M.Ed. Literature Reviews

Permanent URI for this collectionhttps://hdl.handle.net/1773/53102

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Now showing 1 - 20 of 36

Vocabulary Instruction for Culturally and Linguistically Diverse Students
(2024-04-01) Kupinski, Kayla; Weinstein, Matthew
This project explores the research on vocabulary instruction for culturally and linguistically diverse (CLD) students in second through eighth grade. Three themes emerged from the literature: the benefit of taking a multifaceted approach to vocabulary instruction, the challenges CLD students experience with independent word learning, and the importance of supporting CLD students' linguistic needs. The paper then examines the related practices at a western Washington elementary school to identify areas in alignment with the research and discusses implications for teachers, administrators, school districts, and future research.
The Trauma of Black Males Within the Education System
(2025-06-10) Oldham, Donovan J.; Weinstein, Matthew
This research explores the systemic trauma experienced by Black male students in the U.S. public education system. Three themes were identified: racialized discipline and the school-to-prison pipeline, restorative justice as a mitigation strategy, and the underrepresentation of Black male educators. The paper goes on to examine how practices at City Middle School could be aligned with research, emphasizing the need for culturally sustaining, trauma-informed, and equity-driven approaches. It then explores implications for future research and transformed practice, calling for systemic reforms that prioritize restorative justice, increase Black male educator representation, and dismantle structures that perpetuate educational trauma for Black boys.
The Integration of Indigenous Knowledge in Education
(2023-06-09) Paquin, Andrew; Weinstein, Matthew
Abstract This project consisted of a rational, literature review, action plan, and discussion on the topic of Indigenous knowledge integration in education. The literature review consisted of three main sections, decolonization through education, best teaching practices for integration, and how ontological differences shape the integration process. Going into this project I predicted that before proper integration can happen, Western and Indigenous communities have to build authentic relationships that go beyond just recognizing another viewpoint. My literature review consisted of 30 sources involving Indigenous communities from all over the world. The most common recommendation found across all studies was the importance of including the local Indigenous population in the integration process. Going forward Western communities need to build authentic relationships with local Indigenous communities before attempting to integrate their knowledge. Educators of all positions must also recognize and deal with any bias they may have towards another knowledge system that is not their own.
Traditional Culture and Knowledge as Suicide Prevention Among Indigenous People
(2023-06-19) Lawrence, Nigel; Weinstein, Matthew
American Indians and Alaska Native (AIAN) people possess the resilience and fortitude to survive attempted genocide, colonization, and assimilation. Still, the resulting intergenerational trauma has left AIANs with suicide rates disproportionately higher than any other race. This study reviews the research on the effectiveness of teaching traditional cultural knowledge and practices as suicide prevention measures. Alcohol and drug abuse have been shown to increase the likelihood of death by suicide; therefore, drug and alcohol use prevention measures will be included. As part of colonization and assimilation, much of the traditional cultural knowledge and practices were suppressed. If drug and alcohol abuse and suicide are due to loss of culture, then culture is the cure.
Social Emotional Learning in Early Elementary Education and the Impact on Academic and Behavioral Outcomes
(2023-06-09) McKee, Adam; Rios, Jose
This project explored the impact of direct instruction in social-emotional learning (SEL) at the elementary grade levels on academic and behavioral outcomes. A comprehensive literature review was conducted to analyze existing research in this area. The findings demonstrate a strong correlation between explicit SEL instruction in primary grades and positive improvements in both academic achievement and behavioral outcomes. This paper concludes that providing explicit instruction in essential SEL skills, including self-regulation, flexibility, and inhibition, is vital for promoting positive student outcomes in both academic achievement and behavior.
Supporting Working Memory Development in Schools During Adolescence
(2023-06-09) Bryant, Megan; Weinstein, Matthew
This master's project investigates the multifaceted aspects of working memory in secondary school students and its relationship with academic performance. The findings from this project contribute to the existing literature by offering insights into the effectiveness of holistic interventions and memory strategies in enhancing working memory abilities and optimizing academic outcomes in secondary school students. This project reviews evidence about the relationship between emotional regulation, stress, and working memory to understand better how emotional factors impact cognitive functioning in the classroom setting. This analysis also aims to shed light on the trajectory of working memory development during adolescence and its potential implications for academic performance. The outcomes of this research have practical implications for educators, administrators, and policymakers working with secondary school students with working memory difficulties. The knowledge gained from this research can inform the design and implementation of targeted and universal interventions that enhance working memory and support students' emotional regulation and stress management. Ultimately, this project strives to foster academic success and holistic well-being by recognizing the intricate interplay between working memory, cognitive development, stress, and academic performance in the secondary school context.
