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An Evaluation Of The Elements Needed In A New Teacher Induction Program To Prepare And Retain Second Career Educators
Get PDFAccording to García and Weiss (2019), the United States faces a critical teacher shortage. There are not enough students majoring in or graduating with degrees in education. A solution to the teacher shortage is to fill the vacancies by recruiting and training secondcareer educators. If teachers are trained and mentored during the early stages of their careers, students will reap the benefits. Teachers who participate in a comprehensive new teacher induction program remain in the teaching profession longer and have tremendous success in terms of student achievement. Through my study, I aimed to research the elements needed in a new teacher induction program to help second-career educators feel prepared to educate students and increase their retention in the profession. Through my research, I explored the components necessary for an effective induction program. The results of this study showed that a differentiated approach is needed for induction programs to be effective. Although all new teachers need induction programs to include support with lesson planning, instructional strategies, and mentorships, second-career educators need an emphasis on classroom management and relationship building
Burnout and Work Fatigue in Contingent Faculty During the COVID-19 Pandemic
Get PDFThe COVID-19 pandemic and immediate shift to remote learning had a major impact on faculty and students in higher education institutions (HEIs). As a result of the pandemic, many stakeholders in HEIs have experienced burnout and work fatigue, specifically, contingent/adjunct faculty. Contingent/adjunct faculty comprise a majority of faculty who serve students in colleges and universities across the country.
As the needs of students increased during the pandemic, contingent/adjunct faculty experienced increased workloads due to the additional support needed by diverse and challenged students. This further intensified the unique challenges faced by contingent faculty that existed prior to the pandemic in the areas of low pay, lack of job stability, lack of healthcare benefits and paid time off with little recognition for the work performed in their roles.
As HEIs consider the increased mental health concerns of students post-pandemic, they are now challenged to also address the needs of those key stakeholders who served on the front lines to support students at the height of the COVID-19 pandemic and continue to do so. Faculty members have a critical impact on students in the classroom in the areas of academic success and well-being. Therefore, these initiatives to support the faculty have added benefits for students and their families who are key stakeholders in colleges and universities.
This narrative analysis is supported with extensive qualitative data obtained from ten contingent/adjunct faculty interviews. The six themes that emerged from the individual and voluntary interviews are provided in discussion with areas for improvement and opportunities to promote positivity and healing in the academic community
Encendiendo la Intuición/Igniting Intuition: A Bilingual Reading Specialist\u27s Lived Experiences and Reclaiming of Literacies
No full textThis autoethnography explores the researcher’s lived experiences as a first-generation Latina, bilingual reading specialist who developed biliteracy in English/Spanish from childhood through adulthood and how this ignited her cultural intuition. Framed by a critical, Chicana feminist lens, she analyzed her personal and professional biliteracy practices and cultural intuition to understand how she supported young bilingual readers. Qualitative data were collected retroactively and in-the-moment (e.g., voice/written reflective memos, journals). The study research focused on how her cultural intuition guided: a) her role and practice as a bilingual reading specialist; b) her role and practice as a bilingual literacy practitioner of bilingual and dual language readers; and c) what lived experiences, core beliefs, and practices influenced her work as a bilingual and dual- language reading specialist, if they changed over time, and how have they impacted her current and future work. She found that her cultural intuition developed over time as she lived with her two languages/literacies in separate monolingual environments. As an adult professional, it sparked the researcher to reclaim and integrate her languages/literacies when she started experiencing distress at how her separate language/literacy worlds were replicated in her professional practices. Completion of postsecondary degrees and engagement with communities of Latinx literacy professionals gave her the confidence to believe in her cultural intuition and act on it--advocating to decolonize the monolingual language/literacy instruction still embedded in bilingual education systems
The Emotional Intelligence of Elementary Principals and the Impact on Culture
Get PDFThis study involved examining the emotional intelligence (EI) of elementary principals and then comparing their EI to their ratings on the Illinois 5Essentials survey. The main questions were: Is there a relationship between principal EI and school culture? How do principals create a positive working environment? What is needed to build and maintain a positive school atmosphere? Throughout this qualitative research, more specific questions centered around principal relationships and trust, creating supportive environments, having strong communication and accountability, professional development, and overall school atmosphere. Though the surveyed population was small, the results showed principals who were high in the relationship management competency of EI tended to have high and positive ratings within the areas of effective leaders and supportive environment as measured on the Illinois 5Essentials. It is recommended that district leaders and building principals deepen their understanding of EI and its significant impact on creating a positive school culture. Additionally, leaders should familiarize themselves with the EI competencies through training, professional development, and coaching sessions so they can better support and lead their elementary schools. It is suggested that an ongoing focus on EI will foster trusting relationships among all stakeholders in the school community, enhance school culture, and create more effective schools
The Association Between Social Media, Toxic Masculinity, and Depression in Young Adult Males
Get PDFThe world is shaped by diverse influences that significantly affect individuals’ internal landscapes, leading to both positive and negative effects with profound implications for society. Role models play a pivotal role in shaping the aspirations of young adult males by providing direct and indirect lessons that leave lasting impressions and influence their worldview. In recent years, social media use, toxic masculinity, and mental health have garnered significant attention in understanding the experiences of young adult males. The focus in this study was to examine the relationships between social media use, toxic masculinity, and depression in young adult males ranging in age from 18–25 years. The study involved a quantitative analysis of social media usage patterns and depression symptoms alongside an exploration of perceptions and experiences related to toxic masculinity. Specifically, the study was designed to examine whether the relationship between social media use and depression is moderated by toxic masculinity. The findings show social media use had a direct effect on depression and on toxic masculinity, but the results did not provide evidence of an interaction. The findings and implications of the results are discussed
