Western Connecticut State University
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Exploratory Study of Middle School Teachers' Implementation of 3-Dimensional Learning Aligned with the Next Generation Science Standards
Full text linkThis is a qualitative, descriptive, and multi-case study, in which the researcher investigated the perceptions of middle school teachers who were implementing three-dimensional learning aligned with the Next Generation Science Standards (NGSS) into their instructional practices. The participants were 10 middle school teachers who worked in three urban middle schools in western Connecticut. Data were gathered using survey questions, classroom observations using the EQUIP rubric version 2.0, and semi-structured interviews. The research questions were: What do middle school teachers believe is important for the teaching of science, when implementing the Next Generation Science Standards? What are the perceptions of middle school teachers regarding the strengths and weaknesses of the science curriculum after the adoption of the Next Generation Science Standards? How should professional development support middle school teachers who are implementing the Next Generation Science Standards? Themes that emerged through analyses of data included barriers and catalysts, development and methods. Results indicated that ongoing and focused professional development provides mastery experiences that lead to higher levels of teacher self-efficacy. Professional development created a clear structure for collaboration and this increased the participants’ levels of motivation for implementing three-dimensional learning. Semi-structured interview data indicated that trained teachers teaching colleagues on an ongoing basis in addition to support from school and district administration was a catalyst to implementing three dimensional learning. Qualitative results identified three sources as impacting self-efficacy: vicarious experiences; coaching and feedback; and performance outcomes or past experiences. Interview data indicated that the collective impact of both administrative support and collegial support not only encouraged teachers to change routine teaching practices and to take risks but it also provided supports to increase teacher self-efficacy and outcome expectancy
Exploring the Experiences and Perceptions of Student Nurses who Participated in an Interprofessional Dedicated Education Unit (IPDEU): A Qualitative Descriptive Study
No full textThe transition from nursing student to professional nursing practice has proven to be challenging (Bennett et al., 2017). New graduate nurses (NGNs) are expected to be practice-ready upon graduation. However, there is a gap between what is learned in nursing education and the clinical skills needed when the NGN enters the workforce (Bennett et al., 2017). Identifying academic clinical educational strategies to improve this transition to practice and meet the current healthcare demands is necessary (Sparacino, 2015). There is limited evidence that focused on the student experiences and perceptions of an Interprofessional Dedicated Education Unit (IPDEU). Therefore, the purpose of this qualitative descriptive study was to understand the experiences of nursing students participating in an IPDEU unit, and does participation in the IPDEU improve their overall perceptions of role clarity, teamwork, and communication amongst the healthcare team. Four themes and two sub-themes emerged from the data. The findings from this study showed that an IPDEU clinical experience was valued. Participants appreciated seeing the patient's entire hospital course from a different lens–the 10,000 foot-view. The participants expressed that they were able to see "behind the scenes" and how other healthcare providers prioritized their care. Participants were able to have better role clarity about other healthcare providers and what each discipline lends to the team. Participants did not feel as though their interdisciplinary communications skills improved, however, they did find value in seeing how other healthcare providers communicate. Findings from this study suggest that interdisciplinary clinical education should be considered for all undergraduate nursing programs
A Mixed Methods Study on the Effect of Emotional Awareness Exercises on Adaptiveness in Coping and Empathy with Pre-Service Teachers in Mixed Reality Simulations
No full textThe purpose of this exploratory study was to gain insight into the perceived importance of emotional awareness with pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy. Emotional awareness includes the cognitive skills of appraisal, emotional recognition, and emotional regulation. Emotional intelligence, empathy, and adaptiveness in coping provided the theoretical framework for this study. A mixed-methods convergent research design was employed. The quantitative aspect of the study followed a quasi-experimental design and utilized a convenience sample of pre-service teachers (n = 27) enrolled in an Introduction to Education course that used an MRS, with the treatment group (n = 15) participating in emotional awareness exercises and the comparison group (n = 12) did not. Total Questionnaire of Cognitive and Affective Empathy (QCAE) scores, Cognitive Empathy QCAE subscale scores, Affective Empathy QCAE subscale scores, and Personal Functioning Inventory (PFI) scores were compared both between groups and within groups. Statistical significance using an adjusted p-value of .033 was found on the Chi-Square Test for Independence for the Affective Empathy QCAE subscale score, (² (1, 27) = 7.04, p = .008), and on the follow up Paired Sign Test for the Affective Empathy subscale for the treatment group using an a-priori p-value of .10 (p = .035). Additionally, an analysis of responses to the treatment package found a lack of consensus in appraisal of a mock event using the Mood Meter. Three themes emerged from the qualitative analysis of survey responses and interviews: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. A comparison of quantitative and qualitative findings revealed three mixed methods findings: (a) perceived importance of proactive coping strategies, (b) developing awareness of the importance of affective cues for understanding the emotional state of students, and (c) differing emphasis on the need to regulate emotion. This study explored the potential benefits of improved emotional awareness abilities of pre-service teachers
EXAMINING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ EPISTEMOLOGY AND SELF-EFFICACY ON SCIENCE INSTRUCTIONAL PRACTICES AND CONCEPTUALIZATION OF STUDENT RESEARCH EXPERIENCES ROOTED IN THE NEXT GENERATION SCIENCE STANDARDS
No full textTeachers’ values, beliefs, and self-confidence are critical components of decisions educators make every day. The purpose of the study was to examine the relationship between secondary science teachers’ epistemology and self-efficacy on science instructional practices and conceptualization of student research experiences rooted in the Next Generation Science Standards. A mixed methods explanatory sequential design was utilized by administering the Science Teachers’Beliefs About Science (STBAS), Self-Efficacy to Teach Science in an Integrated STEM Framework (SETIS), and the Science Instructional Practice Survey (SIPS) to secondary science teachers. A follow up semi-structured interview was administered to gather an understanding of the conceptualization of science instructional practices related to student research experiences.Quantitative findings that emerged were that the SETIS total significantly predicts SIPS critique.The combination of predictor variables did not contribute significantly to SIPS instigating, SIPS data, SIPS modeling, SIPS traditional, and SIPS prior. Qualitative findings that emerged were that teachers conceptualized science instruction as a learner centric classroom environment that engages students, while recognizing student apprehension in exploring the nature of science. Teachers’ prior educational and professional experiences expand their skill set and influence beliefs despite the challenges of limited funding, time, and mandated curriculum. Additional findings that emerged were a description of how teachers’ conceptualization of scientific knowledge represents a paradigm shift occurring in science education as teachers use creative, inclusive instructional strategies to ensure that all students achieve higher order thinking skills at a high level of rigor. Teachers promote student engagement in authentic science practices that resemble the practices of professional scientists and act as guides to knowledge acquisition, whereas a subset of teachers may lack full understanding of the difference between authentic student research and library-based research.Qualitative findings informed how secondary science teachers conceptualized student research experiences in the classroom. The study expanded upon the understanding of the interactions between secondary science teachers’ epistemology, self-efficacy on science instructional practices, and conceptualization of student research experiences rooted in the Next Generation Science Standards
Introduction of Native Podostemum ceratophyllum Michx. (Podostemaceae, Hornleaf Riverweed) into the Norwalk River, Wilton, CT
No full textPodostemum ceratophyllum (Podostemaceae), “Hornleaf riverweed,” is a native aquatic flowering plant that occurs only attached to rocks in fast flowing water. The species occurs in much of eastern United States and Canada. Over the last several decades the species has notably declined in numbers, largely as a result of human induced factors. The ecological importance of P. ceratophyllum in rivers is well documented. This research is the first attempt to transplant the species into a river where it was not known to occur, with the goal of helping to mitigate the loss of populations. The plant was taken from two “donor” rivers where the species grows naturally, and moved into the Norwalk River (Wilton, CT), as well as between the two donor rivers. Relative growth rate was significantly impacted by the location the plants were moved to, but not by the source (donor river) plants were moved from. Transplanted P. ceratophyllum grew in each of the three rivers, although growth rate was significantly lower in the Norwalk River. Within the Norwalk River, plants from neither source had a significantly different growth rate, suggesting that the location plants grow in is more important than the river they are moved from. Results from one field season show that the methodology used to transplant P. ceratophyllum was successful, as the plants survived and grew during the 4-5 month period. Future studies will investigate causes of lesser growth in the Norwalk River, and improve upon the methodology used.Master of Science in Integrated Biological DiversityBiological and Environmental Science
