Julie Shaw EDU 815 by Julie Shaw

Graphic Organizer (revised)

jmshaw70 — 2015-04-16 01:21:16 UTC

This is a working graphic organizer surrounding the possible future research of effective programs that secondary schools can employ to support and provide equity of excellence of learning for students living with chronic stressors.

RESEARCH TOPIC/INTEREST (revised)

jmshaw70 — 2015-04-18 00:31:05 UTC

My topic and interest for further research is to explore types of programs and school structures that support a robust and rich academic life for students that are dealing with chronic stressors in their lives. These stressors can include: poverty, abuse, living in homes with adults with addiction problems, mental-illness and even homelessness. These stressors do not automatically give student entrance into school support services such as an IEP as prescribed by current IDEA law, neither do these students have access to 504 programs as mandated by the ACLU and ADA. The last place students have to turn for support is Student Assistance Programs(SAP) which mainly focus on students presented with drug and alcohol problems. However, from searching the literature, SAP programs in the state of Pennsylvania have not been adequately researched or reported on in the past ten years. In other states that have been evaluated in the literature recently many have changed their mission to include supports for students exposed to a myriad of chronic stressors in their environment.

Research Questions (revised):

jmshaw70 — 2015-04-18 02:15:35 UTC

How can the current structures and programs (mainly SAP programs) in public schools be utilized to better, identify and meet the needs of children in situations dealing with chronic stress?
What existing structures and programs in the surrounding community that are effective in meeting the needs of these students could be incorporated into the schools student assistance programs?
How can teachers be more effectively trained and motivated to identify students living in chronic stress situations and refer these student to assistance programs?
What are some of the stories and experiences that students can share about effective support programs , including SAP?

Click here for Audio description of Graphic Organizer

jmshaw70 — 2015-04-19 23:12:55 UTC

Week 4 Comments from peers:

adrelick — 2015-04-20 22:06:08 UTC

Julie, you are off to a strong start in creating a foundation for your research topic. I have a a few minor suggestions for you to consider. You may want to think about adding loss to your list of stressors. From my experience, the grieving process can greatly effect a student's ability to function in an academic setting. I am curious if there is peer reviewed research to support this observation. In addition to IDEA, you should investigate Section 504 of the Rehabilitation Act. With the broad focus of your research questions, I think it would be beneficial to look into what current training programs are available for teachers to deal with these stressors. Looking forward to our continuous collaboration. (Alicia)

How poverty affects classroom engagement

jpittman_pasard — 2015-04-26 16:01:34 UTC

Interesting article published by ASCD. Your comments on

relevancy appreciated in future. Dr. Pittman

Week 4 Comments from Peers:

catherine_hertz — 2015-04-27 23:12:29 UTC

Julie, your topic is very meaningful to me for so many reasons, and I truly look forward to your work in this area. You may also want to consider examining the Student Assistance Program (SAP) under the student services branch. You may already be delving into this area, but I wanted to make the suggestion in case your school does not run the program. Also, have you considered examining juvenile incarceration as a stressor? Granted, this could also be viewed as a consequence of chronic stressors; however, I know that you and I both have had experience with students returning to their home school environment after incarceration, and I think it could be viewed as a stressor in that type of scenario. I am looking forward to your next steps in this process!- Cathy

jmshaw70 — 2015-05-23 14:51:33 UTC

Julie Shaw

jmshaw70 — 2015-05-24 00:18:31 UTC

Ed.D Candidate

Drexel University

jmshaw70@gmail.com

Annotated Bibliography

jmshaw70 — 2015-05-24 00:27:13 UTC

Week 8 Voice Reflection

jmshaw70 — 2015-05-24 01:59:01 UTC

Week 8 Comments from Peers

adrelick — 2015-05-24 16:20:54 UTC

Julie, I have enjoyed watching your interest morph into your current research topic. You have narrowed a broad idea into a tangible topic yielding meaningful research. I also found myself evolving my key terms throughout the research process. Machi and McEvoy provided excellent recommendation to aid in this process. For you annotations, take a look at Apsler et al. (2006) and Francenhuis and Weerth (2013). The citations seem off to me. I have a love/hate relationship with Endnote. It has been very helpful but it sometimes formats things incorrectly which drives me crazy! Best of luck moving forward. Looking forward to an edit session. (Alicia)

Week 8 Comments from Peers

mwn28 — 2015-05-26 01:56:16 UTC

Julie,

I like the way that you introduce the AB and then conclude. You bring everything together really well.

With your streams of literature, you center "Annotated Bibliography" and then left justify the next section. Later on, you center "Student Support Programs" and then have some other topics left justified. This threw me off a bit because Annotated Bibliography was the only thing centered, and it seemed you were giving Student Support Programs the same level. This may be nit-picky, and I'm not positive how to do it exactly, but it was something I noticed. Let me know what you think.

Matt

jmshaw70 — 2015-06-05 03:05:53 UTC