Intergenerational Factors That Contribute to Millennial Church Engagement

Millennial church attendance has declined since the beginning of the new millennium. Intergenerational ambivalence has been known to contribute to this phenomenon. Through this action research, the researcher sought to determine what intergenerational factors have led to millennials’ continued or discontinued attendance within churches. A phenomenological qualitative approach centered around interviews for this study was used to determine these intergenerational factors. The sample was taken from a 1,100-member church in a major Texas metropolitan area. The goal was to help church leaders decrease relational distancing and reduce ambivalent factors to increase millennial engagement in this local congregation

A natural user interface architecture using gestures to facilitate the detection of fundamental movement skills

Fundamental movement skills (FMSs) are considered to be one of the essential phases of motor skill development. The proper development of FMSs allows children to participate in more advanced forms of movements and sports. To be able to perform an FMS correctly, children need to learn the right way of performing it. By making use of technology, a system can be developed that can help facilitate the learning of FMSs. The objective of the research was to propose an effective natural user interface (NUI) architecture for detecting FMSs using the Kinect. In order to achieve the stated objective, an investigation into FMSs and the challenges faced when teaching them was presented. An investigation into NUIs was also presented including the merits of the Kinect as the most appropriate device to be used to facilitate the detection of an FMS. An NUI architecture was proposed that uses the Kinect to facilitate the detection of an FMS. A framework was implemented from the design of the architecture. The successful implementation of the framework provides evidence that the design of the proposed architecture is feasible. An instance of the framework incorporating the jump FMS was used as a case study in the development of a prototype that detects the correct and incorrect performance of a jump. The evaluation of the prototype proved the following: - The developed prototype was effective in detecting the correct and incorrect performance of the jump FMS; and - The implemented framework was robust for the incorporation of an FMS. The successful implementation of the prototype shows that an effective NUI architecture using the Kinect can be used to facilitate the detection of FMSs. The proposed architecture provides a structured way of developing a system using the Kinect to facilitate the detection of FMSs. This allows developers to add future FMSs to the system. This dissertation therefore makes the following contributions: - An experimental design to evaluate the effectiveness of a prototype that detects FMSs - A robust framework that incorporates FMSs; and - An effective NUI architecture to facilitate the detection of fundamental movement skills using the Kinect

Fostering a Loving Connection: A Foster Parent’s Toolkit for Understanding and Addressing Behaviors for Children Placed in Out-of-Home Care

Children placed in out-of-home care have an 80% chance of having a mental health diagnosis or experiencing negative behaviors related to trauma experiences (Armstrong-Hiemsoth et al., 2020). Children in foster care have been exposed to trauma by being removed from their biological parents and the abuse, neglect, or unsafe conditions that occurred leading up to the removal and placement in out-of-home care (Bartlett, 2021). From this trauma, a child is more likely to experience difficulty with basic self-care skills, executive functioning, emotional regulation, attachment disorders, or positive interactions and relationships within the foster home and their environment (Pervis et al., 2013). Current trauma-informed programming created for foster parents and foster care professionals are aimed toward providing education to stakeholders about the prevalence of trauma and how trauma impacts a foster child and the child’s functioning (Association for Behavioral and Cognitive Therapies, 2022). While these programs are important to give foundational information about trauma-informed parenting, many current programs do not provide easy to implement solutions for addressing children’s trauma behaviors (Bartlett & Rushovich, 2018). Barriers to current programing are the cost of the education, the educational level requirements of the programming, and the ease of usability and implementation of the programming (Bartlett & Rushovich, 2018)

Tune in the Bible: A Computer-based Adult-learning System

Computers have been utilized in virtually every arena of American society to convey information and to educate. This project was designed to investigate the adult-learning literature and then produce a computer-based Bible study program that would interest and motivate the user to further investigation of the Bible\u27s contents and message. The adult-learning literature survey yielded significant principles that were applied to the formulation of scripts and storyboards for a computer learning system called Tune in the Bible. This computer program was produced using the IBM development software, Linkway Live! Twelve participants were engaged to review and evaluate the content, effectiveness, and operation of Tune in the Bible. A survey instrument was administered prior to and following their use of the program. Many aspects of the adult-learning model can be successfully transferred to a computer-based learning system. A program that presents the Bible as an interesting and trustworthy guide for life can be successfully used as part of an adult\u27s search for spiritual meaning

