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An Investigation of Elementary Mathematics Teachers’ Questioning Skills
Get PDFThis study aims to investigate the primary school mathematics teachers’ questioning skills in class. It also includes observation of the questioning skills of two elementary school mathematics teachers. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative data were collected from 265 primary school mathematics teachers through a questioning survey developed by the researchers. On the other hand, qualitative data were obtained by observing two teachers who answered this survey and were easily accessible to the researchers for six weeks. One of the researchers was in the role of participant-observer in this observation process, and both teachers were observed for six weeks. Findings from the survey show that mathematics teachers’ in-class questioning skills are at a good level. However, the observation results yielded findings that contradicted the survey results. The survey findings indicate that the item on teachers’ use of open questions had a higher mean value than the item on closed-ended questions; however, the observations showed that teachers used closed questions more than open questions. While teachers’ use of rhetorical and managerial questions in the survey data was moderate, it was quite high in the observational data
Integrating Media Literacy into General Education Core Courses for Undergraduates
Get PDFThis study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the audit was complete, the author interviewed media literacy experts to contextualize the importance of media literacy.
The author recommends integrating media literacy into existing core classes through assignments, discussion prompts, and updated Program and Course Level Outcomes. If followed, the recommended addition of assignments and discussion prompts would more than double the media literacy skills included in the core classes. In addition, the changes could emphasize the higher-level thinking arenas of education as set forth in Bloom’s Taxonomy. Separately, the author advocates for the addition of professional development for educators at all levels on how to add media literacy into their subjects
Exploring Clinical Implications of Consensual Non-Monogamy: A Proposed Intake Assessment Tool
Get PDFRelationships in the United States are often assumed to adhere to heteronormative and mononormative standards, which is problematic because a significant minority of individuals are neither heterosexual nor monogamous (approximately 4.5% and 4% of the United States population, respectively). As a result of mononormative biases in particular, alternatives to monogamy, such as consensually non-monogamous relationships, are often socially stigmatized and clinically pathologized. The existing research on consensually non-monogamous individuals indicates, despite negative assumptions, those who engage in consensually non-monogamous relationships demonstrate psychological well-being, physical health, and levels of relationship satisfaction comparable to their monogamous counterparts. While engaging in consensually non- monogamous relationships is not in and of itself pathological, individuals in consensually non- monogamous relationships are often stigmatized and discriminated against by others, including the general population and healthcare providers. Furthermore, individuals in consensually non- monogamous relationships do not benefit from the legal protections (e.g., employment, housing, marriage benefits) monogamous individuals are privileged with. Therefore, bias and discrimination can lead to clinically significant psychological distress (e.g., minority stress, internalized stigma), which is unique to the consensually non-monogamous population. This distress may be compounded by multiple intersecting minority identities, lack of access to appropriate (e.g., validating, non-pathologizing) mental and physical healthcare, and perpetuation of heteronormative and mononormative biases in healthcare systems. In identifying issues that are unique to the consensually non-monogamous population and recognizing areas of growth in the mental health field, suggestions for clinical practice and systemic reform have been provided, and an inclusive intake assessment tool was created
ACTIVITIES NEGATIVELY INFLUENCING RETENTION OF AFRICAN AMERICAN COLLEGE STUDENTS AND LEADERSHIP STRATEGIES TO INCREASE RETENTION
Get PDFThe purpose of this study was to recognize the decrease in retention of African American college students. What are some of the reasons for a decrease in retention and what do the leaders do about it? Leadership can develop and implement to recruit and increase retention of some of these African American academic students. The college dropout rates on college campuses overall are 40%, with 30% of these students being freshman and sophomores. The theoretical framework for this study is based on the expectancy theory of motivation which is a process theory of motivation (Vroom, 1964). An individual\u27s motivation (Valence) is affected by how much they value any reward associated with an action. An individual\u27s motivation is affected by their expectations of the future and its bounty. The individual’s expectancy will motivate them to put more effort into something that they may perceive will be able to generate good results. The goal of this study is to increase the retention of African American college students through leadership strategies and practices. The study\u27s design and methodology instrument used for the findings were a theoretical framework based on the expectancy theory of motivation and a development theory of step-by-step reasoning toward motivation (Vroom, 1964). To help enlarge the scope of Activities Negatively Influencing Retention of African American College Students and Leadership Strategies to Increase Retention
Lifetime Racism and John Henryism on Cognition and Cardiovascular Health in Black Men
