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The Role of Spirituality in a Rural Second-Grade Science and Social Studies Classroom
No full textChildren’s spirituality unequivocally connects to student experiences in schools due to their relationships with themselves, others, nature, and transcendence. These pillars allow students to enhance their awareness, value, and mystery in relationship with curricular content to become more spiritually sensitive citizens. This action research sought to understand the role of spirituality in a rural second-grade science and social studies classroom. Qualitative and quantitative survey, interview, observation, and artifact data were collected. The data was analyzed through the constant comparative method and descriptive statistics. Themes emerged to produce three primary codes and 18 secondary codes for findings. The study found that students’ spirituality is associated with content engagement and that teachers can nurture a positive classroom culture through spiritual citizenship
Getting Back to the Root of Kindergarten: Using Literacy-Based Materials to Enhance Play Centers
No full textThis mixed methods action research study aimed to determine what kindergarten students do when literacy-based materials are integrated into pre-existing play centers. Additionally, the researchers wanted to discover student and teacher perceptions of literacy-based materials used to enhance play in the classroom. To do this, a pre- and post-survey was given to student participants and field notes were taken daily during center time. A pre- and post-focus group was facilitated with student participants, and a pre- and post-interview was facilitated with the teacher participant. The data collected over four weeks was analyzed using the constant comparative method. Researchers found that student and teacher perceptions of play centers grew to be more positive after the literacy-based materials were integrated in. Students enjoyed writing what they wanted, being creative, and reading books on their own. Meanwhile, the classroom teacher observed how the literacy-based materials were able to enhance the students’ play
Identifying Perceived Barriers in Special Education
No full textThis study explored the lived experiences of teachers and administrators supporting students with disabilities transitioning from special education to general education settings. Grounded in a phenomenological approach within a qualitative research paradigm, the research aimed to uncover how educators perceive and navigate the challenges, barriers, and successes associated with this complex transition process. Data were collected through semistructured interviews with a purposive sample of special education teachers, general education teachers, and school administrators from a small urban district in Texas. The study followed a qualitative methodology that focused on transition theory, and data were analyzed using thematic analysis.The research procedures included participant recruitment, in-depth interviews, transcription, coding, and theme development aligned with the study\u27s phenomenological framework. Key findings revealed lack of understanding of the least restrictive environments, systemic and practice-level challenges, including limited professional development, inconsistent collaborative planning time, unclear policies, and emotional responses. Participants emphasized the importance of individualized, gradual transition planning, strong family engagement, and collaborative decision-making, particularly through the work of Admission, Review, and Dismissal (ARD) committees. The study concludes that successful transitions require coordinated, inclusive strategies supported by leadership, time, and resources. These findings inform practical recommendations and suggest avenues for future research, including longitudinal and comparative studies to evaluate transition outcomes and inclusion practices across educational settings
Preeclampsia: Implementation of the American College of Obstetricians and Gynecologists Standardized Protocol
No full textPreeclampsia is a significant medical condition that affects the perinatal population, posing risks to both the mother and fetus. Complications associated with preeclampsia include stroke, seizure, placental abruption (premature separation of the placenta from the uterus), fetal growth restriction (impaired growth due to reduced blood flow through the placenta), premature birth, and low-birth-weight infants with associated developmental issues. Because there is no cure for preeclampsia, the current management involves the timely administration of intravenous antihypertensives to reduce the risk of stroke and seizure. The gap in practice identified was the obstetrical department’s lacking a standardized protocol, compared to adopting the American College of Obstetricians and Gynecologists–recommended antihypertensive protocol, which directs treatment to be given within 60 minutes of identified severe-range blood pressure. This scholarly project aimed to determine if the implementation of a standardized antihypertensive protocol would decrease treatment response times. This was a quality improvement project using a quantitative methodology with a structured approach that allowed the systematic collection and analysis of numerical data. To determine if there was a significant decrease in response times, an independent-samples t test was conducted. Analysis of the findings suggested sufficient evidence to support a statistically significant difference in administration times pre- and postintervention, indicating a positive impact on patient outcomes. The results of the two-tailed independent� samples t test were significant based on an alpha value of .05, t(58.57) = 4.25, p \u3c .001. Findings suggest the mean of treatment response times significantly decreased between preintervention and postintervention. Keywords: Preeclampsia, ACOG antihypertensive protocol, gestational hypertensio