Room: NRN 1029

Intern: Shay Blackmore

Mentor Teacher: Susan Quinones

Internship Placement: Talbot Elementary School

Title: Discussing Dis/ability Among Elementary Learners

Shay Blackmore noticed a gap in understanding of dis/ability amongst the students in her elementary classroom. She wondered how implementing discussion and relevant literature about people with dis/abilities in the elementary classroom would affect her students’ understanding and conceptualization of dis/ability. She collected data through a student focus group, field notes, student artifacts, and a research journal for four consecutive weeks. Data analysis revealed three claims regarding the effects of introducing dis/ability-centered literature and relevant discussion for elementary students.

Intern: Sierra Millinor

Mentor Teacher: Kim Hampton

Internship Placement: Glen Springs Elementary

Title: The Impact of Self-regulation Strategies on Students with ADHD

Sierra Millinor was experiencing a dilemma in her 4th-grade classroom related to the students with ADHD struggling to pay attention during whole-group instruction. She wondered how self-regulation strategies impact student behavior and academics. She collected data during a 4-week time period through student surveys, interviews, Bop It scores, and field notes. Data analysis revealed three claims that focused on how her students with ADHD benefitted from self-regulation strategies.

Intern: Rainy Blakely

Mentor Teacher: Lelia Powell

Internship Placement: Chester Shell Elementary School

Title: Discussing Interests with a Student on the Autism Spectrum and How This Effects Their Ability to Follow Directions

Rainy Blakely was experiencing difficulties getting one of her second-grade students with autism to follow her directions especially when it came to getting him to do his work. She wondered how talking about interests with him might help to build a relationship with this student and how it might affect their ability to follow her directions. She collected data during a 4-week period using surveys, field notes, and daily journal entries. After her data analysis it revealed three claims related to how talking about interests with this student affected their relationship as well as his ability to follow directions.