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Emergent Bilingual Educators’ Viewpoint of Biliteracy Spaces: Building Capacity for Language Preservation and Development
Get PDFThis study explored the perspectives of emergent bilingual (EB) educators regarding the value of learning two languages simultaneously for EBs at the elementary level in Texas. The problem examined was that EBs were losing their primary language while acquiring English. More EBs were entering bilingual programs with no language dominance or mixed language dominance, and researchers had explored this issue from various perspectives, including teacher language ideologies and assessment practices based on monolingual standards. This inductive qualitative case study aimed to identify what educators perceived as the benefits of bilingual education in primary classrooms where students learned two languages simultaneously. This study utilized a qualitative case study methodology, examining biliteracy through the theoretical lens of Vygotsky’s sociocultural theory. Semistructured interviews with 10 EB educators in Texas served as the primary data collection method. These educators came from various districts across Texas and had teaching experiences ranging from 0 to more than 20 years. The data analysis employed three coding processes. First, the researcher used in vivo coding to identify recurring language patterns. Second, process coding was used to identify actions and interactions. Third, values coding was used to analyze educators’ expressed beliefs and attitudes. Four central themes emerged from the analysis: (a) linguistic and cultural foundations, (b) cognitive and personal empowerment, (c) instructional design and program execution, and (d) societal and community dynamics. The findings revealed that educators perceived biliteracy as beneficial for developing comprehensive language skills across all domains, affirming cultural identity, enhancing cognitive flexibility, empowering students personally, and providing long-term societal benefits. However, educators identified challenges, including resource limitations and program implementation inconsistencies. This study concluded that biliteracy education was perceived as critical for language preservation and development, extending beyond the classroom to family dynamics and broader society, with significant implications for instructional practices for bilingual program design
Perceived Leadership Behaviors and Workplace Motivation: The Predictive Role of Generational Cohorts in the U.S. Construction Industry
Get PDFThe purpose of this study was to examine the extent to which perceived leadership behaviors predicted workplace motivation among construction workers across generational cohorts in the Greater Houston, Texas area. Grounded in self-determination theory, the research explored how transformational, transactional, and passive-avoidant leadership behaviors predicted the satisfaction and frustration of psychological needs for autonomy, competence, and relatedness. The analysis also considered whether leadership behaviors and generational cohort served as significant predictors of workplace motivation outcomes. The study followed a quantitative, predictive, cross-sectional design using survey methodology. Data were collected using the Multifactor Leadership Questionnaire (MLQ) and the Basic Psychological Need Satisfaction and Frustration Scale–Work Domain (BPNSFS-Work). The sample included 89 construction workers stratified across four generational cohorts: baby boomers, Generation X, millennials, and Generation Z. Participants were recruited using third-party research services to ensure generational balance. Multiple regression analyses were conducted for six outcome variables to test the predictive strength of perceived leadership behaviors and generational cohort on psychological need satisfaction and frustration. Results indicated that generational cohort was the strongest predictor across nearly all models, particularly for relatedness and competence outcomes, while leadership behavior showed conditional predictive value. Passive-avoidant leadership showed limited predictive value for psychological needs. Findings suggest that, within this sample, motivational outcomes varied more by generational identity than by leadership style.. The study offers insight into how generational context shapes motivation in the construction workforce and provides practical implications for leadership development and workforce strategy
A Study of Urban High School Teachers\u27 Perceptions of Multicultural Education
Get PDFThis dissertation investigated urban high school teachers’ perceptions of multicultural education and how those perceptions related to instructional practices. Guided by culturally responsive pedagogy, the study addressed the persistent achievement gap among minority students and the limited integration of multicultural education in U.S. public schools. The purpose of this study was to evaluate teachers’ perceptions of multicultural education and examine their connection to teaching practices and cultural background. A quantitative cross-sectional survey design was employed with a sample of 331 urban high school teachers. Findings indicated that the majority of participants held positive views toward multicultural education, recognizing its role in promoting inclusive learning environments. Correlational