National-Louis University: OASIS - The NLU Digital Commons
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Undergraduate Student Sense of Belonging and EdTech Tool Engagement: A Mixed Methods Exploration of the Virtual Campus Experience
Get PDFThe contemporary postsecondary learning experience is heavily mediated by educational technology (EdTech) tools and yet little is known about the ways in which these tools impact student engagement and sense of belonging, two indicators which are important to student persistence and graduation. Using Strayhorn’s (2023) critical socioecological sense of belonging framework, this convergent mixed methods study offers insights into these relationships by examining student engagement with EdTech and student sense of belonging and the impact of student traits on the relationship between EdTech and sense of belonging. This study was conducted at a private, broad access Hispanic-Serving Institution in the Midwest with a large new majority student population: transfer, women, Students of Color, first-generation, commuter, parenting and employed. The participants (N = 301) included students taking in-person, online (asynchronous), and virtual (synchronous online) courses. This study validated a seven-item sense of belonging survey instrument. Multiple linear regression models tested EdTech use and reported sense of belonging and student demographic, academic, and non-academic labor traits and found three traits to have statistically significant predictive value on the relationship between EdTech engagement and sense of belonging: transfer status, social class, and caregiving responsibilities. Themes related to student traits, gratitude, service, and desired improvements emerged in the qualitative data analysis. These findings lend support for an ecological model to understand the dynamic relationships among student traits, institutional policy, practice, systems, and people, and external systems
THE IMPACT OF GRADE-LEVEL SWITCHING IN THE ELEMENTARY SCHOOL SETTING
Get PDFTeaching a new grade level in elementary school requires developing extensive grade- level-specific knowledge. In many school districts, the support for teachers who move grade levels within a district is glaringly absent. In this study, the frequency and impact of teacher grade switching in a school district were examined through a mixed-methods study that included surveys with teachers, interviews with teachers, and student data. The research question was: What is the impact of grade-level teacher movement on instruction? The findings of this study show how students are affected by teachers switching grade levels in elementary school. Results shed light on why some teachers may be more successful than others when they move to a new grade due to factors such as motivation. The results also show that professional learning has a positive impact on teacher success. To ensure teachers who switch grade levels can be as effective in their instruction from the start of the year as teacher who do not change grade levels, school district leaders should establish a plan to support grade-switched teachers
A Qualitative Study Exploring The Management & Implications Of Power Differentials Experienced By Pre-Licensed Supervisees In Clinical Supervision Settings
Get PDFThe focus in this qualitative study was to explore how power differentials in supervision create positive and negative experiences between licensed psychologists and pre-licensed doctoral students. The study results provide insight into how supervisees navigate these dynamics during supervision, which typically involves experiential learning environments in which trainees discuss progress, receive feedback, and enhance their skills. The theoretical framework grounding the study was social learning theory, which is based on the idea that individuals learn from modeling, observation, and imitation in a social context (Bandura, 1986). Reflexive thematic analysis was used to recognize similarities in findings gathered via two sets of semi-structured interviews with nine pre-licensed doctoral students. Findings indicated transparency, authenticity, clear communication, and empathy were among the behaviors supervisors should consider demonstrating to better ensure positive supervision outcomes. Research implications also support the opportunity to advance research via a mixed-methods study exploring the extent to which supervisees exercise open communication, as well as the extent to which supervisees’ confidence increases during supervision experiences
EXPLORING BLACK WOMEN\u27S MOTIVATIONS AND EXPERIENCES WITH HIGH-END SHOPPING
No full textOver the years, many stereotypical negative archetypes have been created for and assigned to Black women, including Mammy, Matriarch, Sapphire, and the Strong Black Woman, and these images and labels continue to affect many Black women today. To counteract the adverse images associated with Black women, they may have developed unhealthy coping strategies such as participating in high-end shopping . The focus in this study was to explore Black women’s experiences with and motivation to engage in high- end shopping. Participants (N = 33) were Black women, over the age of 18 years, from various education backgrounds stemming from high school diplomas to graduate degrees. Participants were divided into two groups: one group completed a virtual interview (n = 10) and the second group completed an online survey (n = 23). Results indicated these Black women experienced excitement and happiness before, during, and after making high-end purchases. Quality, cost, and affordability were among the key motivators for these Black women to participate in high-end shopping. Image and status were rarely mentioned throughout the participants’ responses, which indicates Black women may not participate in high-end shopping as a means to combat historically negative images
An Exploration of Contributors to Intergenerational Trauma Transmission in American Families: Parental Life Experiences and Parenting Styles.
