National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
Editorial: A Silent Prayer
Get PDFThe diversity of research articles and their various approaches to enriching curriculum are the fundamental concepts of Inquiry in Education, i.e
Developing Leadership Dispositions for Preparing Urban School Leaders in Chronically Low-Performing Schools
Get PDFThis study originated as an institutionally sponsored research residency conducted using utilization-focused evaluation (Patton, 2008) to investigate the nature of dispositional changes in candidates pursuing National Louis University’s M.Ed. and Ed.S. degrees leading to educational leadership (EDL) state certification in one large urban school district in a Southern state. The EDL program organized learning objectives intending to develop a specific knowledge base, an operational competency set, and, as this study’s focus, leadership dispositions related to preparing assistant principals and principals to lead effectively in chronically low-performing (CLP) schools. The inquiry cross-analyzed data at the intersection of the graduate program’s disposition-related learning objectives with 13 leadership dispositions identified in The Haberman Educational Foundation Star Urban Administrator Pre-Screener. EDL program faculty administered the pre-screener to EDL program candidates twice, yielding 187 matched pairs in pre-program and post-program administrations. Statistical analyses yielded a significant difference (improvement) in overall Haberman scores at the .01 alpha level, as well as an effect size considered (Cohen, 1969) to be a medium effect size. Faculty triangulated the data with interviews of alumni and faculty with experience in leading CLP schools, who affirmed that focus on leadership dispositions serves an important developmental role in an EDL program. The study appears to validate the measurable presence and dynamic changes in EDL candidate dispositions as an element of a graduate program focused on developing effective leaders of CLP schools
Priscilla Somarriba, Executive Leader, Target
Get PDFPriscilla describes her experience as a Harrison Fellow (2012 –2017) as she earned her degree in Applied Behavioral Scienceshttps://digitalcommons.nl.edu/hforalhistories/1005/thumbnail.jp
Predictors of Chronic Traumatic Encephalopathy in NFL Players: A Meta Analysis Review
Get PDFChronic traumatic encephalopathy (CTE) is a progressive neurodegenerative disease that emerges as a result of repetitive mild traumatic brain injury and has been studied within athletes of all sports. Repetitive blows to the brain are associated with many pathological changes and an emergence of tau pathology, all of which can lead to presentation with cognitive dysfunction, behavioral changes, and further motor decline in the later stages. After passing the inclusion criteria, a meta-analysis comprising four articles was computed using Comprehensive Meta-Analysis Version 3. Two hypotheses were examined: (a) the earlier the age of exposure to football, the greater the likelihood the athlete will show CTE symptoms; and (b) athletes who play at a position with high or full contact, such as an offensive lineman, will have a higher likelihood of showing CTE symptoms than players of low-contact positions, such as special teams. Only the first hypothesis had sufficient studies to conduct a meta-analysis; thus, Hypothesis 2 could not be examined. Results of the random effects meta-analysis did not show significant effects for age as a predictor of CTE. Hedges’ g was estimated to be -.273 (SE = .213) with p = .20 (CI95% = -.691–.145). This review did not provide evidence to support either hypothesis. Study limitations and implications for future research are discussed
The Preparation Of Educators To Implement An SEL Curriculum
Get PDFProfessional development and training for adults in a Social Emotional Learning (SEL) curriculum are essential to the successful implementation of SEL for students. The purpose of my study was to determine the perceptions of teachers\u27 professional development for implementation of a social emotional learning curriculum. The context of this study was a small independent school as well as schools throughout the US. The findings of my study indicated that educators in both contexts wanted training prior to student implementation, preferred training with peers, and wanted to only implement one schoolwide initiative per year. I recommended that leaders at all schools provide an SEL curriculum with educators receiving a year of training prior to the implementation
A Program Evaluation Of The Extent To Which Full-Time Virtual School Teachers And Full-Time Virtual School Leaders Perceive That Full-Time Virtual School Prepares Students For College
No full textAn essential goal of secondary education is to prepare students for college and careers. The purpose of this study was to evaluate teacher and leader perceptions of the extent to which a full-time virtual school prepared high school students for college. The context of this inquiry was a full-time, public virtual high school in the United States. I used a mixed methods methodology, including surveys, interviews, and extant data. I surveyed the school’s teachers and school counselors and gave them the option to participate in interviews. I interviewed the school’s teachers, principal, and director of instruction. The survey findings were that at least 50% of teachers and school counselors either agreed or strongly agreed that full-time virtual school prepared students for college. This finding was supported by extant assessment data and extant postsecondary data. My recommendation is that the school under study require all teachers to complete an annual professional development that reviews the college and career preparation resources that the school has available for students
Assessing the Risk, Addressing the Need: A Mixed Method Approach to Designing a Strengths-Based, Post-incarceration, Correctional Assessment for Women
Get PDFWomen are the fastest-growing segment of the incarcerated population, steadily increasing since 1985 (ACLU, n.d.). More than one million women are behind bars or have some involvement with the criminal justice system. The rapid growth of incarceration among women has led scholars and researchers to address the growing needs and risk levels that lead to increased recidivism rates. The creation of assessment tools specifically focused on female populations began in 1999. However, before this time, instruments were historically designed for men within the criminal justice system, and addendums were added to these tools to be used with female populations (Voorhis et al., 2007).
