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Increasing the Knowledge and Access to Naloxone (Narcan) for High-Risk Populations
Get PDFThis study investigated the knowledge and access to Naloxone (Narcan) in high-risk populations in Robeson County, NC. In order to mitigate the rate of overdose in tribal members who are part of the Lumbee Tribe of North Carolina. Indigenous populations have had the highest overdose rate of increase since 2019. In collaboration with CORE Pathways, a quality improvement project was implemented at the Harvest Moon Fall Powwow. Opioid overdose education was provided to voluntary participants, free Naloxone was provided to individuals, along with a created video presentation of Naloxone education. Pre- and post-surveys were utilized to gauge participants\u27 knowledge before and after receiving education. Results were monitored via Qualtrics. The results indicated an increase in knowledge and understanding from baseline; 100% of participants felt that they learned new information because of participation in training, suggesting the significance of project impact
The Power of Church Leadership Training and Development: Equipping, Empowering, And Encouraging Church Leaders to Lead Effectively
Get PDFThis study explored perceptions of a church’s ministry leadership team to determine their preparation in the tools, skillsets, and strategies needed to lead themselves and others well. The study sought to understand the needs of these church ministries to meet the spiritual and daily needs of the members they serve. The study used a mixed methods design, employing a survey and focus group that examined perceptions of ministry experiences, training, development, and other support. Results were examined through the lens of Lewin’s (1947) force field analysis to determine both driving and restraining forces on effective ministry leadership (Hussain et al., 2018). Survey data showed there was a need for ongoing and quality training in the areas of leadership and spiritual development. Focus group data supported the survey results and revealed that leaders sometimes felt inadequate in their biblical knowledge. Spiritual leaders acknowledged gaps in training and development, communication skills, and resources that led them to feel underprepared to lead others, handle unexpected conflicts, and make leadership decisions. By combining qualitative and quantitative methods, the findings of this study provided valuable insight for the church to support leadership teams to become more prepared to lead with integrity, honor, and wisdom as Christ intended
Connecting Principals to the Implementation of a Multi-Tiered System of Support
No full textThe purpose of this explanatory sequential mixed methods study was to examine the implementation of a multi-tiered system of support (MTSS) through the lens of secondary school administrators following professional development. The professional development was chunked and spread over time following the principles of Cognitive Load Theory (Sweller, 2010) to expand understanding of MTSS implementation. Following the professional development, 25 administrators completed a 42-question survey. Ten secondary administrators completed an 11-question interview to expand on the results of the survey. The culmination of results from the quantitative survey, qualitative interviews, and literature provided insight into the practices that increase administrator efficacy in implementing MTSS. When professional development was chunked and provided over time, administrators gained confidence in knowledge and implementation. District relational support that was consistent also grew school administrator confidence in implementation. There were pitfalls that were presented as well. Inconsistency in messaging, shifting expectations, and a lack of engaged district support undermined sustainability and led to reduced buy-in. These findings have implications for the delivery of complex concept professional development and implementation. The implications of this research may lead to more efficient and effective professional development that has the potential to align district and school efforts for more effective practices. Implications of the study may be applied to administrator and teacher training. The final impact on student achievement would be an additional viewpoint to review in future research
Session IIA: Social Issues Presentation 1 - Portraying Appalachia: Comparing Two Shows
Get PDFUsing the movie Deliverance, I analyze how the two shows, Beverly Hillbillies and Heartstrings portray Appalachia and how the scholarship reacts to the shows
2025, Jan 29 - Faculty Meeting Materials
No full textGardner-Webb University Faculty Meeting Materials from 2025, Jan 29. Meeting Materials include: Agenda, Minutes, Committee Reports, and Provost\u27s Report
Sustainability Leadership in Schools: A Success Case Method
Get PDFEnvironmental unpredictability has become a crisis for the 21st century. In response, organizations from the local to international level are addressing the issues by creating, supporting, and promoting initiatives. Schools and school leaders play an important role in this work. An example of a multi-scaled initiative is the U.S. Department of Education’s Green Ribbon Schools (ED-GRS) which recognizes local academic institutions, upon state recommendation, that have implemented three pillars of sustainability: (a) reduce environmental impacts and costs; (b) improve the health and wellness of schools, students, and staff; and (c) provide effective environmental and sustainability education. This evaluation analyzed ED-GRS pillars implementation and program sustainability in North Carolina. The results of this evaluation culminated in the development of the USED-Green Ribbon Schools Program Sustainability Model (Figure 1), which at its core represents the school community that embodied the ED-GRS initiative and developed capacity for sustained environmental education and stewardship outcomes
The Impact of High-Stakes Summative Reading Outcome Measures on Student Self-Efficacy
No full textThe purpose of this mixed methods study was to explore the influence of high-stakes reading tests on student self-efficacy, or confidence, as readers. The study focused on sixth-grade students who had taken the reading end-of-grade (EOG) test in Grades 3, 4, and 5. I analyzed their third-grade reading EOG scores to determine if that score was predictive of the fourth-grade reading EOG score and repeated the same analysis to see if fourth-grade reading EOG scores were predictive of fifth-grade scores. Then, those sixth-grade students\u27 reading self-efficacies, as measured by the Butz and Usher (2015) Self-Efficacy Survey, were compared to their reading EOG score historical results to learn if a relationship existed between reported self-efficacy and EOG score. Additionally, interviews were conducted with teachers and parents/guardians about the factors they perceived as impacting student reading self-efficacy most. The analysis identified themes that highlighted how students connect their test scores and experiences to their reading self-efficacy. Results of the study show that students use testing performance to develop their identity as readers and internalize the positive and negative messages they attach to a score result, which in turn impacts their motivation, leading to such predictability in scores year after year. By providing a closer look at the relationship between test scores and self-efficacy in the elementary grades, this dissertation contributes insights into how self-efficacy develops around academic subjects in the school setting