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1997 research outputs found
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The Future of Hospitality Management: Preparing Students for a Changing Industry
Get PDFThe hospitality industry has faced and continues to face major challenges in hiring and retaining the workforce needed for recovery from the pandemic and future growth. The goal of this research was to better understand these changing needs so that hospitality educators can supply the industry with well-rounded graduates attuned to the transformed hospitality operating environment. Focus group research was conducted with 22 senior hospitality managers in summer 2021; participants also completed an inventory of 28 skills and attributes commonly associated with the delivery of hospitality services. Overall analysis indicated that the skills and attributes rated “more important” or “much more important” with the greatest frequency were associated with “soft skills” such as versatility, empathy and communication. Technical skills such as technological fluency, sanitation and financial management, while important, were less frequently cited on average and were more likely to be rated as of “about the same importance.” Participants also cited strong work ethic, perseverance, good time management and mental and emotional strength as important attributes for professional success
Systematic Anecdotal Records: An Unexpected Journey into Teacher Inquiry
Get PDFHistorically, formative assessment has been credited with increasing student achievement. Student outcomes increase when constructive, immediate, formative feedback is provided in a systematic way for all students. Educators need to implement effective formative assessments in order to deepen learning through more critical thinking and reflection. Teachers who monitor student progress and make instructional adjustments based on gathered information implement formative assessment. Teachers in this study used teacher inquiry to reflect upon their practice in order to design a reflective record tool. This tool was intended as a supporting assessment in a Response to Intervention (RtI) service delivery model. Results showed teacher reflections in designing and field-testing a systematic reflective record tool
“I Am Not Alone”: Impact of Participating in a Group-Level Assessment for Undergraduate Women Engineering Students
Get PDFGroup Level Assessment (GLA) allows participants/co-researchers the opportunity to voice their opinion on a specific topic, while also developing action strategies for change. The purpose of the method is to empower participants and provide them an outlet to share their experiences, in addition to develop a salient action plan. In this article, we describe how the process of participating in a GLA impacted the undergraduate women engineering students that participated. We conclude that merely facilitating a GLA positively impacted participants, aside from the action steps. Women that participated in the GLA felt supported and that their voice was heard, as well as developed heightened awareness of other women’s experiences
Examining Therapist Experience with Resistant Clients
Get PDFThis qualitative phenomenological study involved an exploration of the lived experiences of 10 licensed therapists with substantial encounters with resistant clients. The phenomenon under investigation is relevant to those working in the mental health industry because resistance in psychotherapy is a common challenge. It is not a matter of if a therapist will encounter resistant clients, it is a matter of when. The goal in this qualitative study was to discover how the 10 participants, all of whom were experienced therapists, navigated through resistance; to identify the methods and procedures they used; and to compile their successful approaches and methods into recommendations for supervisees, supervisors, and counseling educators. The findings of this study revealed therapists’ perceptions of resistance depended on their own theoretical orientation. Also, therapists providing mandated counseling were more likely to encounter resistance than were those providing voluntary therapy. Results also showed resistance to therapy is not all negative, but a positive indication of effective therapy as opposed to a passive response to therapy. Other findings that emerged in this study included that motivational interviewing is an effective approach in encouraging ambivalent clients. Though resistance in therapy is a challenge to therapists across various modalities, it can develop the acumen of therapists when they persevere. Finally, some suggestions were advanced to clinicians and counseling educators and areas for future study were recommended
Examining the Psychological Effects of Adolescent Bullying in Adults
Get PDFBeing an adolescent victimized by bullying is not only widespread but all too common in a society that deems it a “normal” rite of passage. However, bullying in schools has received increased attention since school shootings have inundated the media and news headlines the last several years. Some have correlated bullying to the shooters being bullied themselves. Being a victim of bullying has been linked to serious medical and mental health problems, not just in adolescents but across the lifespan. It is common for victims to experience physical problems such as abdominal pain and other gastrointestinal concerns. Mental health problems experienced by victims include, but are not limited to, anxiety, depression, negative sense of self, and sometimes severe mental illness. Interpersonally, the victim has a lower life satisfaction and can have a skewed perception of reality. Research indicates that an integrative approach can be a more effective way to target bullying and stands a better chance at educating not just students but also the surrounding community. This research project discusses the overall effects of adolescent bullying on adults, current evidence-based treatments and preventions, recommendations for future studies, and recommendations for implementation to help reduce the overall effects of bullying
A Program Evaluation of One School’s Third Through Fifth Grade Instructional Practices