analyses revealed significant relationships between teachers’ perceptions and their instructional practices, as well as between teachers’ cultural backgrounds and the extent to which they would be confident in implementing multicultural education strategies. These results suggested that educators with more favorable perceptions and those from diverse cultural backgrounds are more likely to apply culturally responsive practices in their classrooms. This study contributes to research on multicultural education by demonstrating the influence of teacher perceptions and cultural identity on pedagogy. The findings highlight the need for professional development in culturally responsive pedagogy to prepare educators to meet the needs of diverse student populations. Ultimately, the study underscores the importance of expanding multicultural education in public schools to help reduce educational disparities among minority students
School Leaders’ Perceptions of Restorative Practices on Student Behavior
Get PDFUnited States public schools turned to a zero-tolerance approach to school discipline with hopes of improving school safety and climate in the 1990s. Administrators dispensed consequences such as suspension and expulsion without considering the whole student, regardless of the student’s conditions, motivations, or background. Many schools today focus on punitive measures rather than a holistic approach that considers the root causes of behavior, such as socioeconomic factors, mental health issues, or the student’s home life. Such actions can lead to disproportionately harsh punishments for marginalized students, particularly those from low-income backgrounds or communities of color, exacerbating existing inequalities. Thus, the problem is that when educators ignore students’ needs and punish them with exclusionary practices, students feel disconnected from their school community, leading to feelings of isolation and segregation. The purpose of this qualitative case study was to explore educational leaders’ perceptions of restorative practices on student behavior at suburban secondary schools in Texas. This qualitative case study focused on 15 educational leaders from three large, suburban school districts. Data collection involved in-depth, semistructured interviews designed to capture educational leaders’ lived experiences and insights into restorative practices on student behavior. Thematic analysis, conducted using a structured coding framework, identified patterns related to Maslow’s theory. The findings of this study identified themes related to Maslow’s theory and linked to the effective use of restorative practices in schools: safe environments, building belonging and relationships, self-esteem and voice, personal growth, and positive impacts on school climate. Based on the findings, recommendations include embedding restorative practices within a theoretical framework, creating a school-wide culture of belonging, reducing reliance on exclusionary discipline, developing collaborative partnerships with students and families, and monitoring and evaluating restorative outcomes
Impostor Phenomenon, Psychological Safety, and the Intent to Leave of Novice PA Faculty
Get PDFThe growing healthcare demands of the aging population in the United States, along with the growth of physician assistant (PA) educational programs, has created a pressing need for qualified PA educators. This study examined the role of impostor phenomenon and psychological safety in shaping PA faculty members’ intent to leave. Grounded in the job demands-resources framework, the research explored how individual psychological experiences and perceptions of the organizational climate relate to faculty turnover intentions in PA education. This study aimed to provide PA program administrators with information that may reduce faculty attrition and improve the overall well-being of novice faculty. This cross- sectional, correlational, quantitative study assessed the relationships between impostor phenomenon, psychological safety, and the intention to leave of novice PA faculty using demographics and validated instruments: the Clance Impostor Phenomenon Scale, the Survey Measure of Psychological Safety instrument, and the Turnover Intention Scale. Participants included 198 PA faculty members recruited through email, social media, professional learning communities, and a snowball sampling method. Data were collected via an online Qualtrics survey. Key findings indicated that intense impostor phenomenon was prevalent in both novice and experienced PA educators. Also, both impostor phenomenon and psychological safety were meaningful predictors of PA faculty members’ turnover intentions. Notably, psychological safety emerged as a protective factor, mitigating the negative impact of impostor phenomenon and intentions to leave. Recommendations were provided to create or enhance psychological safety in PA programs, alleviate impostor phenomenon, and decrease intentions to leave. Future research recommendations were also outlined
Differences in Peer Social Connections Between Traditional and Online Nurse Residency Programs
