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INTERDISCIPLINARY COLLABORATION: IDENTIFYING ESSENTIAL LEADERSHIP QUALITIES FOR CAREER AND TECHNICAL EDUCATION AND SPECIAL EDUCATION LEADERS
No full textPurpose
The aim of this study was to systematically investigate and interpret the leadership qualities essential for fostering effective interdisciplinary collaboration between leaders in CTE and special education. By embracing the distinct perspectives of both special education and CTE leaders, I wanted to uncover the fundamental attributes perceived as pivotal in cultivating and maintaining collaborative relationships.
Additionally, in this study I sought to recognize and comprehend the shared challenges encountered by these leaders in their joint endeavors to ensure equity and access for students with disabilities within CTE programs.
Methodology
Utilized in the present study was a multiple case study approach following Robert Stake’s framework. Semi-structured interviews were conducted with CTE and special education administrators to collect qualitative data on their leadership styles and collaborative efforts. Thematic analysis was used to identify patterns, leadership qualities, and challenges in building effective collaboration between the two departments.
Findings
The study identified three primary leadership qualities as crucial for effective collaboration: communication and mutual understanding, flexibility and adaptability, and trust and accountability. Administrators who emphasized open communication and dependable follow-through were more successful in building partnerships between departments. Flexibility and creative problem-solving were also highlighted as essential for addressing the diverse needs of students with disabilities. Trust and mutual support played a key role in fostering a culture of shared responsibility and effective teamwork.
Implications
The results of this study should prompt educational leaders to prioritize interdisciplinary collaboration through targeted leadership training and combined professional development. Improving communication and trust between CTE and special education departments can lead to more inclusive and supportive educational environments. This research provides actionable insights for school leaders seeking to enhance collaboration, ultimately benefiting students with disabilities through improved access to both academic and vocational pathways. The study underscores the importance of leadership in fostering cohesive partnerships that prioritize student outcomes
THE INFLUENCE OF CAMPUS CLIMATE ON IDENTITY DEVELOPMENT OF COMMUNITY COLLEGE STUDENTS WITH DISABILITIES
No full textThe number of students with disabilities enrolling in higher education has steadily increased. Most students with disabilities begin their collegiate journey at a community college, but the persistence and graduation rates remain low. Students with disabilities do not seek needed resources and support because of fear of stigmatization, lack of self-awareness, and negative educational experiences. Colleges can help guide student perceptions about disability by providing an environment where positive self-identity is promoted. Positive identity improves student success and self-confidence. The purpose of this qualitative phenomenological study was to understand the influence of campus climate on identity development among community college students with disabilities. Six participants were selected from students registered with the disability services office and those enrolled in a postsecondary education (PSE) program. Using Aquino’s (2016) disability identity theoretical framework, participants were classified as either disability-diversity connected (DDC) or disability-diversity disconnected (DDD). Five themes emerged from the study: manifestations of the disability, understanding of the disability, receiving support for the disability, impacts of the disability, and advocating for others
Officer Wellness is More Than Push-Ups, Sit-Ups, and Peer Support
No full textLaw enforcement agencies should utilize all available resources for officer wellness. The purpose of this paper is to discuss other avenues that when applied can increase the overall effectiveness of officer wellness programs. Applications such as group counseling services, career development resources, suicide awareness, spiritual/resiliency training, and financial coaching. Many agencies developed programs; however, these programs can do much more. A 2018 study published by the Community Oriented Policing Services (COPS), indicated that there was a great need for crisis hotlines, annual mental health checks, and expansions of peer programs
(Spence et al, 2019). By creating an effective wellness program, the stigma of mental health concerns can be broken down. With frustrations lessened and perceptions adjusted officers approach the community with more compassion. Likewise, the community will be more empathetic towards its officers. Budgets will find balance when the usage of benefits decreases. The struggles of retention will be reduced. Job satisfaction will increase, and those who served will live longer after retirement. Departments can focus on growth and meeting the growing population needs. A balanced and fully encompassed wellness program will help the trust that is needed in this relationship. The community members and the officers will feel greater feelings of commitment toward the goals.LEMI
