Western Connecticut State University
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URBAN SPECIAL EDUCATORS’ PERCEPTIONS OF PREPAREDNESS AND SELF-EFFICACY TO TEACH STUDENTS WITH LEARNING DISABILITIES
No full textThe purpose of this study was to understand special education teachers’ perceptions of their preparedness to teach students with learning disabilities in urban schools, particularly in relation to their expectations based on their teacher preparation programs. This study also examined special educators’ perceptions of self-efficacy to teach students with learning disabilities, and experiences they identified as rewarding and challenging in their urban settings. This multiple case study took place in a large urban school district in the northeast United States in February to May 2019. Participants consisted of 34 special education teachers who completed a demographic survey and the Teaching Students with Disabilities Efficacy Scale. Six of these special education teachers participated in semi-structured interviews and open-ended reflective prompts. Five themes emerged from the analysis about special education teachers with a strong sense of self-efficacy: (a) They participated in teacher preparation programs that varied in requirements, support, and perceived value; (b) They recalled having varying perceptions of their preparedness for teaching upon the completion of their teacher preparation programs; (c) They readily identified specific challenges and rewards in their teaching positions; (d) The majority of special education teachers did not feel exceptional learner ready on day one for student behaviors; and (e) They received support from various sources in their teaching career. The significance of each theme and its implications for education and research were discussed.Doctor of Education (EdD)Education & Educational Psycholog
INVESTIGATING METACOGNITION IN NEW GRADUATES TRANSITIONING TO PROFESSIONAL NURSING PRACTICE
No full textAnnually, large numbers of new nurses are entering the professional practice environment. To function effectively in practice, nurses must reflect on identifying how they learn, be skillful thinkers, and know when to retrieve and apply previously learned information or skills to clinical situations for effective decision-making. There is a lack of nursing literature measuring transfer of knowledge during the nursing student experience and upon attaining nursing licensure, from academia into clinical practice. As minimal nursing research has examined metacognition and metacognitive abilities, it was important to conduct this study to establish a foundation. The intent of this quantitative descriptive study, guided by the 3P Model of Teaching and Learning (Biggs, 2003), was to explore the variables and factors influencing metacognition and what facilitates the transfer of academic knowledge and skills of the newly licensed nurse into professional clinical practice. Using the 52-item Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison, 1994, and researcher developed demographic instrument, the study’s results suggests that newly licensed nurses have metacognitive abilities as measured by the MAI. Metacognition should be assessed and fostered throughout the continuum from academia to professional nursing practice, nurturing reflection on one’s own learning, and making adjustments according to a given topic or clinical situation. Although there were limitations to the present study, based on the correlational findings of this study that show that application of knowledge or skills and experiential learning, particularly in simulation, significantly influence metacognitive abilities, further research is warranted and should be considered by nurse educators.Doctor of Education (EdD)Nursin
The Perceptions of Newly Graduated Nurse Practitioners Regarding the Pain Management Education Received In Their Graduate Nurse Practitioner Programs: A Qualitative Study
No full textPoorly managed pain is a major global health problem. The current opioid crisis exposes a need for pain management reform to prevent opioid abuse, addiction, and overdose. Limitations in knowledge and education of advanced practice registered nurses (APRN) is a major barrier to adequate and safe pain management. The purpose of the study was to explore and describe the perceptions of newly graduated nurse practitioners regarding the pain management education received in their graduate nurse practitioner programs. A qualitative descriptive approach allowed for rich, detailed exploration of their perspectives. Content analysis of the data indicated that newly graduated nurse practitioners perceived that there was a deficit in evidence based pain management education in nurse practitioner programs. The findings indicate that newly graduated nurse practitioners: (1) feel unprepared to provide safe and optimal pain management to patients in the context of the current opioid crisis; (2) under prescribe opioids in reaction to the opioid crisis; and (3) base pain management practices on regulatory changes instituted by governing bodies in response to the opioid crisis, rather than on evidence based strategies. The findings strongly suggest that curriculum revision is necessary to include the formal teaching of evidence based pain management in nurse practitioner programs to increase students’ knowledge of evidence based pain management to enable them to practice judicious and appropriate pain management in the context of the current opioid crisis.Doctor of Education (EdD)Nursin
