Western Connecticut State University
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The Role and Impact of School Resource Officers in Connecticut: A Report Completed for the General Assembly Judiciary Committee
No full textThis report fulfills Section 3 of Public Act 22-114, which was passed by the Connecticut General Assembly and signed by the Governor of Connecticut in May of 2022. As per Section 3 of PA 22-114, a public institution of higher education will study the role and impact that school resource officers (SROs) have on students with disabilities in CT, and report back to the Connecticut General Assembly Judiciary Committee by December 1, 2022. The Connecticut Center for School Safety and Crisis Preparation, located at Western Connecticut State University (WCSU), was selected in June of 2022 by the Board of Regents for Higher Education, and charged with answering the following questions:
(1) Determine how many school resource officers are employed in this state and the
number of such officers in each school district;
(2) Detail the funding mechanisms each district uses to employ school resource officers;
(3) Develop metrics for assessing the efficacy of school resource officers, particularly in the
context of interactions with students with disabilities;
(4) Determine the chain of command structure when students with disabilities experience
crises in school, including who responds and when;
(5) Determine what the process is for entering into memoranda of understanding between
school districts, boards of education and school resource officers, and public
accessibility to such process.
(6) Explore other issues that the public institution of higher education conducting the study
deems relevant to such study.The foundation for conducting this study came from recommendations of the Police Transparency & Accountability Task Force which released its final report in January 2022. One potential benefit of this research is that it can help improve police interactions with the disability community. The WCSU Institutional Review Board (IRB) granted approval to conduct this research in September of 2022 under protocol number 2223-04. The results from this research are presented in five (5) sections. These sections include an introduction, methods, results, discussion/conclusions, and suggestions for future research
Teacher Perceptions of Principal Support and Teacher Self-Efficacy
No full textWellness is important in the discussion of successful teachers and the longevity of their careers. This mixed methods research study included teachers from the four regions of the United States. Three instruments were administered to explore the connections between demographic factors, personal wellness, and indicators of teacher burnout. Regression analyses included predictor variables of: teachers’ years of education experience, school socio-economic status (SES; Title 1 or non-Title 1), school setting (urban, suburban/rural), number of school activities outside of the primary teaching role, self-reported ability to manage stress, and six wellness factors to predict three subscales of burnout. Qualitative data from four open-ended items addressed teachers’ perceptions of wellness, stress, and burnout. A stepwise multiple linear regression indicated that psychological health and self-reported ability to manage stress predicted the mean score of emotional exhaustion, explaining 20% of the variance. Spiritual health and the number of schoolrelated activities outside of the primary teaching role predicted the mean score of depersonalization, with 27% of the variance explained. Intellectual and spiritual health predicted the mean score of personal accomplishment, explaining 42% of the variance. Individuals reported a variety of health enhancing behaviors in which they participated regularly, primarily related to physical health (i.e., diet and exercise). Teachers reported many stressors such as addressing the needs of students and parents. Reasons for leaving the profession prior to retirement included burnout, dealing with student and parent concerns, and resource-related issues. Some educators reported receiving no support from districts, others reported benefits from resource availability and positive administrators
“ARE THE GREEN FLAGS READY?” RECRUITMENT OF THE IRISH BRIGADE IN THE CIVIL WAR
No full textThis thesis argues that the Irish Brigade’s reliance on the Irish-American communities of Boston, New York, and Philadelphia was crucial to its continued existence throughout the Civil War. The Irishmen continued the tradition of their forefathers in fighting within their adoptive country’s army, but the brigade had further appeal to the Irish-American community: its promise to fight for Irish Independence upon completion of the war in the United States. Several decisions made by the brigade’s leadership, coupled with heavy losses on some of the bloodiest battlefields of the war meant the Irish Brigade was in a constant struggle to refill its ranks. This thesis examines these factors that translated to reluctance within the Irish-American communities to send more men to fill its ranks.Thesis Advisor: Leslie Lindenauer, Ph.D
A Mixed Methods Study on the Impact of Using Mixed Reality Simulations on Pre-Service Teachers' Coping and Anxiety