Promise in Infant-Toddler Care and Education

This special themed issue of the Occasional Paper Series seeks to highlight and challenge assumptions about infant-toddler care and education. In the Call for Papers, we specifically asked for critical analyses of the state of the field; for contributions from practitioners, policy researchers and policymakers, teacher educators, and colleagues from international contexts to interrogate the status quo. We were not surprised, however, when the papers submitted, with one exception, came from university researchers or faculty working with students. Caregivers and teachers of the youngest children are overwhelmingly women, often with families of their own, with limited time, support, or incentives to write about their experiences. Because of this, the focus for the issue that emerged from the submissions is more on policy and training than on the day-to-day experiences of the practitioners

Perspectives in Gifted Education: Influences and Impacts of the Education Doctorate on Gifted Education

Perspectives in Gifted Education is a monograph series published through the University of Denver, first by the Institute for the Development of Gifted Education and now, through the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. Volume 1 was focused on Young Gifted Children, Twice-Exceptional Children was the topic of Volume 2 and Complexities of Emotional Development, Spirituality and Hope, the topic of Volume 3. Volume 4 was organized around the issues of Diverse Gifted Learners and Creativity the focus on Volume 5. Now, this monograph, Volume 6, is centered on Influences and Impacts of the Education Doctorate on Gifted Education.https://digitalcommons.du.edu/perspectivesingifteded/1005/thumbnail.jp

Perspectives in Gifted Education: Twice-Exceptional Children

This is the second in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. This monograph addresses the characteristics and needs of twice-exceptional students. These are students who are both gifted and have some type of disabling condition. These students constitute a major group of underserved gifted children as their gifts often mask their disabilities, or their disabilities mask their gifts.https://digitalcommons.du.edu/perspectivesingifteded/1001/thumbnail.jp

Perceptions of Teachers and Administrators in Private Christian School Settings Regarding Spiritual Formation Programming for Millennials

One mission of Christian schools is to foster teenagers’ spiritual formation so that they are equipped to confront challenges and contribute to their communities as Christians after high school. A private Christian school identified inadequate spiritual formation in its teenagers and a need to implement a spiritual formation program. Using a nonexperimental, mixed methods study, the purpose of this study was to (a) investigate spiritual formation programs used by private Christian schools and (b) explore educators’ perceptions of the most effective ways to bolster spiritual formation. The framework that drove this study was adolescent Judeo-Christian spiritual development. A questionnaire containing a 5-point Likert scale and open-ended questions was completed by 504 secondary teachers and administrators from the Association of Christian Schools International schools. Descriptive analysis showed that most schools chose programs that placed an emphasis on spiritual formation with faith and learning integrated through chapel, Bible classes, community service, group mentoring, and spiritual formation classes. Qualitative data revealed that most participants believed that relationally-based programs, such as mentoring, are most effective in fostering spiritual formation; however, most schools do not use these due to feasibility, affordability, and a lack of professional development. It is recommended that administrators use spiritual formation professional development and mentoring program at the local setting. These initiatives may contribute to positive social change by producing spiritually mature teenagers who are less likely to engage in risky behaviors and more likely to participate in their communities as Christian citizens and community partners

Examining the link between general and aquatic motor competence in primary school children

Introduction: Motor competence and the development of Fundamental movement skills (FMS) is outlined as a critical topic, this has been highlighted in recent international conference presentations for the promotion of these skills as a major pedagogical focus (Barnett et al, 2016). Motor competence is widely investigated on dryland however, manifests in; ice, water, and snow (Canadian Sport for Life, 2021). Swimming is a key element of the national curriculum England and has previously been highlighted to have positive associations with dryland motor competences (Rocha et al, 2016). This thesis evaluates whether swimming embedded within primary Physical Education (PE) curriculum could positively impact children’s dryland motor competence. Methods: Perceived (Perceived Movement Skill Competence, PMSC) and actual (Test of gross motor development 2nd Edition, TGMD-2) general motor competences were assessed. Additional to this assessment in perceived aquatic motor competence (Aquatic Perceived Competence Pictorial Scale, APCPS) was completed. Univariate analysis of covariance (ANCOVA) with Bonferroni adjustments were used to examine whether assessment of general motor competence differed as appose to perception of performance in both environments. Providing concurrent and construct validity and reliability data of the Aquatic Movement Protocol (AMP) a tool depicted to assess aquatic motor competence. Concurrent validities were derived through implementing ANCOVA models. Construct validity of the AMP was assessed by both Cronbach Alpha and exploratory factor analysis. Additional psychological aspects to swimming were analysed with the Swimming Efficacy Scale and the Swimming Anxiety Scale. Correlations were implemented to examine relationships between assessed variables. Regression analysis was conducted for significant associations. Pre and post aquatic intervention measurements were taken for process measures of motor competence in both dryland and aquatic environments. Composite scores of both 10 m running sprint time and standing long jump distance was calculated. Level of fear towards the aquatic environment and opportunities to swim were recorded.Results: Individuals with higher TGMD-2 scores were categorised within the high perceptions of performance category and obtain significantly higher perceptions of performance compared to those with lower TGMD-2 scores (P=0.02). One main component extracted from the exploratory factor analysis (Eigenvalue = 6.2; % Variance = 62.1) with loadings higher than 0.5 therefore, it’s evident the AMP measures a single construct that we would call: Aquatic motor competence. A significant regression equation was found (F (1,196) = 72.5, P=0.001), with an R2 of 0.266. Children who were classified as high for aquatic motor competence had significantly higher general motor competence (P =0.001) compared to those with low aquatic motor competence. Individuals with higher aquatic motor competence scores have significantly lower anxiety scores (P=0.01). Participants with higher aquatic motor competence scores had significantly higher self-efficacy scores (P=0.038). Following the two (pre &amp; post) by two (interventions &amp; control) mixed model ANOVA there was an overall main effect from pre to post for TGMD-2 scores (P=0.001) for both intervention &amp; control groups.Discussion: Swimming-based PE curriculum was found to have a larger effect on motor competence in comparison to dryland PE curriculum. This was indexed by an increase of all key subcategories in both aquatic and general motor competences. Improvements in aquatic movements during swimming lessons in turn will develop movement on dryland. Psychological aspects to motor competence have a major impact on aquatic and general motor competencies. This highlights the importance of having swimming within the National Curriculum England, showing the vitality in implementing a swim programme within a primary educational setting which is essential to improving motor competence and hitting compulsory government guidelines. <br/

“Did You Like It?”: Adolescent Sex Education in the United States, 1980-2018

This thesis examines the social and political history of public adolescent sex education in the United States between 1980 and 2018, while working to highlight contemporary teenage narratives. Tying together theories of citizenship, welfare, and adolescence, this thesis explores how American teenagers have been treated as dependent citizens without personal responsibility or choice during this historical moment. I examine how the State justifies denying access to quality comprehensive sex education in favor of punitive abstinence-only curricula based on the position adolescents hold in American society. This marginalization resulting from age intersects with other identities —race, class, gender, sexuality, citizenship— to affect young people in a variety of ways. However, this thesis is not a demographic study of effect, rather I examine the production and spread of sex education messaging itself. Drawing on public policy related to federal abstinence-only education funding (1980s – 2000s), national newspaper articles (1990s), Evangelical Christian media (1990s), texts written by educators (1990s), and teen drama television (1994 – 2007), this thesis follows the sex education discourses throughout the late twentieth and early twenty-first centuries. Using interviews I conducted with young people between October 2017 and January 2018, I also add the voices of teenagers affected by this history throughout. The final chapter, which compiles and analyzes my oral history interviews with teenagers, acts not only as testimony to the potential harm of non-comprehensive sex education curricula, but offers solutions for improvement. The young people I spoke to form a community within these pages to illuminate our audience about how sex education could change in order to combat systemic injustice and embolden the bodily autonomy and physical and emotional sexual health of teenagers