9814 research outputs found
Sort by
An Analysis of Elementary Teacher Working Conditions and Retention in North Carolina During the Initial Years of the COVID-19 Pandemic
Full text linkThe study aimed to investigate the impact of the COVID-19 pandemic on elementary teachers\u27 perceptions of their working conditions and immediate professional plans in North Carolina. It compared 2018, 2020, and 2024 data to identify differences in perceptions of the pandemic. Using a nonexperimental quantitative design, the study analyzed archived data from the North Carolina Teacher Working Conditions Survey (NCTWCS) obtained from the North Carolina Education Research Data Center (NCERDC). The survey data covered pre-COVID-19 (2018), during COVID-19 (2020), and post-COVID-19 (2024) periods. The analysis focused on eight constructs: time, community support and involvement, facilities and resources, managing student conduct, teacher leadership, school leadership, professional development, and instructional practices and support. Statistical methods included a one-way multivariate analysis of variance (MANOVA), a one-way analysis of variance (ANOVA), and chi-square tests. The study identified significant differences across the years for all eight constructs. Teacher perceptions of time consistently declined from 2018 to 2024. While perceptions of teacher leadership and school leadership decreased from 2018 to 2020, they improved from 2020 to 2024. Regarding facilities and resources, community support and involvement, managing student conduct, professional development, and instructional practices and support, perceptions were higher in 2020 than in 2018 but lower in 2024 than in 2020. Furthermore, there was a general decline in teachers\u27 immediate professional plans, except for continue teaching in my current school, which decreased from 2018 to 2020 and then increased from 2020 to 2024. The study recommends improving teacher working conditions in emergency and nonemergency situations and identifies areas for future research
Recognizing Adult Male Mental Health Needs: An Intervention Looking at Education in Rural Communities
Full text linkThis DNP Project examined the role of student nurses and their confidence levels when assisting adult male patients experiencing a mental health crisis. The majority of suicide acts are attributed to men. Thus, this subject requires specific insight and instructions when it comes to proper ways to assist these patients. Incorporating evidence from a pre-test and post-test survey, this project demonstrates that student nurses lack confidence in how to deal with men who are experiencing a mental health crisis. The analysis gained from this project demonstrates the important role nurses play in recognizing, speaking to, and assisting in the treatment of these patients. The conclusion from this project shows that educating nurses to recognize and assist men with a mental crisis is something that will benefit the person, hospital, and staff member
Worship as a Means of Formational Discovery at Mt. Calvary Baptist Church, Shelby, North Carolina
Full text linkThe formational nature of worship obtains power from the relationship one develops with God through daily practices, as well as in the corporate gathering of God’s people. This leads to a holistic spiritual formation for those who practice it. Members from Mt. Calvary Baptist Church in Shelby, NC, participated in a four-week study that defined what a practice of holistic worship looks like, established biblical principles to engage personally and communally, and explored the relationship between corporate gatherings and personal worship. The study provides evidence of growth in participants, and opportunity for further spiritual development individually and as a congregation
Equity in Gifted Education: Examining District Practices and Strategies to Identify Underrepresented Students Through Renzulli\u27s Three-Ring Conception of Giftedness
Full text linkThis mixed methods study explored the effectiveness of a large South Carolina school district’s gifted identification practices, with particular attention to how well these practices support the identification of students from underrepresented populations. Framed by Renzulli’s (1978) Three-Ring Conception of Giftedness, the research investigated the extent to which the district’s procedures identify students using the model’s core indicators: above-average ability, creativity, and task commitment. Seven district practitioners, including teachers and administrators, participated in quantitative surveys, follow-up qualitative interviews, and a focus group. Findings revealed significant concerns about the overreliance on standardized academic measures, the exclusion of creativity and task commitment in formal identification, and a lack of culturally responsive tools to support equitable gifted access. Participants advocated for broader assessment practices, structured teacher input using validated tools, increased professional development, parent and community engagement, and targeted supports for bilingual learners. Thematic analysis revealed alignment between participant perceptions and current literature on systemic barriers in gifted identification, especially regarding racial, linguistic, and socioeconomic equity. Recommendations include revising local placement protocols, adopting dynamic and nonverbal measures, and enhancing teacher and parent roles in identifying student potential. The study concluded that systemic transformation, not incremental change, is essential to ensure gifted education programs are accessible, inclusive, and reflective of all student populations
Through Their Own Eyes: A Mixed Methods Study on Perceptions and Reflections of Culturally Responsive Teaching Self-Efficacy of North Carolina Elementary School Teachers
