Intake of Fermented Vegetables and Inflammatory Markers in Women: A Pilot and Feasibility Clinical Study
Research Authorship: Lauren Larger and Andrea Arikawa, PhD, MPH, RD
Faculty Mentor: Dr. Andrea Arikawa
Abstract: This presentation highlights the systematic integration of teacher inquiry within the undergraduate special education program at the University of North Florida. Inquiry is embedded across courses each semester and put into practice in a variety of ways in our PDS network. In all, inquiry serves as a tool for capturing student learning as candidates collaborate with mentor teachers to intervene and meet the needs of diverse learners. During the Fall 2019 semester, I implemented high leverage practices, collected and analyzed data of my students’ learning, and presented outcomes to my peers. By focusing on data-based decision making and designing instruction to meet the needs of struggling learners, prospective and practicing teachers’ knowledge of research supported practices improves.
Through this inquiry project, I focused on the correlation between student’s self-efficacy, confidence, and perspective in an inclusion math class. Through analyzing student behaviors, I began to see a connection between the way the student’s feel about themselves and their achievement levels. Through literature review and strategy-based lesson plans, I found methods to implement to help improve student’s self-efficacy. Throughout the semester, the student’s self-efficacy fluctuated per the different lesson plans, due to difficulty levels, but at the conclusion of the post-assessment, the trend lines showed an increase confidence level. Through research and the implementation of inquiry, it was found that student self-efficacy correlates directly to student achievement.