No full textThe purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized for this study. The quantitative portion of the study used a convenience sample of 10 PSTs enrolled in one of two practice-based teacher preparation courses which embedded MRS into the curriculum. All participants completed two inventories before the first simulation, after the second simulation, and after the third simulation of the semester. The first inventory measured adaptiveness in coping and the second measured anxiety. The qualitative portion of the study followed an exploratory collective case study design to examine PSTs perceptions of adaptiveness in coping and anxiety and included an observational protocol utilized by the researcher during a sample of the participants’ MRS sessions as well as a demographic questionnaire and an exit survey. The results of both qualitative and quantitative findings were compared using triangulation in an effort to uncover themes related to adaptiveness in coping and anxiety over time within a MRS. Paired-Samples Sign Tests were used to determine the median difference between matched observations for the Personal Functioning Inventory scores for both levels. For each pair of matched observations on both levels, no statistically significant difference was found for any pair of administrations. Paired- Samples Sign Tests were also used to determine the median difference between matched observations for the Zung Anxiety Self-Assessment Scale scores for both levels. For each pair of matched observations on both levels, no statistically significant difference was found for any pair of administrations. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants’ anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the
quantitative and the qualitative findings revealed two mixed methods findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. This study explored the potential benefits and impact of time spent within a mixed reality simulator on pre-service teachers’ anxiety and adaptiveness in coping
Teacher Perceptions of Principal Support and Teacher Self-Efficacy
No full textTeacher perceptions of their principal are related to how they view their profession and their own self-efficacy. A mixed-methods, convergent parallel design including three multiple linear regression procedures and qualitative analyses, was used to study these factors. Participants included 125 teachers from the four regions of the United States. Regression analyses included the variables of teachers’ years of education experience, number of years working with current principal (five years or fewer, six years or more), and four areas of principal support to predict three subscales of teacher self-efficacy. Qualitative data from four open-ended items addressed teachers’ perceptions of principal support. A stepwise multiple linear regression indicated that instrumental support, years working with current principal, emotional support, and number of years teaching, predicted self-efficacy for instructional strategy, explaining 17.2% of the variance. Years working with their current principal and instrumental support explained 12.1% of the variance in self-efficacy for classroom management. Years working with current principal and instrumental support predicted self-efficacy for student engagement, explaining 13.1% of the variance. Classroom management and student engagement were positively related to the length of time a teacher worked with a particular principal. Teacher perspectives of these constructs revealed that teacher self-efficacy is significantly influenced by the assistance teachers receive from their principals in terms of resources, constructive feedback, and emotional support
Behavioral Pedagogies and Online Learning
No full textBehavioral Pedagogies and Online Learning is a collaborative effort that started with a teaching conference aimed at providing support for teachers in higher education during the COVID-19 pandemic. Dedicated colleagues presented evidence-based practices in teaching and their experiences. The positive feedback encouraged us to compile this book that
now gathers more contributors. Many of the chapters elaborate on the adaptation of behavior-analytic approaches to online
instruction, including topics such as building equity for diverse student learners, universal design for learning, and creativity. Given the generality and relevance of the topics, we have compiled what we consider is a revitalization of behavioral instruction
toward online education
The Impact of Teachers’ Self-Efficacy and Instructional Practices for English Language Learners: A Mixed Methods Approach
No full textThis mixed-methods study examinedthe impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners(ELLs). The researcher utilized an integrated mixed-methods design. Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. First, quantitative data were gathered with Research Question 1:To what extent and in what manner do teachers’ self-efficacy (efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management), and instructional strategies (student-directed instruction, direct instruction, promotion of student thinking, and academic performance feedback) predict teachers’ adaptive instruction in K-12 classrooms that include ELLs? A sample of 126 experienced K-12 Connecticut educators completed (a) a demographic survey, (b) a teachers’ self-efficacy survey and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that (a) academic performance feedback, (b) efficacy in student engagement,(c) student-directed instruction, and (d) direct instruction significantly correlated with adaptive instruction. Second, qualitative data were obtained from ten participants (from the quantitative sample),who self-rated as having high self-efficacy and classroom strategy use.Research Question 2 inquired:For K-12 teachers with high self-efficacy and frequent usage of a variety of instructional strategies, how are these strategies used to support English Language Learners? Specific strategies and adaptive instruction using a culturally relevant pedagogy, technology, and appropriate feedback were identified. The triangulated results revealed that when leadership provided professional learning, an inclusive curriculum, and collaborative time, it positively impacted teachers’ self-efficacy to instruct English Language Learners
