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A Mixed Methods Study Of Special Education Teacher Perspectives on Special Education Teacher Shortages In Northeast North Carolina
Full text linkThis mixed methods research study aimed to investigate the perspectives of special education teachers regarding special education teacher shortages in Northeast North Carolina. Two research questions were addressed through the utilization of a survey and interviews. The survey instrument comprised 30 quantitative items, employing a 4-point matrix style Likert scale. Following survey completion, interviews were conducted with six participants to provide a more in-depth understanding of the survey findings. From the perspective of special education teachers, data analysis revealed that special education teacher shortages are primarily attributed to adverse working conditions, including excessive workloads, administrative paperwork, student behavior, the utilization of lateral entry teachers, and leadership support
Type 2 Diabetes Education and Knowledge in the Adult Hmong Community
Full text linkType 2 Diabetes is a chronic health condition that affects many individuals, but specifically has been found to significantly affect minority population groups. There has been very limited research regarding understanding the etiology of the disease in the Hmong community that migrated to the United States from Southeast Asia. The purpose of this project was to design and implement an evidence-based, culturally appropriate educational intervention in the Hmong language to increase knowledge of Type 2 Diabetes among the adult Hmong community in Burke County and Catawba County, NC areas. The intervention was delivered to a total of 30 participants who voluntarily attended an education session on Type 2 Diabetes provided by the project leader. The participants were not all inclusive to the adult Hmong community, as non-Hmong members of the community were also invited. A questionnaire in paper form, with permission granted from the American Diabetes Association, was used to gauge understanding and knowledge of Type 2 Diabetes before and after the educational session. The intervention was effective in increasing the knowledge of participants. Data analysis compared the pre- and post-average of correct scores, finding statistically significant increases
Apixaban vs. Warfarin for Stroke Prevention in Patients with Atrial Fibrillation
Full text linkIntroduction: Atrial fibrillation is a cardiac arrythmia that increases risk of stroke. The prevention strategy for this is anticoagulation, historically with the medication warfarin, but more recently with the factor Xa inhibitor apixaban. The purpose of this paper is to compare the efficacy of apixaban and warfarin for stroke prevention.
Methods: PubMed was searched using the key terms “atrial fibrillation,” “stroke prevention,” “warfarin,” and “apixaban.” Only relevant articles comparing apixaban to warfarin were included among RCTs, systematic reviews, and meta-analyses from the last 5 years. Four were chosen for review based on content and data quality.
Results: Three articles were systematic reviews or meta-analyses. One compared anticoagulants based on time to event. In total, data points for 1,065,827 patients were evaluated among the four studies. Results were reported as relative risk, hazard ratios, and gain in event free time. Relative risk and hazard ratios for stroke were both lower for apixaban in all but one study analyzed. Gain in event free time was increased in patients treated with apixaban.
Discussion: Patients treated with apixaban were found to have reduced risk of stroke when compared to patients treated with warfarin. Apixaban also showed increase in event free time even when patients did experience a stroke
The Recruitment, Retention, and Motivation of Black Male Teachers in K-12 Schools: A Perception Study
No full textBlack male teachers have been underrepresented in K–12 classrooms since integration in the United States. This mixed methods exploratory sequential study investigated the recruitment, retention, and motivation of Black male teachers. The foundation of Maslow’s (1943) Hierarchy of Needs, Herzberg’s (1959) Two-Factor Theory, and Bell’s (1980) Critical Race Theory guided the investigation of the psychological, structural, and social-cultural variables that affect the experiences and retention of Black males in education. The quantitative phase examined survey data to determine patterns aligned with job satisfaction, motivation, and retention. Subsequently, the qualitative phase explored the individuals lived experiences through interviews that offered insights into systemic barriers and supports that affect longevity in the profession. The study determined that intrinsic motivators such as student achievement, feelings of gratitude, and a strong sense of purpose are keys to retention. Participants expressed how being a Black male in their school environment motivated them to act as mentors and role models for students of color, especially Black boys. The study concludes with recommendations for school leaders, district leaders, and policymakers to apply culturally responsive practices, mentorship for Black males, and equity-driven policies that improve recruitment efforts and ensure the retention of Black males in the profession
Session IIIA: Student Roundtable - Love and Justice in Politics
No full textThis is a roundtable based on some discussions and readings from the Ancient and Medieval Political Philosophy course. In particular, we have read Plato\u27s Apology, parts of The Republic, and the Symposium and some of Aristotle\u27s Ethics. In this course, we have investigated the tension between the state (with its ever present need to maintain its authority, its idea of justice, and the gods of the city ) and philosophy, which is the search for truth. In so doing, we have explored the tension between the demands of justice and love or erotic longings. I
Session IIC: Religious Studies Presentation 4 - The Psalms of Lament and Mental Health Disorders
No full textSession IA: Biology Presentation 4 - Parkinson\u27s Disease: Understanding Risk Factors, Causes, and Potential Treatments
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A Mixed Methods Study of Teacher Perceptions of Restorative Practice in the Classroom
No full textThis mixed methods study explored the perceptions of teachers in North Carolina alternative schools regarding the implementation and impact of restorative practices (RPs) on professional practice, student behavior, academic progress, and reentry outcomes after behavioral incidents. A sequential explanatory mixed methods design was used, beginning with an 18-item Likert scale survey completed by 30 educators and followed by 10 semi-structured interviews. Quantitative findings revealed moderate agreement that RP improved classroom management and conflict resolution, though academic and attendance gains were limited. Qualitative findings offered deeper insight into how restorative circles cultivated trust, accountability, and student voice, enabling more effective student-teacher relationships and smoother classroom reentry. Interview participants consistently described a shift away from punitive discipline toward relational, empathetic approaches rooted in communication and reflection; however, findings also underscored barriers, including inconsistent implementation, time constraints, and the need for stronger administrative leadership. The study concluded that while RP has the potential to transform school climate and professional practice in alternative settings, its success depends on school-wide integration, cultural alignment, and sustainable training. Implications for practice and future research include the development of culturally responsive RP models, student-led restorative circles, and longitudinal studies examining long-term effects on academic and behavioral outcomes
Teacher and Parent Perspectives of Young Children\u27s Development Since the COVID-19 Pandemic in a Rural Public School District
No full textFace to face education for young children was interrupted in March of 2020 due to mandatory school closures precipitated by the COVID-19 pandemic. Virtual learning was forced upon teachers and students at a time when many families and teachers had limited or no access to internet. When face to face learning resumed, teachers and students were required to wear facial masks and maintain social distancing protocols. This study sought to explore teacher and parent perspectives of young children’s development in a rural public school district since the COVID-19 pandemic. A qualitative study was completed using teacher interviews, a teacher focus group, and a parent focus group to gather data on how the school closures impacted young children’s cognitive, social and emotional, language, and physical development. Analysis of the data showed that teachers viewed the impact of school closures differently than parents. Teachers were more concerned about a decline in overall development and the lack of interactions that students had with teachers and peers. Parents viewed school closures as a time to learn new concepts and spend time with families. Parents also shared that children were ready to return to school once the pandemic was over. Further research in an urban district is recommended to investigate similarities or differences in research findings