Get PDFLifetime racism is a type of chronic stress that is often accompanied by depression. Racism is the experience of many Black men because of several psychosocial stressors such as reduced resources and institutional barriers, to name a few. Active coping is typically utilized by Black men as a consistent means to reduce the negative outcomes linked to racism, however, this up-tempo coping style can contribute to poor cardiovascular health and cognitive impairment over time. The present study aimed to provide data to support the effects of lifetime racism and active coping on cardiovascular health and cognition. There were three hypotheses formulated: (a) there would be a relationship between lifetime racism, depression, and subjective cognitive impairment (SCI), (b) there would be a relationship between lifetime racism and vascular burden score (VBS), and (c) VBS would mediate the relationship between lifetime racism, John Henryism Active Coping (JHAC), and SCI. A supplemental research question was investigated to determine if a possible relationship would exist between lifetime racism and objective cognition in a subset of 20 participants based on effect sizes. The overall sample included 75 Black American men selected from a parent study on stress and cognition. Results found no significant difference between lifetime racism, depression, and SCI or lifetime racism and VBS, which affected the outcome of the third hypothesis. Although the overall mediation analysis was not significant, the third step in the mediation process uncovered a significant relationship between JHAC and SCI. Current findings support active coping in Black men, which may be affecting cognition. It was also determined that no significant relationship exists between lifetime racism and objective cognition. However, the data provides a baseline for future researchers to utilize in developing neuropsychological profiles for Black men regarding stress and cognition research
American Education and the Black Girl
Get PDFABSTRACT
American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them
How Teacher-Student Relationships Influence Student Attendance, Behavior, and Course Completion
Get PDFIn many ways, students have become data points at the expense of their humanity, thus minimizing the benefit of healthy relationships between teachers and students. This study aims to determine the impact of positive teacher-student relationships on student attendance, behavior, and course completion. Given the nature of the topic, I cast a wide net to include teachers and parents across the United States as participants in my study. The methodology of this study was mixed methods, incorporating surveys with both Likert scale-type questions and open-ended questions and interviews from each of the participating groups. Outcomes showed that positive relationships between teachers and students encouraged students’ attendance, influenced their behavior, and motivated their overall performance, thus suggesting that more should be done to foster teacher-student relationships
Factors Influencing Community Responses To Hoarding: Evaluating Operational Culture Of Hoarding Task Forces, Stigma, And Successful Outcomes
Get PDFHoarding is generally recognized as a pervasive need to acquire and retain items past the point of maintaining safe living spaces. Ushered into popular culture through television shows highlighting conflict, awareness of hoarding has increased. Experts report this condition affects 2-5% of the adult population, but this figure does not include children, family, neighbors, and community members (Buscher et al., 2013; Minor and Youth Children of Hoarding Parents, 2021). A unique feature of hoarding is the myriad of ways it is discovered.” People who hoard may keep conditions a secret due to a lack of awareness, concerns about forced remediation, or recognition of societal stigma. As a result, first responders, neighbors, or adult protective service professionals may be the first to report unsafe living conditions. A way to coordinate proactive approaches to address community responses to hoarding is to establish a hoarding task force. Task force members can connect through the shared purpose of improving community health rather than code enforcement violations. The quantitative survey for this mixed methods study evaluated factors influencing the operational culture of hoarding task forces and measured levels of stigma. Interviews with hoarding task force members, family, and people with lived experience explored involvement and approaches to services, expectations, treatment, and definitions of success. Results indicated viable hoarding task forces have a stated purpose, regular meetings, educational offerings, a health and safety assessment, and opportunities for wraparound services. Holistic approaches that consider readiness for change and offer separate support for family members were also valued
Addressing The Teacher Shortage: A Study Of Local School Human Resource Efforts In Illinois
Get PDFShortages of highly qualified teachers may be one of the greatest challenges school districts face today. This study is an exploration of how eight school districts in Illinois, ranging from rural to suburban and encompassing elementary, high school, and unit organizations, experienced the effects of a teacher shortage in 2021. The three primary research questions of this study included: (1) To what degree were local districts feeling the impact of the teacher shortage in Illinois, and how did those shortages manifest themselves?; (2) What factors did local human resource directors believe to be contributing most to any obstacles they may have been facing in meeting staffing needs?; and (3) What actions did school human resource departments take to proactively address staffing needs, and how effective was each strategy in meeting those needs? Employing a qualitative methodology, gathering data via semi-structured interviews, several key themes were identified as it related to the recruitment and retention of staff. Policy implications highlighted the importance of further development of Grow-Your-Own (GYO) programs to improve the recruitment and retention of teachers