The Impact of Workload on Special Education Teachers\u27 Effectiveness

This inquiry-based research study explores the impact of workload, specifically, special education caseload size, on teacher effectiveness and student outcomes. Utilizing survey data from approximately 190 special education teachers across Iowa, the study investigates how the number of IEP goals, hours worked outside of contract time, and emotional stress levels affect goal attainment, job satisfaction, and instructional quality. Results revealed that most teachers monitor over 20 IEP goals at a time, yet more than two-thirds reported meeting less than 25% of those goals. Despite high levels of self-reported confidence, over 60% of respondents indicated feeling overwhelmed often or always. Notably, job satisfaction was tied more closely to administrative support and manageable workloads than years of experience or grade level. These findings align with existing literature linking large caseloads to teacher burnout, reduced instructional effectiveness, and poorer student outcomes. The study highlights the urgent need for systemic changes in caseload management, administrative support, and teacher workload policies to ensure teacher sustainability and student success

Evaluation of Aerobic Exercise and Neck-Targeted Exercise in Reducing Migraine Frequency and Symptoms

Migraine is a prevalent headache disorder that significantly impacts quality of life for sufferers, yet there continues to be no clear treatment to reduce the burden for many. Exercise is one proposed intervention that has been shown to reduce the frequency and symptoms of migraine. Both aerobic exercise and specific muscle-focused exercises have been evaluated in improving the quality of life for migraine sufferers with supporting evidence for efficacy. While more research is needed, exercise can be a beneficial method for patients wanting to avoid pharmaceutical intervention and reduce their migraine symptoms in a more holistic manner

Looping Classrooms

This inquiry-based Capstone Project examines the effects of classroom looping, where students remain with the same teacher across consecutive years. One or more teachers looped with their students from fourth to fifth grade. The study focuses on a group of students from a low-income and rural elementary school setting. Using student surveys and reflections, the researcher examines the influence of peer connections, student-teacher relationships, and overall student satisfaction with looping. A majority of the students reported positive experiences with looping, including positive relationships with their teachers, increased emotional support, and improved classroom identity. However, some students reported challenges such as peer conflicts and teacher favoritism. This researcher evaluated looping focused on the students\u27 perspective, as this focus was minimally addressed in the reviewed literature. Future research would benefit from expanding the participant pool and exploring the parents’ perspective in relation to the student\u27s responses

The Beacon, January 31, 2025

Inequality in men\u27s and woman\u27s retreat; NW advice on adulting for students; A journey through Mac Miller\u27s mind; Bob Dylan biopic deemed underwhelming; NW forgoes foreign language requirement; Faculty art exhibit displays diverse styles; The paths of maximum efficiency; Men\u27s vs. women\u27s retreat; College campus snow days policies; Adulting 101; TikTok ban: double-edged sword; Unity in the body of Christ; Cheer and dance kick off competitive season; A deeper look into the NW vs. Dordt rivalry; Women\u27s soccer welcomes new head coach; What happened with TikTok; NW Students stand out at KCACTF

Peer to Peer Inclusion School Improvement Plan

As an educator with both classroom and special education experience, the impact that true inclusion can have on a child’s life. While inclusive education has long been recognized as a key to equity in our schools, many students with disabilities still face social isolation and limited participation in general education settings. This school improvement plan introduces a practical, research-supported peer-to-peer inclusion model aimed at increasing academic engagement, supporting social-emotional development, and creating a stronger sense of belonging for every student. With peer-reviewed studies and supported by proven best practices, the plan lays out a structured approach with clearly defined peer support strategies, targeted professional development, and tools for ongoing progress monitoring. The goal is to build a lasting framework that enhances both student achievement and peer relationships. Ultimately, this plan is meant to serve as a realistic, student-centered guide for schools committed to doing inclusion well and doing it sustainably

Meta-Analysis of Proven Effective Teaching Strategies to Increase On-Task Behaviors in Preschool Students

On-task behavior of students, defined as time that students actively engage in learning, is one of the forefront objectives that comes to mind when teachers think of efficient teaching and classroom management. However, as simple as it may seem to achieve this objective, many classroom teachers struggle with ways to increase or maintain the amount of time students in the classroom remain on task - and, in turn, decrease the amount of off-task or problem behaviors by their students. This meta-analysis seeks to provide strategies to augment preschool students’ on-task behaviors based on a review of evidenced research studies found in current literature. Through the implementation of strategies in classroom management, instructional strategies, and social-emotional and self-regulation, teachers can tackle many areas that may allow for more on-task behaviors. Although this study found a large variety of possible strategies for teachers to implement, further research could be done to create a more encompassing list of strategies in these areas to increase on-task behaviors