Teacher Beliefs Regarding Middle Level Students and Engagement: Passion, Curiosity, Perseverance, and Interest
No full textSince the early 20th century, education has shifted from the teacher being the sole disseminator of information for students to the teacher serving as the facilitator of curricular experiences that are engaging and promote critical thinking. This is especially impactful for middle level aged students as there is a decrease in student engagement after the elementary years. Examining ways that teachers understand and facilitate student engagement in middle level education has the potential to facilitate increased levels of engagement in their classrooms and increase students’ overall engagement in schooling, even beyond middle school. In order to examine the phenomenon of student engagement in the classroom, a qualitative approach was utilized with this research study. Classroom observations and teacher interviews were conducted to better understand teacher perspectives and the way engagement was actualized in the classroom through teacher directed activities. Findings suggested that there was a disconnect between what the teachers discussed as the importance of student engagement and what they carried out in their classrooms. Areas that teachers did not demonstrate through observation included encouraging flexible thinking, curiosity, and creativity. Ensuring that teachers are trained in the variety of areas that promote all dimensions of student engagement will help teachers utilize student engagement to improve student academic and social achievements
An Evaluation of Heat Shock Protein Expression in the Blood Cells of Free-Living Common Loons (Gavia Immer)
No full textCommon loons in the northeastern United States are subjected to a wide variety of environmental and anthropogenic stressors. Many of the biomarkers currently used to assess individual or population health of common loons are influenced by capture and handling, therefore there is a need to develop new biomarkers of physiological condition that can aid in the management of this species. Heat shock protein 70 (HSP70) is a stress protein found within the red blood cells of many vertebrates that has been used as a biomarker of general stress in avian species. The objective of our study was to evaluate the use of HSP70 as a potential intracellular biomarker of physiological condition of loons from across New England. We collected blood samples from adults and hatch-year chicks across Maine, New York, and Massachusetts during the 2021 breeding season, and measured indicators of stress at the circulatory (% hematocrit, plasma glucose, blood mercury), immune (heterophil to lymphocyte ratio), and cellular level (hemoglobin and HSP70 protein expression). Our results revealed that: (1) HSP70 is present in the red blood cells of common loons; (2) HSP70 expression does not vary significantly with age or sex; (3) HSP70 expression does not appear to be correlated to blood mercury levels, and (4) there is a trend that higher expression of HSP70 in blood cells may be associated with anemia in common loons. Together, the evidence we present suggests that HSP70 should be further investigated as a potential blood biomarker of physiological condition in loons when combined with other measurable factors of environmental and anthropogenic stress
A Case Study of the Perceived Influence of Visual Thinking Strategies on Teacher Practice
Full text linkThe purpose of this study was to explore the influence of the use of visual thinking strategies (VTS) on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the Visual Thinking Strategies Organization and the Watershed Collaborative. Responses to a screening questionnaire were used to form a purposive sample focused on maximizing diversity from the pool of eligible respondents. The two cases – teachers practicing VTS in K-12 settings and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a cross-case analysis. The quintain of perceived teacher experience guided the data analysis of this multiple case study. Themes that addressed the quintain were identified, and case findings that related to the themes were grouped accordingly. As the findings of each case were identified and classified, factors that influenced the quintain were determined and clustered (Stake, 2006). An analysis of the data indicated that using VTS lent itself to a humanistic teaching style. This has implications for educators and educational institutions wishing to implement humanistic teaching practices and raises further questions pertaining to VTS and humanistic education practices that might be explored through future research