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THE IMPACT OF COVID-19 REMOTE SCHOOLING ON HOME AND SCHOOL PARTNERSHIPS
Get PDFThe COVID-19 pandemic created significant disruptions to the conventional educational system, necessitating a widespread transition to emergency remote learning modalities by most educators and students. The primary objective of this inquiry was to gain valuable insight into the effects of the rapid innovation that occurred at home and at school throughout this period, with the aim of enhancing and guiding future home–school partnerships. The research questions were designed to explore the perceptions held by both elementary parents and elementary educators on how pandemic remote schooling affected home–school connection and family’s understanding of learning content and process. The study also involved exploring the impact on communication, including communication tools and learning platforms. Data were collected through an educator and a parent survey as well as interviews. Responses were analyzed for common themes and trends that could inform future home–school partnerships. As a result, this research provides key recommendations around the importance of building relationships and centering student growth in the partnership, thereby providing insight into effective collaboration and communication processes, content, and tools moving forward
Reframing and the Power of Resistance: A Case of Self-Reflection
Get PDFThis article is a reflection on my personal experience as a practitioner in the field of educational leadership when resistance resulted from restructuring the dismissal procedure in my school. This reflection is primarily drawing upon the four-frame approach of Bolman and Deal (2017) in their book, Reframing Organizations: Artistry, Choice, and Leadership. The article explores the full description of the case, an analysis focused on me and my understanding of the case, and a reframing process based on the premise Bolman and Deal offer in their book. Throughout my self-reflection on this case, I develop options that add choice to the framework, which can be applied when reframing is required for a similar educational organization. When examining the prevailing resistance toward restructuring the dismissal plan, my focus falls primarily on three frames that I consider in this article. First, there is the structural frame, which includes a sharp vision and significance of goals, roles, formal relationships, and rationality. Second, there is the symbolic frame, which often conveys the symbols, rituals, and ceremonies that create meaning and belief. Third, the political frame discusses power, conflict, networks, and building coalitions. The analysis reveals there is no one answer to a specific problem. Accordingly, the article urges organizational leaders to apply a comprehensive perspective as a key strategy to avoid failure when responding to a single problem
Components of Effective Instructional Coaching: Examining Instructional Coach, Teacher, and Principal Perspectives
Get PDFInstructional coaching has been shown to be an effective way to improve teacher practice through structured partnership and goal-oriented collaboration. This qualitative study examined the perspectives of instructional coaches, teachers, and principals on the presence of six key components of effective instructional coaching programs: building relationships, remaining connected to students, developing leadership skills, modeling for teachers, building in plan time, and remaining focused on the goal. An examination of the data collected via open-ended surveys and semi-structured interviews indicated that the Aqua Valley School District may strengthen their instructional coaching program through addressing how coaches build relationships, remain connected to students, develop leadership skills, remain focused on the goal, and build in plan time with teachers. These areas may be bolstered by increasing connection with students through instructional coaches having a purposeful presence in the classroom, setting goals for coaching partnerships that incorporate student outcomes and learning standards, and positioning instructional coaches as strategy experts through the purposeful use of planning time
Narratives of Black Female Elementary School Teachers: Navigating the Normative Discourse of Whiteness
Get PDFThis narrative research study illuminates the experiences of Black elementary school teachers as they navigate through whiteness on their identity journey. The purpose of this study was to examine the counter-narratives of identity by Black female elementary school teachers within the discourse of Whiteness that remains dominant in the U.S. culture and public school system. This study included semi-structured interviews with six participating teachers from several school districts in a large Midwestern metropolitan city. critical race theory, Black feminist theory, intersectionality, and transcendental theories comprised the theoretical underpinnings of the study. Narrative research design was employed for data analysis resulting in the identification of the following themes; (a) Identifying Blackness: Self, Community, and Safe Spaces; (b) Uprooted or Connected? Generational Trauma, Spirituality, and Black Power; (c) “A Calling I Could not Ignore:” Empowering and Connecting with Black Students;” and (d) At the Intersection of Race and Gender: Dilemmas and Empowerment. This study contributes to the current research by providing an insight into how Black teachers develop their identity, respond to the calling to teach, cope with trauma, and provide advocacy and activism. This study also provides a road map for how the participants navigated whiteness with supportive communities, spiritual connections, and affirming friendships. Among the recommendations was support for Black teachers, Black students, and Black schools and providing identity-driven support for prospective Black teachers
Transplantability In Burdened Populations: A Regional Analysis of the Robotic-Assisted Kidney Transplant Impact On Access Given Socioeconomic And Demographic Factors
Get PDFIntroduction/Background
The social contract of health (SCOH) in America that governs healthcare interactions has listed toward provider organizations and away from the patient. End stage renal disease treatment provides an explicatory case to examine an unbalanced SCOH. The study evaluates whether the robot-assisted kidney transplantation (RAKT) technique allows for patients with higher body mass indices and of burdened socioeconomic and sociodemographic status improved access to transplant compared to traditional open kidney transplant (OKT).
Methods
The study set combined extant data for patients transplanted at Chicago from two data sets. Investigators used independent t-tests, chi-squared tests, survival analysis, analysis of frequencies, and bivariate correlation to ascertain differences in the RAKT and OKT cohorts from January 1, 2009, to December 31, 2018.
Results
The RAKT group was objectively sicker, demonstrated higher proportions of recipients with Black ethnicity, without a college degree, and lower median household income. The RAKT cohort had a markedly lower wait time for kidney transplant (499.5 days vs 822.7 days in OKT). Patients with BMI over 40 in the two groups had no statistically significant difference in length of stay, graft function, or post-transplant outcomes.
Conclusions/Implications
Despite the myriad of disadvantages, the RAKT cohort clinical outcomes were equivalent to OKT in most respects and superior in wait list duration. As rates of obesity and kidney disease increase, wider proliferation of tools with demonstrated efficacy in treating this population support the social contract of health. Community psychology praxis can support communities in advocating for change in the American healthcare system
Community College Faculty Perceptions and Use of Pedagogical Translanguaging in the Academic ESL Classroom
Get PDFLow retention rates and poor progression have plagued academic ESL students for decades. While these students aspire to eventual matriculation into an academic or vocational program, the vast majority will fall victim to attrition. The time has come for administrators and faculty leaders to reject the status quo and advocate for programmatic changes that have proven, substantive positive impact on student outcomes. One strategy that has proven effective in other contexts is the adoption of a translanguaging approach to English instruction, yet this pedagogy is not yet widely accepted in postsecondary institutions. This study relies on frameworks developed by linguists and educational theorists such as the common underlying principle, linguistic interdependence, and language-as resource orientation to provide context for an in- depth study of faculty perceptions and use of this controversial new pedagogy. A mixed methods approach to data collection revealed findings that align with similar studies carried out in the kindergarten-twelfth grade (K-12) context as well as in English as Foreign Language environments. Results indicated statistically significant and positive correlations between participation in professional development and years of ESL teaching experience as well as with bi/multilingualism. Bi/multilingualism was also positively significantly correlated with knowledge of translanguaging. Two statistically significant negative correlations were discovered: both actual use of translanguaging in the classroom and overall willingness to adopt translanguaging negatively correlated to years of ESL teaching experience. Regression models determined that positive pre-existing attitudes toward translanguaging was a highly significant predictor of actual use of translanguaging in the classroom. Additionally, participation in professional development significantly predicted overall willingness to adopt translanguaging. Conversely, years of teaching experience negatively predicted a faculty’s overall willingness to adopt translanguaging. Implications for further research are provided as well as recommendations for ways in which postsecondary institutions can develop ESL programming that eschews antiquated methodologies in favor of culturally sustaining, additive ESL education that is both contemporary and research-driven
Post-Secondary Education Influence: College VS. Skilled Trades
Get PDFVocational education is a learning process where individuals focus on manual training with a non-academic curriculum related to a specific trade or occupation where individuals seek careers without college. According to Merriam-Webster (2019), vocational education is a type of education or training directed at a particular field and its skills. A skilled trade is any occupation that requires a specific skill set, knowledge, or ability. It is usually a hands-on job, but skilled trades are found in every career cluster. Vocational education helps create future professionals who need education and training, leading to job opportunities for plumbers, mechanics, and factory workers. For many years, people have focused on universities as the primary source of continuing education. History gives insight into why trade schools came into being. Trade schools educated people to work in manual labor jobs. Vocational skills can empower students, and it is essential to analyze how trades can be a beneficial option allowing students to use skills directly relevant to their employment and quality of life
Categorizing Reentry and Reintegration Efforts Across Five States
Get PDFAn average of 12,500 individuals are released from correctional control institutions in America each week. The reentry and reintegration of formerly incarcerated individuals into communities has become a relevant concern. This collateral damage caused by mass incarceration continues to challenge correctional institutions and community-based service providers to create better pathways for individuals returning home. Ending the collateral damage caused by mass incarceration will require a change in the way reentry and reintegration are defined, policies are created, recidivism is defined, and services are provided to individuals affected by mass incarceration. This research explores reentry and reintegration practices across five states. This exploration examines how each state facilitates reentry preparation, what state and local governmental bodies do to support reintegration and the available community-based services in each state. This research also explores the usefulness of current recidivism data collection methods, prison-to-education pipelines, and how stigma affects the formerly justice-involved individual
A Program Evaluation Of The Career Pathways CTE Program At One High School
Get PDFABSTRACT
A leading solution to many education problems in our country is Career and Technical Education (CTE). Jacob (2017) indicated that by combining traditional academic skills with hands-on experience that provide hands-on training, students can acquire the soft skills necessary to succeed in today\u27s workplace. As the 21st-Century economy grows more complex, the role of career and technical education is critical to the success of America\u27s future through increased student engagement, innovative math, science, and literacy integration, and meeting employer and economic need. In my study, I sought to determine the perceptions of administrators and instructional staff at one school concerning the effectiveness of the Career Pathways CTE program in increasing student achievement and graduation rates and giving students other options to pursue postsecondary education. I used a mixed-method research design based on qualitative and quantitative data. As a result of my research, I made a policy recommendation that students take a basic skills assessment before enrollment to decrease program remediation. In my policy, I also recommended professional development for all instructional staff and externships for CTE teachers to stay current with the workforce trends
The Relationship Between Community Policing, Police Profiling And Brutality, And How It Relates To Minority Communities’ Perceptions Of Police
Get PDFEthnic communities in the United States are at a greater risk of police-related mortality and experiencing racial profiling by the police and are more likely to report negative perceptions of the police than White Americans. Community policing has been proposed as a viable solution to this problem. Residents’ perceptions of the police seem to be predicted by race, where they live, and other factors. Studies also show that the intensity of racial profiling and brutality by the police differs in urban and suburban areas. Therefore, it is difficult to generalize the perceptions of the police across all communities. This study aimed to examine the degree and extent to which community policing is practiced and the likelihood of having experienced racial profiling or brutality by the police predicted residents’ perceptions of the police in urban and suburban communities. The researcher surveyed 112 participants using three quantitative instruments. A multivariate regression analysis revealed that the extent to which community policing is practiced and the likelihood of having experienced racial profiling or brutality by the police when combined had a highly significant predictive relationship and a moderate positive correlation with residents’ perceptions of the police, and explained 25.30 percent of the variance in residents’ perceptions of the police. Negative perceptions of the police decreased with an increase in community policing but increased with the likelihood of having experienced racial profiling. Location did not influence perceptions of the police. The findings encourage police departments to adopt community policing practices and train police officers against racial profiling and brutality.
Keywords: community policing, racial profiling and brutality, perceptions of the polic