The Role of Social Support on Pandemic Challenges for Parents and Young Adult Children

The COVID-19 brought abrupt changes in the everyday lives of families with children worldwide. While existing research has highlighted the significant role of social support in promoting psychological well-being of both children and parents separately during the pandemic, less is known about how parents’ perceived support and life stressors may spill over to affect their children’s psychological well-being. Participants (N = 546 families) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). Parents reported their perceived tangible social support (i.e., financial/ material aid; Cohen et al., 1983), family life stressors and financial threat (Grasso et al., 2020). Young adult children reported their psychological well-being (i.e., anxiety, depression, stress; Beck et al., 1988, 1961; Cohen et al., 1983) during COVID-19 pandemic. The path model revealed significant negative direct effects between parental perceived social support and pandemic-related challenges, aligning with previous research suggesting that social support helps mitigate the impact of financial threats on mental health during the COVID-19 pandemic. In addition, financial threats were significantly associated with young adult children’s anxiety, depression, and stress. The findings revealed significant indirect effects showing that the negative associations between parental perceived social support and young adult children’s psychological well-being were partially mediated by financial threat during COVID-19. Additionally, the findings showed significant indirect effect showing that the negative association between parental perceived social support and young adult children’s psychological well-being were partially mediated by COVID-19-induced family life stressors

Long-Term Effects of Pre-Pandemic Coparenting Support on Young Adults’ Well-being During COVID-19

The onset of COVID-19 brought an immediate necessity for families and children to adjust to dramatic changes in everyday lives. While research has shown the important role of coparenting support on children’s well-being during pandemic, less is known about the long-term effects of pre-pandemic coparenting support on young adult children’s life stressors and psychological well-being after its onset. Such understanding is crucial for informing interventions that promote a strong family foundation before stressful events like COVID-19 and better adjustments for young adult children and their families in future crises. Participants (N = 546 families) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). Mothers reported their perceived partner’s coparenting support (Dush et al., 2011) at year 9. Young adult children reported home life challenges and economic hardship (Grasso et al., 2020), and their psychological well-being (Beck et al., 1988, 1961; Cohen et al., 1983) at year 22 during COVID-19 pandemic. The path model revealed significant negative direct effect between pre-pandemic coparenting support at year 9 and economic hardship at year 22 during COVID-19, aligning with the previous literature suggesting that coparenting support mitigate the negative impact of COVID-19 on life stressors. The findings revealed significant indirect effects showing that the negative association between pre-pandemic coparenting support and post-pandemic young adult children’s anxiety and depression were partially mediated by economic hardship during pandemic. Early coparenting support is essential for developing effective interventions that promote positive outcomes for families and their children

Screening Resources and Interventions for Postpartum Depression

A literature review was conducted between the months of August 2024-November 2024 to explore screening, diagnosis and intervention for patients experiencing PPD. 10 articles focusing on these three topics were reviewed. The purpose of this project was to examine current research regarding PPD screening, diagnosis, and intervention and to suggest evidence-based modifications to the current practice at Sioux Center Health. The following literature review provides several alterations to current practice regarding time of screening, education of providers, and interventions offered, to produce best outcomes for PPD patients. Keywords: Postpartum Depression, Postpartum, Perinatal, Prenatal, Edinburgh Postnatal Depression Scal

Interpretive Development in the Binding of Isaac

Despite unimportance within the Pentateuch, the Binding of Isaac (the Aqedah) became central to later Rabbinic Jewish theology. In this essay, my goal was to identify early literary developments of that change in the Aqedah narratives of Jubilees, Philo and Josephus using the methodological premise that where sources of disparate backgrounds and rhetorical goals thematically overlap, they are more likely to represent more widely held beliefs – what I call “historical, cultural, and theological development in post-biblical self conception”. Was the Aqedah connected to the institution of the temple or Passover? Was Isaac thought to prefigure later Jewish martyrs? Was the Aqedah considered a shameful remnant of Israelite child-sacrifice? These and other interpretations of the Aqedah have been made, but are they present at this early stage? To address this, I attempted to sketch, in broad strokes, the early interpretive development of the Aqedah based upon thematic overlap between Jubilees, Philo, and Josephus