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A Descriptive Case Study of an Innovative, University-Based Coaching System for Resident Teachers
No full textTeacher residency programs (TRPs) have emerged over the past two decades as an effective model of teacher preparation. Within this alternative pathway to teacher certification, pre-service teachers, known as resident teachers, engage in a lengthy clinical teaching experience under the guidance of a trained mentor teacher and field supervisor while concurrently completing closely aligned, graduate-level coursework.
A key element of successful teacher residency programs is the use of a structured coaching system to support resident teachers — defined in this study as the components that form the coaching framework for resident teachers within a defined educational context, operating together to develop the teaching capacity of residents. While the TRP literature base provides a glimpse into this phenomenon, it is by no means comprehensive. This study aimed to address this gap by providing a detailed account and analysis of a structured, university-based coaching system for resident teachers.
This research employed a descriptive case study approach, utilizing qualitative data collection and analysis methods. The study’s data indicate that the coaching system under inquiry has four primary components that comprise its structure for coaching, as well as 12 assets and 13 challenges, or growth areas, that suggest it being moderately organized for high-quality coaching. A multifaceted approach for moving the coaching system forward is presented, which includes the following proposals: (1) change outcomes designed to address each challenge/growth area, (2) a change management plan that outlines key strategies and actions to guide organizational change, and (3) a policy recommendation to support organizational change
A Qualitative Phenomenological Study Examining The Experiences Of Substance Use Disorder Clients Engaging in Adventure Therapy
Get PDFDrug overdose deaths in the United States continue to rise. In 2019, over 70,000 drug overdose deaths were recorded, marking a 4% increase from the previous year (Centers for Disease Control and Prevention, 2021). More recent estimates suggest the death toll exceeded 100,000 in a twelve-month period ending in April 2021, indicating a significant rise (Johnson, 2021). The high mortality rate linked to addiction highlights the necessity for effective interventions for individuals diagnosed with SUD. The study presented focused on the impact of Adventure Therapy (AT) as an addition to the treatment of adults diagnosed with SUD. The chosen research methodology for this study was qualitative research, which was deemed appropriate due to its capacity for generating comprehensive transformations in data collection. This approach was employed to gain a deeper understanding of Adventure Therapy (AT) as a context-specific social phenomenon. Exploring the phenomena of Adventure Therapy, the study found benefits with incorporating AT into the treatment schedule for individuals participating in SUD treatment. Participants reported they experienced mindfulness and anxiety management strategies, bonding with peers, and increased self-confidence. Three themes emerged through the data collection: 1) Positive experiences with AT led patients to desire to continue with this mode of therapy, 2) Participants perceive AT as having a beneficial impact on their treatment and recovery, and 3) Participants expressed preferences and concerns regarding AT
WARRIOR VOICES: A NARRATIVE INQUIRY INTO THE EXPERIENCES OF MEN LIVING WITH MULTIPLE SCLEROSIS
Get PDFThis narrative inquiry delves into the lives of six men, including the researcher, who have multiple sclerosis (MS). Through in-depth interviews, the researcher asks participants to describe their life before diagnosis, the diagnosis process, and the construction of a “new normal” after diagnosis. This research provides insights into how participants make sense of the disease, how they cope with the ongoing changes to their bodies, their relationships, their careers, and their perceptions of their masculinity. Analyzing the narratives provides insight into the variability of MS types and symptoms, and various coping mechanisms. It supports the idea that each participant should adjust to the ever-changing nature of their disability. Drawing on the “warrior” metaphor, the researcher conceptualizes life with MS as a battle and expands the metaphor from a physical struggle to a spiritual battle to accommodate the changes the disease wrough
Defining Experiential: Higher Education Educator Perspectives on Experiential Education Criteria and Experiential Learning Forms
Get PDFIn the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings
Exploring Psychology Graduate Students’ Desire and Ability to Discuss Their Personal Trauma History With Clinical Supervisors
Get PDFInspired by the archetype of the “wounded healer,” described by Carl Jung as a psychologist who enters the field with psychological wounds of their own, and the prevalence of such wounded healers in the mental health field today, this study aimed to explore clinical psychology doctoral students’ experiences of self-disclosure of their personal trauma history, a specific type of psychological wound, in clinical supervision. The goal was to explore whether and how students’ trauma history is discussed in clinical supervision; the importance of such discussions for students’ professional and personal development; and the impact of having or not having these conversations on their well-being, professional identity, and clinical competence. Using a hermeneutic phenomenological approach, seven participants were interviewed regarding their personal thoughts and experiences related to discussing their personal trauma history in clinical supervision. Findings indicate the students have a strong desire and placed a high level of importance on self-disclosure of trauma history to the extent that it affected their mental health and their clinical work, and that such disclosures are an important aspect of improving their clinical competence and reducing burnout. Despite this desire, findings indicate the presence of significant barriers to discussing personal trauma history within clinical supervision, including perceived stigma, the strength (or lack thereof) of the supervisory relationship, structural factors, and personal or cultural identity factors. The study highlights the need for a supportive environment in which supervisees can safely explore the impact of their psychological wounds on their clinical work as part of their clinical training and better guidelines for both supervisors and supervisees on when and how trauma history should be explored in clinical supervision
PROTECTIVE PLAY: THE IMPACT OF A BEFORE-SCHOOL PLAY PROGRAM ON SIXTH-GRADE STUDENTS’ SOCIAL-EMOTIONAL WELL-BEING
Get PDFThis mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students\u27 social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills
Evaluation Of Educator Outcomes Of Teaching Social-Emotional Learning, Mindfulness, And Life Skills
Get PDFThere have been many studies documenting the benefits of social – emotional (SEL) instruction for students, but fewer on how teaching SEL curriculums may alleviate teacher burnout. I used a mixed methods research design to investigate the impact of teaching social-emotional learning, mindfulness, and life skills through The Leader in Me (LiM), a K-12 whole-school improvement model based on The 7 Habits of Highly Effective People on educators. The outcomes of surveys and interviews indicated that most educators in my study reported personal and professional benefits from teaching and modeling the program. My recommendations include further implementation of SEL, Mindfulness, and Life Skills curriculums such as LiM in schools and enhanced mindfulness training for educators
An Evaluation of the Factors that Lead to the Development of Deferential Interactions Between Teachers and Students
Get PDFSchools have historically maintained a hierarchy with an expectation that students show deference. The purpose of this study was to analyze the factors that caused students to treat teachers disrespectfully. This mixed-methods inquiry included K-12 teachers and administrators who responded to a social media post and participated in surveys and interviews. Based on my findings, the factors that led to the development of deferential interactions between teachers and students included establishing trusting relationships, reciprocated respect, clear schoolwide behavior expectations, positive communication with parents, and teachers\u27 professional dress. My recommendations were for establishing clear schoolwide behavior expectations, for school districts to create teacher professional dress policies, and for teacher induction to include culturally responsive teaching and restorative practices