Based on findings from prior research and existing literature, the current study details the design of the Women’s Assets and Risks Matter (WARM) Assessment Tool using an exploratory sequential mixed method approach rooted in community psychology values that: 1) Effectively assesses post-release risk levels to identify needs and link individuals to appropriate services as part of reentry and supervision plans, 2) Produce outcomes that target the unique needs of women post-release, 3) Is designed with the input of formerly incarcerated women to improve the quality and ensure a more ethical process for design and 4) Focus on individual and community assets to ensure success as defined by the individual and contribute to lower recidivism outcomes.
The WARM assessment tool was designed to aid in successful outcomes for women-post release and consider their unique needs by involving them in creating an RNA tool. Future tools should be designed in collaboration with communities and key stakeholders to encourage better post-release outcomes
Career Adaptability: A Phenomenological Examination of High School Student-Athlete\u27s Perception of Their Adaptive Skill Development
Get PDFThis phenomenological study examined high school student-athletes’ perspectives on their adaptive skill development and how their experiences with sports influenced their career development techniques. The study aimed to provide insight into the formation of the adaptive skill development of high school student-athletes to promote post-secondary planning that includes career options outside of the world of sports. Twelve graduated student-athletes who participated in revenue sports at the senior high level completed the Career Adapt-Abilities Scale and participated in an interview designed to measure adaptive attitudes, behaviors, and competencies. Participants’ interview responses were coded based on behaviors, attitudes, and competencies that correlated with the four dimensions of career adaptability (concern, control, curiosity, and confidence). The self-reported Career Adapt-Abilities Scale results indicated that student-athletes believed they possessed the skill to make developmentally appropriate career decisions. However, the interview data did not support the strength of the student-athlete’s competency claims. The study concluded that some participants possessed more advanced adaptive skills than others, but overall, the adaptive skill level of participants was less developed than what was reported. Most student-athletes relied heavily on the advice and support of a parent, school counselor, or other trusted adult when making career decisions and problem-solving. Further investigation into the correlation between grade point average and the development of adaptive skill development would expand the literature regarding the career skills of student-athletes
Evidence-Based Practices and Self-Efficacy: A Quantitative Study of Mental Health Counselors Treating Clients With Substance Use Disorder
Get PDFSubstance use disorder affects a substantial number of individuals in the United States. The specific problem of this research is that it was not known to what extent their use of evidence-based practices is driven by their sense of self-efficacy. The purpose of this quantitative correlational research was to examine to what extent the use of evidence-based practices covary with a sense of self-efficacy for mental health counselors treating individuals diagnosed with a substance use disorder. The study population was 121 mental health counselors who specialized in substance use disorder treatment who completed a digital survey. The study findings did not support the existence of a simple regressive relationship between the use of evidence-based practices and self-efficacy, R2 = 0.01, sig = 0.33. The multiple regression model illustrated the personal characteristics of counselors to be statistically significant at p \u3c 0.05 and where 4.9% of self-efficacy among counselors was explained by evidence-based practices, gender, and age as predictors, F (3,114) = 3.00, sig = 0.03. The study findings demonstrate the importance of considering the role of evidence-based practices in supporting the self-efficacy of counselors. Future research is needed to develop a holistic understanding of the relationship between evidence-based practice and self-efficacy among counselors
Investigating the Differences between Neuropsychological and Physiological Markers in a PTSD-only Group Among Vietnam Veterans
Get PDFIndividuals diagnosed with posttraumatic stress disorder (PTSD) have demonstrated extinction-resistant symptoms and long-lasting impacts on the brain’s functional activity (Krystal et al., 2017; Stark et al., 2015). PTSD illustrates a strong relationship with cognitive functioning, and research has found lower parietal and hippocampal volume and deterioration in brain function and structure, resulting in executive dysfunction, attentional deficits, mood dysregulation, and memory difficulties (Krystal et al., 2017; Stark et al., 2015; Weiner et al. 2017). Sleep has been investigated to better understand its contribution to AD pathologies as well as its impact on PTSD treatment and prognosis. Although sleep’s functions are not widely understood, past studies have found that sleep aids in clearing waste, reconsolidating memories, and promoting neuronal connection (National Institute of Neurological Disorders and Stroke, 2006; Pace-Schott et al., 2015). Preliminary research by Weiner et al. (2017) has demonstrated worse global cognitive functioning, lower superior parietal volume, and lower amyloid positivity in people with PTSD, although preliminary results have not indicated PTSD as an increased risk factor for AD (Weiner et al., 2017). Therefore, further assessment of the differences between CSF amyloid, CSF ptau, and PTSD symptoms, specifically sleep, may expand current research on AD risk factors and biomarkers. A total of 179 participants were included in this study and were split into two groups: a PTSD group (n = 96) and a control group (n = 83). A MANCOVA analysis was conducted to assess if one or more mean differences between sleep quality index scores and AD pathology (i.e., CSF tau, CSF p-tau, CSF amyloid beta, CSF amyloid beta 40, and CSF amyloid beta 42/40 ratio) as well as in neuropsychological assessment results were present in a PTSD group compared to the control group (i.e., no PTSD or TBI group) among Vietnam veterans. A statistically significant MANCOVA effect was obtained, Pillai’s Trace = 0.28, ii F(6,61) = 3.89, p \u3c 0.002, when assessing differences between sleep quality and AD pathology. However, a statistically significant MANCOVA effect was not obtained, Pillai’s Trace = 0.16, F(11,38) = 0.68, p = 0.75, when assessing differences on neuropsychological assessments. Findings from this study suggest that sleep disturbance is prominent in individuals with PTSD and could be a significant contributor to AD pathologies. However, no difference was found between groups on neuropsychological assessments, illustrating that individuals with PTSD do not differ from those without PTSD in areas assessed by these measures