The Effect of Inquiry Learning on the Academic Achievement and Bilingual Verbal Cognition of Young Bilingual Students

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal cognition of 5th grade bilingual students in a French/English dual immersion program. The treatment group of students completed research projects through a guided inquiry learning approach, while the control group experienced the traditional problem-solving research approach. Empirical findings reported a significant mean increase in mathematics achievement, bilingual verbal cognitive ability, higher motivation to learn and increased self-efficacy in the treatment versus the control group of students

Why Virtue Cannot Be Taught

Paper by Thomas McElvai

Adult Immigrant English Learners’ Perceptions of Their Multilingual and Multicultural Identities

Adult immigrant English learners (ELs) must navigate living in a new country while also learning a new language. These immigrants are becoming both multicultural and multilingual. It has been established in prior literature that as immigrants adjust to living in a new culture with a different language, they experience both a language (Wardhaugh & Fuller, 2015) and cultural (Gibson, 2001, as cited in Schwartz, 2006, p. 2) shift. These shifts can sometimes result in immigrants losing connection to their first languages (Zhang, 2010) or their home cultures Gu and Lai (2019). Self-reflection activities have been shown to allow individuals to better understand themselves and sometimes change attitudes (Chen & Zheng, 2019). This capstone thesis seeks to understand how adult immigrant ELs perceive themselves as multilingual and multicultural individuals. It then focuses on how interventions in the form of short lessons, with activities and self-reflection questions, may influence these perceptions. Participants in this study came from an adult English class. Throughout the course of the study, participants took both a pre- and post-intervention mixed-methods survey that asked questions regarding their multilingual and multicultural identities. Between the two surveys, participants completed a series of six mini-lessons focused on discussion and reflection of their multilingualism and multiculturalism. Results of the surveys indicate that adult immigrant ELs tend to view their multilingualism and multiculturalism in a positive light. Almost all reported attitudes towards immigrants\u27 cultural and linguistic identities improved upon moving to the United States. These attitude reports, however, were not positively influenced by the mini-lesson interventions. However, participants did report subjective changes as a result of the mini-lesson interventions. For instance, participants become more comfortable with the idea of continuing to use their first language in public, sharing their first languages with others, and relate the importance of sharing their culture with their children. It also appears opportunities for discussion and self-reflection on adult EL immigrants’ perceptions of their multilingual and multicultural identities allow immigrants the ability to think about who they are and how they can maintain these identities into the future. In conclusion, the researcher identifies limitations of the study, the impact the study may have on various stakeholders, and suggestions for further research on this topic

Advancing a Transactional Ecology Model of School-Based Positive Youth Development Programs for Children

Knowing that children thrive in a multi-systems approach to mental health development, a growing number of schools often promote their vision through mission statements that include school-based youth development programs claiming to improve social and academic outcomes for all students (Greenberg et al., 2003). However, there is scant empirical evidence investigating effective school-based “wraparound” mental health services for low income, Latino children and their families (Cabrera, 2013; Gándara, 2017). This quasi-experimental, mixed methods case study utilizes a sample of 415 low-income children and their parents living in northern California to test the hypothesis that school-based youth development programs can potentially strengthen students’ developmental asset attainment and positively impact the school environment

The Glen Project: A Transformational Ecology Model of School-based Universal Mental Health Development

This 10-month mixed methods case study utilized a sample of 27 teachers, the school administrator, and 281 low-income, Latinx children and their parents living in northern California to test the hypothesis that a school-based universally designed mental health program (The Glen Project) can strengthen students’ developmental asset attainment and positively impact the school environment within the first year of program implementation. The study utilized triangulated data to ascertain the effects of two program levels, (a) mental health and (b) school support services. All services were site-based and meant to target a wide variety of students and their families. Findings from the study reported that the Glen Project increased the developmental asset attainment in 7 out of 8 thriving indicators thus empowering the child within his/her environment. Data collected from the school administrator highlighted that the project positively impacted the school climate because parents, students, and teachers felt more connected to the school, and student referrals were down for (a) discipline (35%), (b) academics (66%), and (c) suspensions (51%). School climate survey data revealed that teacher perceptions changed from negative to positive in all three climate categories (a) relationships, (b) organizational attributes, and (c) personal development. The study concludes that an eco-developmental approach to school-based, universal mental health is a promising means to nurture connections in all systems of a child’s ecology

Dior to disco: Second wave feminism and fashion

This research strives to identify ways in which second wave feminism triggered lasting change in fashionable dress, and to distinguish these instances of significant change from the natural ebb and flow of the fashion cycle. Second wave feminism was part of mainstream culture with widely known authors. This research uses these texts and analyses of these writings to better understand the social context of this time span and how the fashion system worked during it. Additionally, an assessment of fashionable dress between the years of 1950 and 1979 is created through a content analysis of Vogue magazines. Findings indicate that some silhouettes reflecting the era\u27s messaging, such as lack of foundation garments, were part of a fashion cycle, which may have created different structures upon women. However, other garments, including pants did not grab hold in culture until feminism solidified a lasting path for women with contemporary functionality