Full text linkHistorical inequities disproportionately impacting historically marginalized communities continue to persist in classrooms today. Culturally responsive teaching plays an important role in addressing these inequities by recognizing and affirming diverse cultural identities. The purpose of this study was to explore elementary school teachers’ culturally responsive teaching self-efficacy (CRTSE) perceptions. This mixed methods convergent parallel study examined CRTSE across five domains: culturally congruent instruction, cross-cultural communication, culturally relevant curricula, cultural diversity knowledge, and cultural caring learning communities. Quantitative data were collected from 147 North Carolina elementary teachers using the CRTSE Scale, and qualitative data were gathered through semi-structured interviews with 16 participants. A repeated measures ANOVA analyzed differences across culturally responsive teaching domains, and multiple regression examined the influence of years of teaching experience and race on teachers’ CRTSE. Thematic analysis using inductive and focused coding was used to analyze the qualitative data. Teachers reported the highest CRTSE in cultural caring learning communities and the lowest in culturally relevant curricula. Neither years of teaching experience nor race was found to be a statistically significant predictor of CRTSE. Interview themes highlighted teachers’ intentional implementation of culturally responsive teaching practices; efforts to cultivate caring and inclusive learning environments; use of culturally reflective materials to create windows, mirrors, and sliding glass doors; and the role of mastery and vicarious experiences in influencing CRTSE. These findings underscore the importance of professional learning that centers culturally responsive teaching practices and supports the implementation of culturally relevant instruction to foster equitable classroom communities and improve student outcomes
A Phenomenological Exploration of Students\u27 Perceptions of Social-Emotional Factors in Teacher-Student Relationships and Its Impact on Academic Achievement of Impoverished High School Youth
No full textThis phenomenological study explored the experiences of former students from a Title I high school in a disadvantaged urban community, focusing on how socio-emotional factors in teacher-student relationships influenced academic achievement. Grounded in Bandura’s (1977) social learning theory and the CASEL (2017) social-emotional learning (SEL) framework, the study examined how teacher encouragement, emotional support, and expectations impacted student motivation and persistence. Twenty alumni participated in semi-structured interviews, analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged: teacher encouragement, emotional support, high expectations, cultural awareness, and long-term impact. Findings suggest that emotionally supportive, trusting relationships foster self-efficacy, engagement, and academic success, while dismissive interactions lead to disengagement and failure. This study emphasizes the need for professional development to address the socio-emotional needs of high school students living in poverty, offering insights for educators, administrators, and policymakers committed to educational equity
Hand Hygiene Education for Personal Care Staff in Congregated Care Settings: A Quality Improvement Initiative
No full textFor many years, proper hand hygiene has been emphasized as one of the most important defenses in helping to prevent illnesses. The World Health Organization (WHO) is a major organization that stresses the importance of proper hand hygiene and disease prevention. However, hand hygiene education and knowledge must be acquired to successfully utilize the correct steps in combating illnesses and diseases. Hand hygiene is a learned behavior and emphasizing education and awareness is important to successful adoption. This DNP project was implemented to personal care staff in a congregated care setting located in the southeastern part of Virginia. The project provided a 2-hour evidence-based education and awareness for behavior change to improve hand hygiene knowledge and awareness. The participants completed a pre- and post-education electronic survey to identify hand hygiene knowledge and conceptions. The education included a Power Point Presentation with emphasis on hand hygiene practices and foundations utilizing WHO’s Five Moments of Hand Hygiene framework. A question-and-answer session was completed after the presentation. After receiving the education, the participants performed hand hygiene demonstrations with feedback and Glo Germ Technology. The project goal was achieved, with all participants reporting an enhancement of hand hygiene knowledge and understanding
Cardiovascular Event Reduction in Adults with Hypertension: Comparing ARBs and Other Antihypertensive Medications
Full text linkIntroduction: Hypertension is a leading cause of heart disease and stroke worldwide. There are various medications available for effective management of hypertension. This paper aims to evaluate the efficacy of antihypertensive medications on cardiovascular events in adults with hypertension, explicitly investigating angiotensin II receptor blockers (ARBs).
Methods: PubMed was searched with filters using key terms “angiot*” AND “hypertens*” AND “antihyp*” and key terms arb AND hyper* AND cardiovasc* to identify articles underlining the efficacy of ARBs and other antihypertensives in the reduction of cardiovascular events in adults with hypertension. Four articles, chosen by their direct comparison of antihypertensive medications and cardiovascular outcomes, were selected for further review.
Results: All studies utilized a 95% confidence interval (CI). The results of the data were limited. ARBs were considered more efficacious than CCBs in reducing the recurrence of atrial fibrillation (AF) and persistent AF. ACEIs, BBs, ARBs, DH-CCBs, and diuretics were all efficacious in decreasing the risk of stroke by 35%, cardiovascular death by 20%, and overall cardiovascular events by 30% compared with placebos. However, further investigation is needed to determine the comparison of ARBs with other antihypertensive medications.
Discussion: ARBs have been proven efficacious in reducing blood pressure and cardiovascular events. However, the efficacy of ARBs in comparison to other antihypertensive medications has yet to be identified by further research. Further investigation is still needed to determine the difference between the efficacy of antihypertensive medication and overall cardiovascular event reduction
2025 - Ballard, Jason - Leading Change in the Local Church
No full text10:00 AM Lecture: Leading Change in the Local Church
Jason Ballard, a western Gaston County native, has served the Greater Cleveland County Baptist Association (GCCBA) since 2022. A graduate of Appalachian State University and Southeastern Baptist Theological Seminary, he has led multiple church revitalization efforts. Ballard is known for his leadership in missions, ministry training, and church development.
Captions automatically generated.https://digitalcommons.gardner-webb.edu/greene-lecture-series/1003/thumbnail.jp
Session IC: Social Sciences Presentation 2 - America\u27s Greatest Tyrant
No full textMy presentation will be on Paul Kagame, the current president of Rwanda and how he has been able to use the Rwandan genocide and Western guilt to mask his tyrannical tendencies as democratic initiatives