Meaningful Inclusion of Elementary Students with Autism
(2025-06-10) Larrison, Virginia L.; Weinstein, Matthew
Inclusion of students with autism in elementary schools is increasing. Studies show that meaningful inclusion of elementary students with autism can have a positive impact on social and academic outcomes. This paper examines the existing research on inclusion of students with autism spectrum disorder in the general education classroom and conducts an in-depth examination of the prevalent barriers and facilitators related to this topic. In this literature review, inclusion will be defined as teaching children with special needs alongside their typically developing peers in the same environment. For the purposes of a focused discussion, five key themes were identified: [1] impact of teacher attitudes [2] social skills interventions [3] stakeholder collaboration [4] instructional practices, and [5] peer models and supplemental supports.
Student Tracking and Emotional Well-being
(2023-06-06) Edwards, Jacob
The focus of this paper is to identify whether student tracking impacts students' emotional well-being and if so, determine in what ways it does impact them. The major themes of this paper are the social implications of student tracking, students' feelings of inclusion, and student grouping. Research indicates that there is a relationship between student tracking and students' emotional well-being, and it also identified the negative impacts tracking has on students' emotional well-being and overall educational growth. The findings were that student tracking can exacerbate preexisting inequalities for students; students are negatively impacted emotionally based on where they are tracked and or placed; tracking can negatively impact students' development of their sense of self.
The Causes and Effects of Teacher Attrition Amongst Secondary Educators
(2023-06-09) McDonnell, Ceara; Weinstein, Matthew
Abstract This paper will examine the research on teacher attrition rates across schools in the United States and around the world. This project examines three themes in the literature on teacher attrition in middle and high school: teacher age and inexperience, workload, and high levels of teacher burnout. Working conditions affect the likelihood of teacher attrition, and without addressing issues in the working environment, more and more teachers will leave the profession. This paper goes on to examine specific causes and effects of teacher attrition by examining data and studies from countries around the world like Chile, Sweden, Australia, Canada, and the United States. The data from the research also has the potential to explore implications for future research and transform practices regarding the prevention of teacher attrition.
Mathematical Teaching Practices on Elementary Students' Mathematical Comprehension: A Literature Review
(2024-01-01) Matz, Catherine; Weinstein, Matthew
This research investigates mathematical teaching practices on elementary students' mathematical comprehension. Three themes were identified in the literature: the use of mathematical manipulatives, teacher instructional practices, and embedded language support. Research demonstrates that implementing specific mathematical teaching practices may support elementary students' mathematical comprehension. After the literature review section is an action plan with recommendations based on the literature for implementation of mathematical teaching practices in current elementary schools. In the discussion section, the challenges of implementation of mathematical teaching practices will be discussed with future research and suggestions for educators based on the research found.
Supporting Multilingual Learners Through Professional Development in Elementary Schools
(2025-06-05) Guo, Hui; Weinstein, Matthew
This study explores the significance of professional development (PD) in equipping in-service teachers to effectively support and teach multilingual learners (MLs) in elementary schools. Specifically, it examines PD design for mainstream classroom teachers serving MLs in elementary grades, identifying four key themes: [1] Professional Development in teaching approaches, [2] Professional Development in raising ideological and cultural awareness, and [3] Professional Development in multilingual pedagogies.
The Impact of Teacher Well-Being, Joy, and Effectiveness On Student Outcomes and Sustainable Education
(2025-06-10) Boldbaatar, Gerelchimeg; Weinstein, Matthew
This literature review investigates the interrelated concepts of teacher well-being, joy, and effectiveness, focusing on the conditions that contribute to sustainable and fulfilling professional lives for educators. Specifically, it addresses the problem of teacher burnout and explores the psychological and institutional factors that support or hinder teacher flourishing. The guiding question examines how teacher well-being can be supported to enhance both educator effectiveness and student outcomes. Key findings from recent studies highlight that higher teacher well-being contributes to more stable school functioning, while lower well-being is linked to absenteeism, reduced instructional quality, and burnout (Hascher & Waber, 2021). Teachers' self-efficacy has been found to positively predict students' mental health (Pap et al., 2023), and teacher well-being within the school context is associated with students' life satisfaction via school-specific well-being (Zhan et al., 2024). This review synthesizes findings across disciplines and proposes that teacher well-being is not only vital for professional sustainability but also for fostering positive developmental outcomes in students. The paper concludes by discussing the implications of school administrators' supportive behaviors as a critical factor in promoting teacher job satisfaction and subjective well-being.