Use of Firearm Suppressors by Law Enforcement to Prevent Hearing Loss
No full textA major occupational health issue for law enforcement officers is noise-induced hearing loss (NIHL). All peace officers will be exposed to loud noises such as alarms, sirens, explosions, and gunshots throughout their career and studies show that the longer an officer serves, the more their hearing will diminish. Most law enforcement agencies provide their officers with hearing protection devices (HPD) to reduce the effects of loud noises in controlled environments. However, it is unreasonable to expect officers to deploy earmuffs when responding to an active shooter event. There is a more effective option that these agencies are neglecting to use. A firearm sound suppressor, also called a �silencer,� is a tool that is placed on the muzzle of a firearm and is used to suppress the blast when the weapon is fired, thus preventing hearing loss. Suppressors are a more reasonable option for police officers to use when training or when responding to a crisis event because it is already attached to the weapon and ready for use. Firearm sound suppressors are not only important for an officer�s health, but they also have multiple safety benefits. There is also the question as to whether an agency is liable regarding hearing loss compensation claims due to a failure to provide appropriate safety devices to officers or compensation claims by citizens who are exposed to gunfire by law enforcement. Noise-induced hearing loss, a disability that afflicts so many peace officers, can be prevented with the use of these simple devices. Because it is a reasonable option, law enforcement agencies should utilize firearm sound suppressors to help prevent permanent hearing loss to law enforcement officers.LEMI
A PRE-PANDEMIC AND POST-PANDEMIC ANALYSIS OF THE MATHEMATICS PERFORMANCE OF TEXAS GRADE 8 EMERGENT BILINGUAL STUDENTS BY ECONOMIC STATUS, SPECIAL EDUCATION STATUS, AND ETHNICITY/RACE: A MULTIYEAR INVESTIGATION
No full textPurpose
The purpose of this journal-ready dissertation was to examine the extent to which differences were present in the mathematics achievement of Texas Grade 8 Emergent Bilingual students by their economic status, special education status, and ethnicity/race. The purpose of the first article was to determine the extent to which student economic status (i.e., Not Poor, and Poor) was related to the mathematics achievement of Texas Grade 8 Emergent Bilingual students. Ascertained in the second article was the degree to which the mathematics performance of Texas Grade 8 Emergent Bilingual students differed by their special education status (i.e., Special Education, Not Special Education). In the final article, the extent to which ethnicity/race (i.e., Black, White, Asian, and Hispanic) was related to the mathematics performance of Texas Grade 8 Emergent Bilingual students was determined.
Method
A causal-comparative research design was present in this article (Johnson & Christensen, 2020). Archival data from the Public Education Information Management System for the 2017-2018, 2018-2019, 2020-2021, 2021-2022, and 2022-2023 school years were analyzed. Achievement data were analyzed across the three performance standards to determine the extent of differences that existed by economic status, special education status, and ethnicity/race.
Findings
In four of the five years of data analyzed, statistically significantly lower percentages of Emergent Bilingual students in poverty met the Grade 8 STAAR Mathematics Approaches Grade Level Standard than Emergent Bilingual students not in poverty. Regarding special education, in the two years prior to the pandemic, lower percentages of Emergent Bilingual students in special education met the three grade level standards than Emergent Bilingual students who were not in special education. However, after the pandemic, improved performance was present for both groups of Emergent Bilingual students. Regarding ethnicity/race, a higher percentage of Asian Emergent Bilingual students met the Approaches Grade Level standard than did White, Black and Hispanic students for all school years, except for the 2020-2021 school year. Post- pandemic outcomes were higher than pre-pandemic outcomes in all three studies except for the 2020-2021 school year. Mathematics college readiness was determined to be adversely influenced by student economic status, special education status, and by ethnicity/race
Student Perceptions of the Relationship Between Learning Styles and Factors Affecting Academic Achievement in Online Graduate Courses
No full textThis study examined online graduate students’ perceived learning styles and perceptions of factors that influenced their overall academic achievement in online courses. The study explored relationships between the learning styles and the factors identified as influencing achievement. Previous research produced mixed results when evaluating the effectiveness of the use of learning styles in educational settings (Santo, 2006). This research seeks to expand the body of knowledge to provide further support for learners and educators.