Get PDFThe anticipated retirement of baby boomer nurses by 2030 will intensify the global nursing shortage, a crisis that demands innovative strategies for onboarding and retaining new graduate nurses. Nurse residency programs (NRPs) are designed to ease the transition from student to practicing nurse, reduce turnover, and foster professional resilience. Amid the COVID-19 pandemic, many NRPs rapidly transitioned from traditional, in-person seminars to synchronous, online formats. This study explored differences in peer social connections between traditional and online NRPs, focusing on three constructs: sense of community, collaborative learning, and peer social support. Using a quasi-experimental, mixed methods approach, this secondary data analysis examined survey responses and open-ended qualitative comments from 209 nurse residents at a large healthcare system in the southwestern United States. Quantitative analysis revealed no statistically significant differences between groups in terms of peer social outcomes. However, qualitative findings offered important nuance, with residents in both formats describing the importance of peer encouragement, structured group interactions, and opportunities for shared emotional processing. Online participants highlighted the value of breakout rooms and virtual bonding activities, while traditional participants emphasized face-to-face camaraderie. Across both formats, night shift schedules and age influenced perceived social connection more than the residency modality itself. Findings suggest that well-structured online NRPs can replicate core elements of community and collaboration found in traditional formats. The study informs best practices for virtual nurse onboarding and highlights the importance of intentional design in fostering peer relationships. These insights can guide future policy and program development to ensure NRPs remain adaptable, equitable, and effective in preparing new nurses for professional practice
Restoration Day 2025 - What Has Alexander Campbell to Do with Christian Nationalism?
No full textThis is the second of two lectures. The first lecture can be viewed on the Restoration Day Lectures page.
Lecture 1 - The Hidden Origins of the Stone-Campbell Movement: Evangelical Influence in the Past for the Future”
Lecture 2 - What Has Alexander Campbell to Do with Christian Nationalism?
The Impact of Career Development Education in Rural Communities: A Program Evaluation
No full textThis study examined the impact of a regional career development education program using a post-test-only, exploratory descriptive design with middle and high school students from rural and urban school districts in West Central Texas. Students who participated in the Career and Education Outreach (CEO) program received four classroom sessions focused on labor market information, high-demand industries, employability skills, and career pathways. The purpose of this research was to explore whether students’ perceptions of the value of career development education differed based on geographic region, economic level, educational level, ethnic composition of the district, and the students’ own demographic characteristics. A total of 289 students completed the post-test instrument designed to measure program impact. Findings showed that students rated the CEO program positively, and no significant differences were found between rural and urban respondents. However, significant differences emerged when comparing perceptions based on economic context, community education levels, and district ethnic composition. Students from economically disadvantaged areas and from districts with higher educational attainment reported slightly higher perceived value. No significant differences were found based on students’ gender or ethnicity. The CEO program provided meaningful exposure to career information and employability skills, demonstrating that structured career development education can benefit students across diverse community settings
Oncology Rehabilitation in Occupational Therapy
No full textThis doctoral capstone project examined the need for occupational therapy (OT) services among individuals diagnosed with cancer and cancer survivors. Evidence indicates that cancer-related fatigue, decreased participation, and diminished quality of life are common challenges following different types of cancer treatment. Occupational therapy addresses these issues through occupation-based interventions, fatigue management education, energy conservation strategies, and activities that promote strength, stability, and social participation. Nevertheless, a gap persists in the utilization of OT services within oncology treatment care. Over a 14-week period, this project implemented group-based interventions to enhance the quality of life and engagement among cancer survivors affiliated with Strength For Life, a community-based nonprofit organization. The project aimed to expand available resources and strengthen the organization’s capacity to serve its participants. A Functional Assessment of Cancer Therapy–General (FACT-G) pre- and post-survey design was utilized to measure participants’ perceived knowledge, support, and access to resources related to quality of life. Data analysis revealed improvements in understanding of occupational therapy’s role and an overall increase in perceived support and resource utilization. Findings underscore the potential for group-based OT interventions to enhance quality of life outcomes in oncology rehabilitation. Continued research is recommended to evaluate further the long-term effects and frequency of such programs within community and clinical settings