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Learning Contracts in a Fourth-Grade Math Classroom
No full textThis study explored fourth-grade students’ and their teacher’s perceptions of learning contracts in a math classroom, as well as their potential impact on assessment scores. Over four weeks, students alternated between using and not using contracts. During week three, participants completed a survey of Likert scale and open-ended questions; select students and the teacher were then interviewed. Field notes were taken weekly. Initial data was coded with level 1 codes, followed by level 2 codes derived from the first round. Themes were developed through indexing and analytical memos. Findings showed that students’ opinions of learning contracts were mixed: roughly equal numbers enjoyed them and felt neutral. While some students expressed appreciation for the control learning contracts offered, others preferred traditional instruction. The teacher viewed contracts as a useful differentiation tool but noted time management challenges. Changes in participation and assessment scores were minimal
Online Learning and Private Christian Hispanic Serving Institutions: A Narrative Review of the Literature
No full textThis narrative literature review explores the intersection of Hispanic Serving Institutions (HSIs), online education, and the role of private Christian universities in addressing educational disparities for Hispanic students. It synthesizes existing research on the challenges Hispanic students face in higher education, including financial barriers, limited digital access, underutilization of student support services, and institutional identity issues. Drawing on social capital theory and student engagement theory, this review highlights how HSIs, particularly private Christian institutions, can develop culturally responsive initiatives and leverage federal Title V funding to support Hispanic learners. The paper also examines emerging efforts such as the “Seal of Excelencia” as a commitment to intentional servings. The findings underscore the need for equity-driven practices and targeted policy reform to improve access, engagement, and degree completion among Hispanic students in online and faith-based educational environments
A Standardized Bathing Protocol to Prevent Central Line–Associated Bloodstream and Methicillin-Resistant Staphylococcus aureus Infections
No full textCentral line–associated bloodstream infections (CLABSIs), including methicillin-resistant Staphylococcus aureus (MRSA) infections, in medical–surgical inpatients increase mortality, length of stay, and readmissions. In this project, the investigator sought to decrease CLABSIs and MRSA infections through quality improvement by implementing a standard chlorhexidine gluconate (CHG) bathing process. An urban hospital in the Midwestern United States experienced more CLABSIs and MRSA infections than expected in 2024. This unit had a standardized infection ratio of 1.4, with three CLABSIs rather than the 2.1 predicted. Also, they had 10 hospital-acquired MRSA isolates, which was higher than the 3.3 average of the other medical–surgical units. The project’s purpose was to decrease CLABSIs and MRSA infections by implementing a standard CHG bath process. This project utilized the quantitative method, Nightingale’s environmental theory, and Kotter’s 8-step change model as foundations. The infection rates were examined before and after the CHG bathing intervention. Data were collected through chart reviews, infection control reports, and analytics reports, examining data 4 weeks before standardized CHG bathing implementation and 4 weeks after. The nurses and technicians received training regarding a standard bathing process, including the rationale for bathing and the proper administration of the bath. The results demonstrated an increase in CHG bathing. CLABSI and MRSA rates could not be measured due to no infections occurring during the project period. This project demonstrated that clinical protocols drive adherence to standard evidence-based care for patients and that nurse engagement and implementation are critical to improved patient outcomes
Exploring the Influence of Self-Efficacy and Cultural Identity on Black Teacher Retention
No full textThis study addressed the persistent challenge of retaining Black educators in racially diverse U.S. secondary schools. The specific problem was a knowledge gap regarding how the lived experiences of Black teachers connect their self-efficacy and cultural identity to retention. The purpose of this study was to explore these dynamics to inform the development of more effective support strategies. This qualitative phenomenological study involved semistructured interviews with 10 Black secondary school teachers who had 3 or more years of experience in the Southeastern region of Texas. The researcher analyzed the interview data using a thematic analysis framework to identify patterns of shared meaning. The findings revealed seven key themes. The results indicated that participants’ self-efficacy was built through a relational, identity-informed pedagogy and sustained by adaptive collaboration. While their confidence was constantly challenged by the system, these negative experiences surprisingly created a stronger and more purposeful professional identity. In response, participants found their primary validation in student success, used their cultural identity as a strategic tool for advocacy, cultivated their own support sanctuaries, and were ultimately retained by a profound sense of purpose. The study concluded that for these educators, retention is an active process of professional self-determination, not passive endurance. The findings underscore the urgent need for systemic changes that move beyond a deficit-focused view and instead create affirming, supportive, and just school environments where Black teachers can thrive
Effectiveness of AI-Powered Language Learning Tools in the Workplace
No full textThis dissertation explored the experiences of multilingual employees with AI-powered language learning tools in financial and technology firms across the United States. As multilingual communication becomes increasingly vital in the workplace, the integration of artificial intelligence (AI) offers promising support in language acquisition and cross-cultural collaboration. The purpose of this basic qualitative study was to explore how AI-powered language learning tools influence the acquisition and retention of foreign languages of employees within financial and technology firms, how these tools strengthen professional identity and interpersonal communication, and how code-switching facilitated by AI impacts user experience and workplace engagement. Drawing from the theoretical frameworks of situated cognition and constructivism, the study employed semistructured interviews, online observations, and field notes. Eight participants were interviewed who worked in financial and technology firms. Multilingual employees were selected through purposive sampling. Interviews were transcribed and hand-coded using process coding to identify emergent themes across participant experiences. Findings revealed that daily structured engagement with AI tools such as ChatGPT, Duolingo, DeepL, and Google Translate enhanced vocabulary retention, reduced cognitive strain in multilingual interactions, and reinforced user credibility in professional settings. These results provide insight into the evolving role of AI in language learning and offer guidance for implementation in multilingual workplaces.
