Jessica Lane

Kansas was the first state to close P-12 schools and move to a continuous learning model in response to the COVID-19 pandemic. A multidisciplinary group of K-State College of Education faculty researchers conducted a survey in May, 2020 to capture the voices and experiences of Kansas teachers, school counselors, and administrators during that time related to technology and broadband access, engagement and educator resiliency and self-care. Survey links were posted on the Remote Learning P-12 platform (https://remote-learning-p-12.mn.co/feed) and on the Kansas Educators Facebook group. These open links provided a sample of convenience, with 829 educators from across the state responding to the survey. The findings have implications for school districts, administrators, school counselors, teachers, and students in the coming school year. As schools begin to make decisions about what the current and critical needs are, three tenets must be addressed for optimal school re-entry: (1) Edu...

While educators are tasked with many competing professional responsibilities, it is necessary that the
focus of advocacy for student well-being stay at the forefront. In particular, for school counselors and school leaders, advocating has never been more important. This article will highlight the role of advocacy found within the professional standards for school counselors and school leaders, and shine light on the need to advocate for social-emotional learning.

‘Translation exists because men speak different languages’.1 This thesis examines this by asking the question ‘what about the language of women’ within translation. By focusing on Emily Wilson, the first woman to translate The Odyssey into English, this thesis explores this question within a study of translation studies, analysis of the text and comparative close reading. It will argue that throughout this, a variation of translation points to a difference in translation process and choices between male and female translators. To do this, the discipline of translation studies will be examined, drawing upon the expertise of translation critics, also analysing the discourse that surrounds translation. The development of feminist translation studies allows the question of this thesis to be considered in a more critical way, examining the different techniques and roles of female translators, crucial in examining a female translation of The Odyssey. Through employing the feminist theories of both Anglo-American feminist Elaine Showalter and French Feminist Helene Cixous, Wilson’s translation, and role as a translator, can be explored in a fascinating way. Both Showalter’s gynocriticism and Cixous ecriture feminine will be used throughout this study, so that I can explore the position of Wilson as a female working within these theories. By engaging with The Odyssey as a feminist text, a discussion is opened concerning the wider canon and the possibility of revision. Supporting this will be Margaret Atwood’s The Penelopiad (2005) and Madeline Miller’s Circe (2018), with the aim of exploring how feminist rewritings, especially of myths, create feminist narratives, and the effects of this when applied to The Odyssey. To prove if men and women translate differently this thesis will contain a comparative element, where Wilson’s translation will be compared to Robert Fagles’ celebrated translation. This will prove if women translate differently to men, and in doing so the possibilities of producing new frameworks, texts and traditions that that can be explored in a feminist lens.

Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of 4th-, 5th-, and 6th-grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest/posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

Background and aims: The efficacy and effectiveness of a computerized cognitive behavioural therapy (CCBT) package, Beating the Blues, has been demonstrated in a large randomized controlled trial and several pragmatic studies in the National Health Service (NHS). The current study tests the generalizability of this finding to the implementation of CCBT in a service user-led, third sector Self Help Clinic. Method: 510 referrals for the Beating the Blues program were received over a 16 month period in routine care. The Patient Health Questionnaire Depression (PHQ-9) and Anxiety (GAD-7) Scales were administered pre-treatment and during each treatment session. The 10-item Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM), Work and Social Adjustment Scale and Patient Experience Questionnaire were also administered pre-treatment and immediately on completing treatment. Results: More than two-thirds of referrals were suitable for treatment and completed a baseline assessmen...

On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not
thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. For a myriad of reasons, it is clear that emphasis must be placed on tending to the needs of Kansas educators’ well-being. In an effort to maintain educator passion and performance, messages around self-care, building social-emotionally competent classrooms and school climates are addressed.

This paper discusses how for 15 years mandated high-stakes testing took precedence as the prominent
measure of student success. An unintentional consequence of this time was that social-emotional competencies were overlooked. Most recently, the Kansas Department of Education (KSDE) has developed and implemented an accreditation model that is based off of a more holistic look at student success. This new model broadens the scope of academic success, and uses the ideas of relationships, relevance, responsive culture, rigor, and results as key measurable components. This article posits that leveraging the expertise of school counselors in social and emotional development, and providing support for classroom teachers is paramount to the success of this accreditation model and initiative.

The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006). Though several variables were studied (i.e., age range, position, rank, gender, college/academic discipline), only position was statistically significant for difference in beliefs between teaching and tenure-track faculty. Findings also show that faculty's beliefs about their own intelligence and the intelligence of their students are consistent. These results suggest that tenure-track faculty should engage with teaching faculty, focusing on creating a student-centered learning environment to empower students through a growth mindset in their classrooms. Higher education serves as an opportunity to liberate and empower students, as colleges and universities provide an environment for students to learn and become more educated citizens. Students seek higher education to develop skills and ways of thinking that can launch careers and provide security through employment. Ultimately, higher education can provide a gateway for lifelong learning. In order to gain such liberating outcomes, individuals who pursue higher education need to experience learning environments that convey the power of learning and personal growth. The undergraduate experience is extremely formative for many individuals who invest in post-secondary education. While there are many ways in which student development is facilitated throughout their college experience, a major factor in students' development is their time spent in the classroom in learning environments controlled by faculty members. Students learn how to manage their time, achieve goals, think critically, develop interpersonal skills, and work in teams. Tinto (2012) argued that institutions must focus on the educational experience that college students have in the classroom, especially amongst first-year students to positively impact retention. One major contribution to students' academic empowerment is the learning environments that faculty create in classrooms. Educators can shape the learning experiences of students in the classroom in ways that stretch beyond their content expertise to include implicit beliefs about the deeper purpose and impact of learning. According to Association for Institutional Research (2017), the retention rate at the large, public institution where this study was conducted is 85% retention from first to second year, but the six-year graduate rate is only 63%. In other words, over a third of the individuals who show up seeking

This study evaluated the feasibility and effectiveness of an abbreviated computerized cognitive behavioral therapy (CCBT) software program, Camp Cope-A-Lot, in an after-school setting for elementary students identified as at risk for anxiety and other behavioral problems. Analysis of data from a small sample of students randomly assigned to a treatment or control group suggests that CCBT programs may ease the internalizing symptoms of students. We discuss limitations and implications for practitioners and future research.

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty.