Room: NRN 1033

Intern: MK Jean-Jacques

Mentor Teacher: Rachel Brown

Internship Placement: Hidden Oak Elementary School

Title: Positivity Promotes Productivity in a Kindergarten Classroom

MK Jean-Jacques was experiencing a challenge in Kindergarten classroom related to the incompletion of many in-class assignments by the students. She wondered if there were ways in which positive reinforcement, statements, and rewards could impact a student’s classwork productivity. She collected data during a four-week time period through student work samples, journal entries and calendar task tracker. Data analysis revealed two claims focused on how student productivity increases due to positive reinforcement given by a teacher.

Intern: Breanna McAlpine

Mentor Teacher: Tiffany Powers

Internship Placement: Archer Elementary School

Title: Promoting Productivity Through the Implementation of Positive Reinforcement and Self-Regulation Strategies

Breanna McAlpine was experiencing a challenge in her 2nd grade classroom related to attention span and productivity from a student with a learning dis/ability. She wondered how to implement positive reinforcement in a way that enhanced her overall participation and attention span in the classroom. She collected data during a 3-week period through "I noticed" sheets of paper (field notes) and reflective journals. Data analysis revealed two claims that focused on implementing positive reinforcement and self-regulation strategies to improve productivity.

Intern: Madison Hillgruber

Mentor Teacher: Kristy Moreschi

Internship Placement: Littlewood Elementary School

Title: Social/emotional strategy development for behavior management of a student with Autism Spectrum Disorder

Madison Hillgruber noticed one of her second graders with Autism Spectrum Disorder and wondered if the implementation of social/emotional strategy development within end-of-day check-ins could positively influence the student's behaviors in math class. She collected data throughout a four-week period using mentor teacher and student interviews, a research journal, images, and student artifacts. Data analysis revealed three claims surrounding if and why social/emotional strategies and regulation skills could be helpful for improving this student’s behavior.