Data were collected from participants utilizing the Inventory of Learning Styles (ILS) and an adapted Factors Supporting Graduate Student Achievement Survey (FSGSAS). The participants displayed a higher percentage of the meaning directed learning style for processing strategies and mental models of learning, which aligns with previous research (Gülpınar, 2014; Lloyd, 2007). Participants were also found to have a higher percentage of the application directed learning style for the learning orientations domain. The results of an ANOVA analysis yielded no significant differences for all items and learning style domains. However, further review of the results offered meaningful insights to support the learning process in institutions. The FSGSAS identified six areas: personal learning commitment, time management skills, critical thinking, organizational skills, feedback, and independent learner as important to very important to academic achievement
Sociodemographic Disparities with Satisfaction and Autonomy at End of Life
No full textPurpose: To explore how quality of end of life (EOL) care varies by a person’s
social determinants of health (SDH). Specifically, how race, education, and income
impact satisfaction with EOL care and sense of autonomy at the EOL.
Methods: The National Health and Aging Trends Survey (NHATS) interviewed
proxy respondents for participants of their original study regarding the care the
participant had received in their last month of life. A total of 724 interviews were
examined in this secondary data analysis between 2020 and 2022 using a multivariate
regression model.
Findings: SDH have some impact on quality measures at the EOL. White
decedents were associated with lower satisfaction with the care ratings, but decedents of
color were associated with lower overall satisfaction rating. In final regression models,
education was not a significant predictor of quality ratings and for one measure of
quality, income was marginally significant when all variables were controlled. Ratings of
autonomy did not vary according to race, income, or education.
Conclusion: Inequalities in the care a person receives can be partially attributed to
their social determinants of health. The complex concept of quality of EOL care merits
further study. EOL providers need to be informed that those in specific social groups are
at risk for lower quality EOL care and interventions created to address them
PERCEPTIONS OF BLACK ADULTS REGARDING EFFECTS OF FATHER ABSENCE DUE TO LOSS AND THE IMPACT IT HAD DURING ADOLESCENCE
No full textThis qualitative dissertation explores the psychosocial impacts of paternal death during adolescence on Black identity development, relationships, independence, and well-being as disclosed through in-depth interviews with 8 Black adults who lost their fathers between ages 12-18. Using a phenomenological approach framed by Erik Erikson’s theory of psychosocial development and Critical Race the study examines how father loss disrupted normative processes of racial identity, relationships, and externalizing behaviors during this critical phase. Preliminary thematic analysis suggests losses complicated maturation and connection-building while accelerating self-reliance. Key impacts included fractured racial identity, strained bonding, suppressed grieving and survivor's guilt/confusion. Findings can inform how parents, educators and clinicians can better support Black youth navigating trauma, establish culturally affirmative aftercare, and validate experiences often systemically disenfranchised
Crisis Intervention Teams - Co-responder Model
Get PDFLaw enforcement agencies are faced with a growing number of calls that involve mental health and substance abuse issues; however, many times, these calls do not have a criminal or law enforcement component. If they do, it is due to the decompensation of the individual�s mental state. Law enforcement officers can stabilize emergent circumstances, but, absent severe mental decompensation, do not have resources available to provide additional services. Pairing law enforcement officers with mental health professionals in the co-responder model can provide emergency stabilization and referral to additional community-based resources for mental health consumers. This pairing can provide for better triage of limited resources and provide better outcomes for consumers. Law enforcement agencies implementing crisis intervention teams should adopt the co-responder model.LEMI
Enhancing Digital Medical Education with Problem-Based Learning
No full textThis talk will explore how Problem-Based Learning (PBL) can enhance digital medical education by promoting self-directed learning and critical thinking. At our college, we have successfully implemented PBL to immerse students in real-world patient cases, encouraging them to proactively acquire and apply information. This approach bridges theoretical knowledge with practical application, allowing students to develop problem-solving skills essential for clinical practice. Through structured case presentations and collaborative exercises, students engage in a dynamic learning process that mirrors real medical scenarios.
We will also discuss how common PBL activities are effectively mapped to technology tools. Sharing, reading, and writing are facilitated through Google Docs, while discussing, communicating, reflecting, and debating occur via Zoom. Additionally, students use data material from Medline resources to support their research and evidence-based decision-making. These technologies and resources enhance the collaborative aspect of PBL, supporting real-time interaction and reflective learning. By sharing our experiences with these tools and resources, we aim to provide valuable strategies for educators to create a robust digital learning environment that equips medical students with the skills needed for complex medical challenges and lifelong learning