Get PDFPreexisting research on intergenerational trauma transmission primarily addresses biological and behavioral routes of transmission, leaving little room for systemic influences. This research reviews preexisting biological and behavioral contributors and explores systemic contributors to intergenerational trauma transmission in American families as it relates to post-traumatic growth, parental centrality distress, and parenting styles. It was that post-traumatic growth and parental centrality of distress (comprised of ACES, centrality of events, and access to community resources) and PTG predict parenting styles. The research hypothesis was partially supported. It was found (1) Post-traumatic growth, ACEs, and perceived access to community resources while parenting added significantly to the prediction of parenting style. (2) ACEs added significantly to the prediction of authoritarian parenting styles. (3) PTG and PCR added significantly to the prediction of authoritarian parenting styles. (4) PTG,ACEs and PCR added significantly to the prediction of authoritarian parenting styles. Findings indicate (1) that though event centrality is significant, it does mean it has a negative innovation. Traumatic events can become central to an individuals personality, but it may not impact them negatively (2) systemic support should be geared towards increasing community and mental health resources for parents impacted by trauma to mitigate the transmission of trauma-related behaviors
Derogatory, Racist, and Discriminatory Speech (DRDS) in Video Gaming
Get PDFVideo games have been examined for their effects on cognition, learning, health, and physiological arousal, yet research on social dynamics within video gaming is limited. Studies have documented the presence of derogation, racism, and discrimination in this anonymous medium. However, gamers‟ firsthand experiences are typically examined qualitatively. Thus, this study aimed to establish a quantitative baseline for the frequency of derogatory, racist, and discriminatory speech (DRDS) in gaming. DRDS frequency, sexual harassment, and hate speech measures were administered to 150 individuals from online forums and social media groups. Descriptive and inferential analyses were used to gauge which factors affected DRDS rates. Sex, intergroup and fast-paced game types, time played with others, and identity portrayal showed positive correlations with DRDS. Results indicate an array of complex social and developmental factors contribute to experiencing, perceiving, and personally using DRDS. Implications include psychosocial health impacts similar to everyday harassment, with women being at a higher risk and age as a contributing factor
Cooperative Pathways: Insights from Teacher Experiences on Improving Union and District Cooperation
Get PDFThis study involved an evaluation of teacher experiences within their districts, schools, and unions across the United States. The primary research question was: How are teachers currently experiencing the relationship between their unions, districts, and administrators and what opportunities exist to improve cooperation and shared ownership between those groups? The study used a mixed methods approach by gathering quantitative data in the form of a survey and qualitative data through open-ended responses on the survey as well as interviews with seven teachers. The results formed a general understanding of the current state of teacher experiences that was then applied to better understand Chicago as a case study and the at times contentious relationship between the teachers union and district. Finally, recommendations were made for policy and leadership to promote cooperation and shared ownership among teachers, unions, principals, and district leaders, including trust building strategies, engagement efforts, and fiscal sustainability
AN OBSERVATION OF THE EQUITY FRAMEWORK IN A LARGE URBAN DISTRICT AND ITS IMPACT ON SCHOOL DISCIPLINARY PRACTICE
No full textHistorically, Black students have been on the receiving end of punitive consequences at disproportionate rates when compared to other racial groups, especially White students. Some leaders in Chicago Public Schools (CPS) are aware of the negative impact of the inequitable discipline practices that are evident in the disproportionate out-of-school suspension rates and how such practices contribute to opportunity gaps for Black students. After the launch of the district’s Equity Framework, evidence of inequitable discipline practices still exists, as the out-of-school suspension data show the rate for African American students is nearly three times greater than that of other racial groups enrolled in CPS. The district’s out-of-school suspension data lead to the question: How much does the CPS Equity Framework influence inequitable disciplinary practices? This qualitative study analyzed publicly available data, including suspension rates, the Student Code of Conduct, and the district’s Equity Framework. Additionally, the perspectives of former administrators (network chiefs and principals), deans, teachers, social and emotional specialists, school psychologists, and community partners were examined to understand the framework’s effects comprehensively. The results of this study showed that the district’s Equity Framework has not had the intended impact on inequitable discipline practices. Enhancing the effect of the district’s Equity Framework on inequitable discipline practices in schools will require district leaders to provide multiple learning sessions for all staff to ensure they are knowledgeable of the district’s equity goals and how they apply to school discipline, intentionally provide restorative practices coaching and supports for designated discipline leaders in all schools, and strengthen communication regarding teaching and responding to student behavior with cultural competence
Impact of Video Lesson Analysis on Preservice Elementary Teachers\u27 Teaching and Learning
Get PDFThis study examines the impact of video-based learning on preservice elementary teachers, focusing on the use of ATLAS and Teaching Channel video resources. The research addresses the increasing reliance on video analysis for teacher preparation. Two groups of preservice teachers participated, including those already working in educational settings and career changers new to the field. The study employed a mixed-methods approach, analyzing exit surveys, focus group interviews, and video reflections. Findings reveal that while ATLAS videos provided valuable commentary and classroom observation opportunities, concerns were raised about video quality and realism. Comparisons to Teaching Channel videos highlighted the need for thematic organization and higher production standards. Overall, the videos served as an effective tool for reflection and professional growth, offering insights into effective teaching practices and encouraging self-improvement among preservice teachers