The Academic Outcomes of Dual Language Programs in Mathematics and English Language Arts
(2023-06-09) Aguirre, Dana Lisbet; Rios, Jose
This paper focuses on Dual Language students in both elementary and secondary schools and their academic outcomes in the content areas of mathematics and English language arts. Positive benefits of Dual Language Programs are highlighted in both content areas acorss various grade levels, locations, and states.
Reasons and Consequences of Teacher Burnout
(2025-06-12) Bouyaghroumni, Lamiaa; Weinstein, Matthew
This research explores the consequences and reasons behind teacher burnout as well as teacher turnover. It provides the answers to the question: What causes the teacher to burnout? To answer this question, there are three themes identified in this research: [1] Mistreatment of principals, [2] The impact of teacher stress on students, and [3] The heavy workload on teachers. The paper goes on to examine how teachers end up quitting their careers and how work-related stress vastly affects their performance in class as well as their overall mental health. There are many reasons behind teacher burnout and stress. This paper will explore the biggest ones behind this problem that affects not just one district but across districts nationwide as well as in other countries.
Staff Learning as it Relates to Student Learning: A Look at Effective Professional Development
(2024-06-07) Mcdonell, Zzachary; Weinstein, Matthew
This culminating project studies and explores the effectiveness of professional development (PD) programs and their impact on long-term teaching practices and student learning outcomes. By synthesizing existing literature and examining various studies, the research identifies key factors contributing to PD efficacy, including targeted interventions, the importance of continuous engagement, and the role of teacher identity and growth mindset. The findings emphasize the value of diverse PD strategies and collaborative opportunities, highlighting that participation in PD activities, regardless of the level of involvement, yields positive outcomes. The study also underscores the dynamic nature of educators' engagement with PD across different career stages and the need for tailored PD programs that address these evolving needs. The research provides actionable insights for education leaders to design and implement flexible PD initiatives that enhance teacher performance and foster a culture of continuous improvement, ultimately benefiting student success.
Exploring the Impact of Technology Implementation at the Elementary Level
(2023-06-15) Jakubek, Jayme
This paper explores the impact of technology integration at the elementary level, focusing on measuring learning, benefits and challenges, attention, and technology. By examining existing research, this literature review highlights the importance of effective technology implementation in providing students with enhanced engagement, personalized learning, and the development of critical thinking and problem-solving skills. It also addresses challenges such as access to technology, teacher training, and the need for digital citizenship education. The paper concludes with recommendations for future research from educators and policymakers and a discussion summarizing the key takeaways, and an action plan for future instruction.
Inclusion in Elementary Music Classrooms
(2024-06-04) Shaffer, Jacob; Weinstein, Matthew
This research explores inclusion in the elementary music classroom. Three themes were identified: teacher perceptions, teacher experiences in special education, and student learning/behavior and strategies for instruction. The paper goes on to examine how practices at an elementary school could be aligned with research and then explores implications for future research and transformed practice.
Making Sense Of A Multilingual World Through Translanguaging
(2023-06-09) Ortiz Diaz, Karla; Weinstein, Matthew
Translanguaging is a term that started to gain educators' interest in the 21st century due to its benefits for multilingual learners. Research shows that translanguaging practices implemented by teachers support multilingual students to create meaning in academic content. At the same time, their linguistic systems and identities are being valued in an English-dominant education system. This project investigates teaching practices by multilingual and monolingual teachers that foster translanguaging practices in their teaching to support multilingual learners. These teaching practices are related to supporting multilingual learners' personal and home experiences in the classroom to understand academic content and be valued.
Learning in the Natural Environment: Taking Education Outdoors
(2023-06-08) Kahle, Alisa; Weinstein, Matthew
This research explores the benefits, challenges, and barriers of outdoor education in elementary school students. Three themes were identified: barriers and challenges, effects of learning outdoors, and risks and consequences of outdoor education. The paper examines how research in this area can align with the practices at a Washington State elementary school in the West Puget Sound area. Furthermore, the paper explores implications for future research in this domain. This paper highlights many strategies for educators to increase learning opportunities in nature.
Impact of Military Lifestyle on Children
(2025-06-13) Belin, Gabrielle M.; Weinstein, Matthew
The purpose of the literature review is to examine the research on the factors of military lifestyle that affect children of service members. In order to begin a discussion about military lifestyle, three key themes were identified: parental deployment, frequent relocations, and educational service delays. The paper seeks to identify unique challenges for military-connected students and examine military lifestyle implications. This project concludes with suggestions for future research and for equitable policy enactment.

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