Browsing by Subject "elementary"

Now showing 1 - 3 of 3
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    Deworming Program In Low-Income Nicaraguan School
    (2020-04-24) Collins, Angela J.
    Infection of soil-transmitted helminths (STH), commonly referred to as intestinal worms, are estimated to plague over 1.5 billion of the world’s most impoverished communities. Developing countries bear the largest burden of STH infections due to lack of access to clean water, safe housing, sanitation infrastructure, education and healthcare. In 2017, the director of the World Health Organization’s Neglected Tropical Diseases department, stated, “There is now global consensus that periodic, large-scale deworming is the best way to reduce the suffering caused by intestinal worms,” [1]. In addition, numerous studies have shown significant efficacy particularly among school-based deworming interventions. Therefore, in order to best steward the health and wellbeing of their students, as well as to comply with the World Health Organization’s recommendations, the Granada Christian Education Center (GCEC) ― a primary school located in one of the poorest areas of Nicaragua ― is requesting $1000 in funding to establish a school-based deworming program among their growing student body.
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    Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersión
    (2009-06-23T21:50:24Z) Ramos, Mabel; Natal, Elena; Newton, Nancy A.; Antón, Marta
    Explores the applicability of cognitive writing theories in a language immersion program at the elementary school level.
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    Trauma-Informed Care within an Elementary School Classroom
    (2025-04-25) Bullard, Kelsie; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Steuver, Kelsey
    Trauma-informed care (TIC) has become a crucial framework in educational settings, particularly when addressing the needs of children who have experienced adverse childhood experiences (ACEs). Literature suggests that implementing TIC approaches significantly improves behavioral and academic outcomes. Despite its proven benefits, many educators lack comprehensive training in TIC, leading to a gap between the desired and actual implementation in the classroom. A needs assessment conducted at an elementary school identified this gap, revealing a discrepancy between the current staff’s knowledge of TIC and the school’s goal of incorporating trauma-informed practices. The purpose of this doctoral capstone project was to research, compile, and disseminate evidence-based trauma-informed care strategies that educators can apply in their classrooms. Based on the needs assessment and site preferences, an educational presentation was developed and delivered to staff, focusing on trauma-informed care and its application through Trust-Based Relational Intervention (TBRI). The effectiveness of this presentation was evaluated using pre- and post-surveys, which were analyzed by comparing question results. Results indicated significant growth in staff knowledge and application of TIC, with higher post-survey scores reflecting increased understanding and confidence in using TIC strategies in the classroom. These findings suggest that the educational presentation effectively enhanced staff proficiency in TIC, emphasizing the importance of ongoing professional development to foster positive educational outcomes for children.