change mandating continuity of care between medical professionals and behavioral health providers in the state of Alaska.
    • Summer's children: an outdoor educational curriculum to help children discover the beauty of nature

      Kerndt, Susan; Green, Carie; Vinlove, Amy; Hornig, Joan (2019-05)
      Changes in current societies are affecting childhood experiences. In an era where children spend countless hours indoors and on electronic devices the questions must be asked, are children developing valuable connections to the natural world around them? How much quality time are they really spending in the out-of-doors in a natural environment that would induce a connection? Time for outdoor play has diminished as nature has become to be regarded as separate from everyday life. The importance of an outdoor educational curriculum is established that would allow children to have a closer connection to nature by allowing a healthy balance of the time children spend outdoors. This project explores the questions of what an outdoor educational curriculum would look like that is project-based and child-led. A curriculum that would help children develop a sense of place, a sense of identity, and one that would help children develop self-efficacy while building self-esteem. This paper presents the main dimensions that quality outdoor experiences help to establish in the growing child and highlights the role of professionals and families in creating quality outdoor learning experiences.
    • What is the story of this place? Exploring a community through digital storytelling

      Calvert, Lacey; Green, Carie; Hogan, Maureen; Via, Skip (2019-05)
      Place-based curriculum is essential to educating children about their communities, local environment, and landscape. The purpose of this place-based curriculum project was to provide learners experiences with local people, places, and things that reside outside the classroom, while addressing South Dakota history and social studies curriculum standards. This project used the online digital Story Maps platform along with written lesson plans to create a third-grade social studies curriculum that highlighted the local geography, history, and culture of the city of Aberdeen, SD, and surrounding area through a place-based educational lens. The elementary school students (and teachers) will have access to this material through a shared online access website (www.storymaps.arcgis.com). Through this project, I hope to facilitate students’ place attachment to a specific geographic location (Aberdeen) and support them in developing a sense of belonging and community.
    • Gizmos and gadgets: a guidebook of technological resources in the elementary classroom

      Dobrich, Rachel A.; Kardash, Diane; Vinlove, Amy; Imhoff, Myriam (2018-12)
      This research examines the implementation of technology in elementary classrooms. Prior research has shown that elementary teachers have more positive perspectives towards technology incorporation when sufficiently trained through pre-service teacher preparation programs and professional development opportunities for existing educators. Adequate technology instruction is necessary because it teaches educators about available resources and how to appropriately and meaningfully incorporate them into their lessons. Teachers need to provide relevant, authentic learning experiences for their students, teaching them how to function in a technological society. Technology has the potential to increase engagement and academic performance. It also allows teachers to create an accessible classroom environment for all students, including individuals with disabilities. There are numerous methods for technology integration including computer programs, iPad applications, games, virtual experiences, and interactive devices. However, teachers may not be aware of all the resources available. By increasing awareness of these technological resources, teachers can address the diverse learning styles of their students, helping them understand the academic content and preparing them for life outside of the classroom.
    • Movement activities for kindergarten through second grade teachers in an Alaska classroom

      Borba, Krista K.; Green, Carie; Vinlove, Amy; Kardash, Diane (2018-12)
      Physical activities in the classroom are very important for student growth and learning. Classroom teachers often teach physical activities in between core subjects in order to meet the Alaska Physical Activity in Schools Law which states that children should be getting 54 minutes of movement a day. However, many schools throughout Alaska do not have a designated PE teacher. Subsequently, this puts the responsibility of these standards on the general education teacher. However, few elementary teachers have a background in physical education, making it more challenging to know how to integrate meaningful physical activities in the classroom. The purpose of this project is to provide general education teachers, kindergarten through second grade, with multiple physical activity lessons that can be incorporated into their own classrooms throughout the day that include some of the Alaska PE Standards.
    • Positive behavior supports and interventions: is it the best approach for Juneau elementary schools?

      Anderson, Bobbie; Renes, Susan L.; Morton, James Jr.; Bratton, Imelda (2018-12)
      The US public educational system strives to assist students to develop the academic and social skills they will need to be competitive in the world market. A considerable obstacle to this goal is behavioral problems in schools, which disrupt important learning time for both the student who is demonstrating the behavior and for his or her peers. Additionally, current literature asserts that behavioral problems interfere in social and academic relationships, create stress for school faculty, and are linked to school failure and increased high-school dropout rates, which have a negative economic impact on both the student and community. Given the correlation of problematic behavior (which appears to be trending upward) with negative outcomes, it seems clear that identifying the best approach to preventing and correcting problematic behavior is imperative. The purpose of this project is to critically examine some commonly used approaches to determine the most effective and efficient method used in elementary schools to prevent and correct problematic behavior. In addition, implementation and continuance of the chosen approach is discussed with the Juneau School District in mind.
    • Teaching a novel using the common core state standards

      Holley, Danielle; Hogan, Maureen; Armstrong, Anne; Vinlove, Amy (2013-12)
      The purpose of this project was to explore ways that teachers can use the newly adopted Common Core State Standards to drive their instruction while teaching a novel. I created lessons for teachers to apply to the teaching of any novel and also gave specific lessons to use while teaching the novel The Adventures of Ulysses, by Bernard Evslin. I created lessons that addressed the Common Core's English Language Arts standards in reading literature, reading informational texts, writing, speaking and listening. My goal for this project was to explore how teachers could incorporate the use of informational texts, multimedia tools, the arts and their community as a way to support the teaching of a novel. I mainly incorporated these other resources as a way to get students to analyze literature more deeply and to help them strengthen their understanding of the novel itself. I wanted them to meet the rigorous Common Core State Standards while still experiencing literature as art and having a feeling of connectedness to the novel. The outcome of this project was a novel-centered unit that is aligned to the Common Core State Standards for English Language Arts. There are two separate units included in the project. One unit was designed to be adapted to any novel and therefore is less specific and more of a suggested outline for a unit. The other unit is specific to The Adventures of Ulysses and includes detailed lesson plans that could be used by any teacher who teaches this novel.
    • Increasing exposure at home to improve literacy skills at school

      Gormley, Patricia A.; Burmeister, RIchard; Kardash, Diane; Peterson, Don (2014-06)
      The focus of this project was to help the home literacy environment by supplying materials for families that are an expansion on what students are learning in the classroom with weekly take-home book bags. Research shows that students who become good readers stay good readers. The bags include a selection of books for families to read together along with audio recordings of each of the books to allow the student to make full use of the books without assistance. For families for whom English is not a first language or for families who have limited time for parent-child interactions, the recordings may be especially helpful so that students can interact with the materials independently. Overall, the additional time spent focusing on literacy will have a positive impact on reading skills and help build a strong school-to-home connection for future years.