The Impact of Student Behavior and Motivation on Intercultural Competence
Get PDFIntercultural competence has become an important trait for university graduates to possess, but an investigation into the influence of multiple factors on the achievement of intercultural competence has not been undertaken. This research examines the influence of academic and social behaviors, motivation, and student demographics on the attainment of intercultural competence through a mixed methods study. Undergraduate students taking a course focused on human diversity responded to intercultural situational judgement tests and the Expanded Cultural Intelligence Scale. The qualitative findings show a need to refine previous understandings of the development of intercultural competence. Some support for the influence of motivation and students’ college of first major are revealed in the quantitative data
The role of instructional coaches in the development of early literacy skills in elementary school teachers
No full textThe West Town School District\u27s program evaluation stemmed from the nationwide decline in student literacy rates, further exacerbated by the COVID-19 pandemic\u27s disruption of early literacy development. Traditional one-size-fits-all professional development models proved inadequate in equipping teachers with the skills needed for effective literacy instruction, particularly in phonics-based approaches. This highlighted a pressing need for alternative, more impactful professional development strategies. Instructional coaching emerged as a promising solution to bridge the gap between research-based practices and classroom implementation, offering teachers personalized support and guidance to enhance their literacy instruction skills. This study investigated the impact instructional coaching can have on the ability to develop teachers\u27 literacy skills and knowledge. The study explored the belief that solid instructional coaching can increase a teacher’s ability to instruct literacy, increasing student literacy rates
Experiential-Based Research Depicting Humanistic Survival after Violent Victimization & Traumatization Exploring Human Resilience, Spirituality, Meditation & Expressive Writing
Get PDFUnattended trauma-induced stressors resulting from incidents of violent victimization can escalate into mental health challenges, including trauma-related and substance-abuse disorders, which most often co-occur in a debilitating manner. Therefore, it is essential to conduct ongoing exploratory research on cognitive-based approaches (e.g., spirituality), psychological adaptations (e.g., human resilience), and trauma-informed approaches (e.g., meditation, expressive writing), which serve to reduce or offset the adverse impact of trauma.
Twelve women who experienced victimization and traumatization but did not seek professional mental-health intervention were interviewed; six had been abused as children and eight as adults. Some did not contact or follow through with reports to the police either because they faced pressure to drop charges or because they were children when abused. Some also reported a lack of family intervention and support. Most reported withdrawing, secluding, and isolating themselves while benefitting from constructive coping activities that they could engage in alone (e.g., reflective journaling, prayer, and meditation), in addition to them reportedly engaging in structured support groups at church or in the community that could teach them about coping and leaving abusers.
Spirituality also helped participants find new meaning regarding self-revaluating established relationships, in addition to helping them move positively forward. Some also mentioned that counseling could likely help them effectively cope futuristically, but they had not sought counseling because they thought they were not good at talking about feelings or they had negative perceptions of therapy. Key messages for survival were to be cautious and not remain in violent and abusive situations. Key messages for coping were to stay strong, address victimization and traumatization, and strive for love and happiness
Black Students Matter: A Phenomenological Approach to Exploring Sense of Belonging Among Black Students Attending a Hispanic-Serving Institution
Get PDFAs the number of Black college students who have enrolled in federally designated Hispanic-serving institutions (HSIs) has risen, it has become necessary to examine how their sense of belonging has been fostered, particularly given the educational disparities and equity gaps in retention, persistence, and graduation rates. Furthermore, the focus on initiatives geared towards Latinx students may contribute to feelings of inadequacy among Black students, which is compounded by racialized experiences that have occurred in educational settings both prior to and during college. This phenomenological study explored the experiences of nine Black undergraduate students at a private four-year HSI in the Midwest with the aim of understanding how they define sense of belonging and the factors that influence it. The study also examined the institution\u27s role in mitigating or perpetuating barriers to its development. Findings suggest that a one-size-fits-all approach to fostering a sense of belonging is insufficient among Black students, particularly when the HSI lacks Black representation. Instead, Black students desire safety found within the Black campus community, validation and encouragement from faculty and staff, and a belief that they are seen, heard, and valued by institutional leadership
Connections Through Stories In A Small Town in Rural Virginia
Get PDFStories are powerful tools used for centuries to entertain, teach, empower, and build community. Neuroscience research shows that stories impact the brain in ways that allow us to increase empathy and connect with people (What Happens in the Brain When We Hear Stories?, n.d.; Yang, 2014; Zak, 2015). Community Psychologists have used stories to collect qualitative data and life experiences to create or change a community narrative and address community trauma (Hyman, 2002; Rappaport, 2000). While existing research describes the power of stories and provides storytelling techniques, this research study identified a new method – The Community Story Engine - for Community Psychologists and community partners to use to build connections in the community, spark challenging conversations, and collect the community’s voice sharing their strengths and challenges as an input into strategic action planning (Campbell, 1949; Denborough, 2008; P. G. Foster-Fishman et al., 2009; Law, 2017, 2014; White, 2007). A guided storytelling workshop was designed and tested which delivered 80 stories. The stories were coded to identify themes, common interests, and community strengths and challenges. The stories were compiled into a collection to be shared with the community to create connections and provoke conversations. The place-based research was conducted in Virginia’s small, rural community with a history of family and tradition, patriotism and loyalty, segregation, and polarity, all with the beautiful backdrop of the town’s mountains. The research led to five findings: the Storytelling Workshop created connections, even safe stories can be a lightning rod to spark conversations, stories can be a doorway for the Community Psychologist, the storytelling research approach was not extractive but a gift and the praxis of the Community Story Engine and tools. This process and tools can be used by Community Psychologists to build and strengthen community relationships, make meaningful connections in the community and spark challenging conversations, and use the outputs as input into strategic action planning