Mentoring Outcomes: Does Mentoring Influence Satisfaction, Retention, or Scholarly Productivity of Novice Academic Nurse Educators
No full textNursing education faces many obstacles in order to support the novice academic nurse educator. The academic nurse faculty shortage has been attributed to the challenging environment of academia and lack of support (Blauvelt & Spath, 2008). The mentoring of novice academic nurse educators is a suggested method to recruit, retain, and support novice educators in the academic role (American Association of Colleges of Nursing, [AACN], 2006; National League for Nursing [NLN], 2006). There is limited quantitative evidence that has measured the outcomes of mentoring programs. The purpose of this quasi-experimental study was to determine whether mentoring programs have an influence on the satisfaction, retention, or scholarly productivity of novice academic nurse educators. Results demonstrated that there were statistically significant differences among the variables of satisfaction and retention between novice academic nurse educators who received mentoring, and those who received no mentoring. There were no statistically significant differences for the variable of scholarly productivity.Doctor of Education (EdD)Nursin
THE INFLUENCE OF INDIVIDUALS’ MIDDLE SCHOOL, HIGH SCHOOL, AND UNDERGRADUATE COLLEGE MUSIC PERFORMANCE EXPERIENCES ON SELF- EFFICACY AND PERCEPTIONS OF THEIR OWN SUCCESS AS ADULTS
No full textThis qualitative case-study research examined the influence of childhood and adolescent music performance experiences on self-efficacy and perceptions of success in adults. Eight 26- to 32-year-old, college-educated, adult professionals sharing membership in the same a cappella music performing group were observed, interviewed, and completed demographic surveys and self-efficacy instruments. Participants consisted of five females and three males, five of whom were white, one black, and one Asian/Pacific Islander.
The research was designed to examine the potential impact of music performance experiences on individual’s perceived self-efficacy and perceptions of success and how changes in these may generalize to other cognitive and affective domains.
Analysis of participant interviews indicated that seven of eight regarded their music performance experiences as important contributors to their high efficacy expectations both in and out of music as well as their overall feelings of successfulness. Results of The General Self-Efficacy Scale confirmed this analysis in higher than average scores in seven of eight participants. Results of The Music Performance Self-Efficacy Scale reflected higher than average music self-efficacy expectations for all eight participants.
Participants reported considerable, and in some cases, life-changing social benefits associated with their music performance experiences. Future research should be conducted to determine how participation in music performance can enhance social connectedness and to determine the conditions under which music performance experiences, including neuropsychological changes attending prolonged involvement in music performance, optimally enhance music performance achievement, self-efficacy, and perceptions of success, and how these may be generalized to other cognitive and affective domains.Doctor of Education (EdD)Education & Educational Psycholog
STAKEHOLDER PERCEPTIONS OF STUDENTS’ SUCCESS IN PLACE-BASED SCHOOLS
No full textPlace-Based schools are a viable alternative to failing schools, and are an essential tool in closing the American education achievement gap. This study assessed stakeholders’ perception of the value of Place-Based curricula using a qualitative, multi-case design with an ethnographic stance. The researcher examined how success was determined and measured for students who attended schools with Place-Based curricula. Measures of success were identified by analyzing results of stakeholder interviews and triangulated evidence from various sources. Framed through Situated Cognition and Critical Pedagogy theories, this study challenged the notion that success should be defined primarily as performance on standardized tests. Twenty-two interviews were conducted with mentor/supervisors, educators, and parents at three urban, low socio-economic status, maritime-themed Place-Based schools in the Northeastern United States. Analysis of these