Keywords: situated cognition, constructivism, language acquisition, AI-powered learning, multilingual workplace, code-switching, professional identity, bilingual cognit
Leading Beyond the Lecture: A Case Study Exploring How Community College Students Experience Their Instructors’ Positive Leadership Strategies
No full textPositive leadership, an approach to leading individuals to the point of flourishing, has been studied in corporate contexts. While the student-to-instructor relationships only distantly compare to the employee-to-supervisor dynamics, the relationships and power differential have similarities, making the pillars of positive leadership relevant in the context of higher education. Given the critical nature of student success to stakeholders in higher education and the students themselves, discovering instructor strategies that enhance student success can demonstrate an upward spiral of positivity that extends from the student, to the instructor, to the college, and ultimately to the community. Framed by leader-member exchange (LMX) theory and Kim Cameron’s positive leadership approach, this study was situated at the intersection of leadership, the student–instructor relationship, and the outcomes of instructors’ use of positive strategies. Through qualitative, descriptive research, this study sought to understand how students experience their instructors’ strategies in relation to the four pillars of positive leadership, positive communication, positive climate, positive meaning, and positive relationships, and how students perceive these strategies as impacting their success. A sample of 2,847 students met the inclusion criteria at a medium-sized community college in Central Texas. Four focus groups were conducted with a sample of 26 participants in total, each group comprising between four and eight students. Student participants provided rich descriptions of their community college instructors’ use of positive leadership strategies. They characterized their instructors as leaders who went beyond delivering course content to provide encouragement, guidance, and genuine care, transforming the student experience through expressions of gratitude and encouragement. Participants associated their experience with their instructors’ positive leadership practices with their perceptions of increased motivation, confidence, persistence, and a stronger sense of belonging. The study extends the application of LMX and Kim Cameron’s positive leadership to the U.S. community college context, addressing a gap in the research. Findings emphasize the pivotal role of instructors in fostering classroom environments where students not only learn but also thrive. The results carry significant implications for faculty development, institutional practice, and future research aimed at deepening the understanding of positive leadership in higher education
The Spiritual Care of Hospice Patients with Cognitive Deficits
No full textABSTRACT How can a hospice chaplain know whether their presence and ministry make a meaningful difference when visiting patients with dementia or other serious cognitive impairments? This project thesis seeks to answer that question conclusively. The theological foundation of this project centers on the doctrine of the imago Dei—the image of God—as it relates to individuals who are dying with cognitive deficits. Specifically, it explores how a person who is helpless and near death continues to reflect the image of God. The project intervention described here is the creation of a specialized training guide for hospice chaplains at Bridge Hospice in San Diego, California. Using a method of qualitative research called Participatory Action Research, the author collaborated with six expert hospice chaplains to develop the guide. The findings of the study provide a clear and affirming conclusion: hospice chaplains can know that they are doing good. The answer is an unequivocal yes
Introduction and Transcription of Barton Warren Stone Sermon - 2 Timothy 3:5
No full textTranscription of Barton W. Stone\u27s handwritten sermon on 2 Timothy 3:5, completed by Dr. Christopher R. Hutson
Book Review: Growing Women in Ministry: Seven Aspects of Leadership Development
No full textGrowing Women in Ministry: Seven Aspects of Leadership Development, by Anna R. Morgan. Grand Rapids: Baker, 2024. 272 pages, $30