Get PDFThe purpose of this study was to determine whether the instructional practices implemented by teachers using the State Standards were effective for instructing students in Grades 3-5 who were economically disadvantaged. The context of this inquiry was an urban elementary school in a large public school district in the United States of America. The need to implement an effective strategy to improve teacher instructional practices to improve student achievement using the State Standards was an issue in schools of the district under study with students who were economically disadvantaged. The need to meet the rigor necessary for students to obtain proficiency on the State Standards Assessment was part of the concern. In my study, I utilized a mixed method approach that included interviews and surveys of teachers, instructional coaches, and administrators who aligned their instructional practices to the State Standards. The outcome of the study indicated that teacher instructional practice impacts student achievement on the State Standards Assessment
Maternal Filicide and Lack of Inclusion of Cultural Factors in Treatment Plans
No full textOften, mothers who kill their children suffer from losses at multiple levels: the loss of their children, freedom, and sense of self. U.S. courts often consider a mother’s emotional and physical condition before and during delivery, and some mothers will be reintegrated into society. In other cases, perpetrators deal with the long-term effects of the crime, including lengthy prison sentences. This study has three major objectives. The first is to review the current literature regarding filicide. Second, this review seeks to address the lack of adequate and consistent treatment interventions and protocols for maternal filicide. The third objective is to examine cultural differences in the process of maternal filicide as well as therapeutic needs
A Formal Administrator Mentoring Program: Perceived Learning Benefits and Insights into Leadership Well-being
Get PDFThe purpose of this research was to investigate a formal principal mentoring program and report on perceived learning benefits and well-being of participants. The study highlights aspects of the mentoring relationship evidenced in the explicit and intentional development of school leaders. The empirical investigation used qualitative-naturalistic inquiry methods. Data were collected primarily through in-depth, focused participant interviews. The findings of this study revealed both the “what” and “how” of perceived benefits within formal mentoring relationships under the direction of a state-wide programmatic initiative. Of particular interest was the role of social learning through reflective activity and results of occupational well-being. A truthful representation of aspects of mentoring relationships between novice and mentor principals within formal programming provided insights into how novice learning supports their well-being. Implications for the development and retention of principals are considered
A Case Study of a Math Teacher of Black Students: Examining Instruction that Addresses the Content Knowledge Gap Through Culturally Relevant Instruction
Get PDFThis program evaluation focuses on the teaching practices of one Chicago Public School math teacher who has demonstrated success over time in the achievement of African American students. The primary research question explored how educators and leaders can learn from best practice research and case studies of exemplary math instruction the instructional and pedagogical skills needed to work effectively with African American students. Employing a qualitative research methodology, with data gathered from teacher interviews and other stakeholders, and observations, this study identified key components to improve mathematics instruction and culturally proficient practices. Policy recommendations and implications illustrate the need for change in policy in addressing the content knowledge gap of mathematics teachers, in elementary school teachers, as well as a focus on culturally responsive pedagogy and practices to address and eliminate opportunity gaps in the educational system at the school district and state levels. The results from this case study demonstrate that it is possible to work effectively with African American students and for them to be confident and successful students. Recent changes in the Illinois School Code to address the need to better prepare educators in culturally responsive practices is another step that will help our state build capacity among those responsible for the teaching and learning of all their students
The Interdependency of Impactful Teacher Induction Programs and Teacher Retention
Get PDFThe goal of new teacher induction programs was to improve the instruction of new and beginning teachers through ongoing professional development and instructional coaching with the hopes of retaining highly-qualified teachers and improving student learning. This study aims to evaluate the effectiveness of new teacher induction programs based on teacher satisfaction and retention rates. This study addressed the following research questions: (1) What are the known qualities of a highly-effective teacher induction program? and (2) What can school district leaders do to improve a teacher induction program to increase teacher satisfaction and retention rates? The context of this inquiry was a low achieving Title I school in an urban district with a school-based new induction program. The study demonstrated outcomes indicating the school’s culture and the participants’ connection with their mentors positively impacted the effectiveness of the new teacher induction program. The evaluation resulted in a need for change. I developed a change leadership plan to address increased administrator participation, a deliberate approach to supporting new teachers entering the profession, a conscious approach to using nonevaluative observations and feedback, and an intentional focus on infusing the school culture into the program. I concluded from the research that many programs lack formal implementation of program components needed to bring intentionality and fidelity. I recommended a change in district policy to mandate a semi-scripted, formal program to be implemented by district leaders and school-based leaders