stakeholders’ interviews yielded themes that defined, assessed, and indicated stakeholder perception of student success. During the course of these interviews, stakeholders identified measures of success that focused on career and college preparation, attainment of real world soft skills, and sense of community. Triangulated data indicated that all sites had graduation rates exceeding their local urban cohort schools. Subjects saw the essential importance of sense of community to Place-Based schools, which is conspicuously absent in traditional underperforming schools. These community relations were complex: students interacting with students, students interacting with educators and supervisors, and students within the entire Place-Based community interacting with the surrounding place community. The sense of community within a local place is considered more than just a byproduct of Place- Based schools; it is a hallmark of the mission to support students in becoming citizens of a functional democracy.Doctor of Education (EdD)Education & Educational Psycholog
The Royals on West Ave
No full textThe Royals on West Ave is a middle grade fiction novel centered around eleven year old Danielle, a girl who finds herself in a royal palace after her father disappears. Danielle’s unique world has many elements of fantasy such as witches and mermaids; however, it is also based in reality and with modern technology such as cars and televisions. Danielle’s journey throughout the story centers around her personal growth through finding independence, picking up a new skill that challenges her, and discovering the true meaning of friends and family.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
THE EFFECT OF DATA-DRIVEN FEEDBACK AND COACHING USING A MIXED-REALITY SIMULATION IN A PRESERVICE TEACHER EDUCATION PROGRAM
No full textThis research focused on the inquiry skill of questioning used as a teaching tool and how undergraduate preservice teacher-preparatory program. The instructional strategy of questioning took place in a classroom that used a mixed-reality simulation system. The research design was a mixed-methods procedure. The quantitative aspect included a quasi-experimental design with a treatment group (those who received data-driven feedback and coaching, n = 15) and a comparison group (those who did not receive data-driven feedback/coaching, n = 15). A comparison of self-efficacy means between groups, indicated no differences before or after the treatment. A Chi-Square procedure and Sign follow-up tests were used to analyze these questioning data. The Chi-Square analysis revealed a significant difference between questioning performance between the treatment and comparison groups, (chi-square(1) = 47.56, p < .01). The Sign tests showed statistically significant change in performance in creating Higher-order Thinking (HOT) questions across all three pairwise sessions, for the treatment group p ranged between .002-.005. The comparison group had no significant differences between any sessions. Qualitative data were collected during feedback and coaching sessions with treatment-group participants after each presented a lesson in a mixed-reality simulation environment. Participants from both groups were interviewed at the end of the study. The themes that emerged were data-driven feedback and coaching improves self-efficacy, planning for a lesson requires reflection, lesson performance is enhanced by reflection, and data-driven feedback and coaching improves questioning skills. This study describes how to improve modern preservice teacher-preparatory programs as they shift toward connecting well-established skills with new-age training technology.Doctor of Education (EdD)Education & Educational Psycholog
Jesus in L.A.
No full textJesus in L.A. follows the lives of Jesus, the collection’s protagonist and the twenty-first-century version of Jesus Christ; Jesus Christ, or “Christ,” the biblical version of Jesus Christ; and Jesus’ ex-girlfriend, the earth. Throughout the collection, Jesus struggles with the self-estrangement, cultural aimlessness, and consumerism inherent to modern-day America. Meanwhile, Christ and the earth serve as backgrounds of indifference, until Jesus, increasingly alienated, leaves the story’s setting, L.A. Un-religious, Jesus in L.A. is social commentary on contemporary America, where recent shifts in ideologies have manifested themselves in quiet details.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
The Lights
No full textFrank Monroe and Mira Suvari are fundamentally different. Mira is an optimist, while Frank is a pessimist with more experience. Told in nine chapters and a short story, The Lights explores the consequences of being pushed to a mental breaking point from either end of the spectrum. The story of a man and woman’s love examines the depths of the human condition and humanity’s collective propensity for evil.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces