1524 research outputs found
Sort by
A PILOT INVESTIGATION OF GRADUATE TRAINEES’ PERCEPTIONS OF CLINICAL COMPETENCY; DO EXPERIENCES DURING PRACTICUM MATTER?
Get PDFTrainee perceived clinical competence in cognitive behavior therapy has been shown to change over time (Bennett-Levy & Beedie, 2007). Experiences during practicum likely shape the development of trainees’ perceptions of competence (Hatcher & Wise, 2014). This study examines the impact of various factors on trainee perceived competence including, anxiety, client outcome, perceived supervisor competence, and attitudes about routine outcome measurement. Twelve doctoral students, in their first clinical practicum experience, participated in this research over the course of five months. Results indicated that the trajectory of perceived competency varied between participants, with some participants reporting an increase in competency across time and others a decrease. Factors that were shown to likely influence these changes were assignment of transfer clients and trainee anxiety. Levels of anxiety were inversely related to perceived competence, as trainee anxiety decreased their self-perceived competence increased. Client outcome was not shown to be related to perceived competence, however more than half of participants incorrectly identified client change as compared to data from routine outcome measurements. This evidence suggests that trainees are likely not using this outcome data meaningfully. The limitations of the current study, directions for future research, and implications for the field of school psychology are discussed
INTERPRETING TECHNOLOGY PROFICIENCY IN STEM EDUCATION: A QUALITATIVE STUDY OF TEACHERS IN THE NEW YORK REGION
Get PDFThis qualitative phenomenological study explored the technology integration divide perceived by high school STEM (Science, Technology, Engineering, and Mathematics) teachers within a nonprofit organization dedicated to supporting a community of STEM educators across the New York region. The study examined educators\u27 integration of technology in their classrooms, their challenges, professional development needs, and the impact of teaching experience on technology integration. Semi-structured interviews captured teachers\u27 lived experiences regarding subject-specific technology integration, pedagogical strategies, and technological proficiency. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study, providing a lens to analyze how educators navigated the intersection of content knowledge, pedagogy, and technology. Rather than relying on statistical analysis, this study interpreted participant narratives, applying qualitative coding and thematic analysis to uncover patterns in teachers\u27 experiences. This inquiry highlighted disparities in technology proficiency and access, offering insights that guided leadership planning and the design of targeted professional development (PD) initiatives. Data analysis revealed five significant themes: (1) varied definitions of technology proficiency among educators; (2) the critical role of informal mentorship and peer coaching in enhancing technology integration; (3) systemic barriers, including insufficient professional development and infrastructure; (4) disparities in confidence and perceived competence with technology; and (5) the necessity for structured, ongoing professional learning communities focused on technology integration. Additionally, the study explored how post-COVID technology adoption, equity gaps in digital tool access, and AI advancements influenced STEM educators\u27 experiences. These findings underscored the complexity of effective technology integration and provided insights to guide leadership planning and targeted professional development initiatives, identifying areas for future research and policy improvements
EXPLORING THE INTELLECTUAL LEADERSHIP OF WOMEN IN HIGHER EDUCATION THROUGH OBITUARIES
Get PDFThis study examined intellectual leadership in higher education and applied it to women, in general, and African and Latin American women, specifically, using obituaries. The researcher provided an explanation of intellectual leadership and how the term is defined in the literature. This study was a replication of Macfarlane and Chan’s (2014) study of intellectual leadership in higher education using obituaries. The researcher looked to provide an answer to the following research question: What are the variables that limit opportunities for women, in general, and African and Latin American women, specifically, to become intellectual leaders in higher education? The researcher used content analysis to tell the stories of women, in general, and African and Latin American women, specifically, in higher education through their obituaries, in the same way Macfarlane and Chan did in their study. The researcher reviewed the obituary sections of The New York Times and Times Higher Education over 4 years. The researcher used computer-assisted qualitative data analysis software to analyze and interpret data. The researcher also interviewed six women professors after analysis of the obituaries to ensure trustworthiness. The purpose of this study was to add to the literature on intellectual leadership of women, in general, and African and Latin American women, specifically, in higher education, and it built on the research of Macfarlane and Chan
TEACHER INSTRUCTIONAL AUTONOMY AND IMPLEMENTATION FIDELITY IN CLASSROOM-BASED INTERVENTIONS
Get PDFThe present study examines the relationship between teacher choice and autonomy and implementation fidelity of social-emotional curricula. Thirty-four teachers were randomly assigned to one of three conditions with varying levels of standardization they had to adhere to. Participants implemented Core Session One: Introduction to the Well-Being Promotion Program from the Well-Being Promotion Program (Suldo, 2016). A corresponding Intervention Integrity Checklist (Suldo, 2016) was used to assess implementation fidelity of the session. The Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and the Positive Psychotherapy Inventory (PPTI; Rashid & Seligman, 2018) were used to assess teacher ratings of autonomy and well-being outcomes after session implementation. The High Standardization Group (HSG) was required to implement 100% of the items on the session’s intervention integrity checklist. The Moderate Standardization Group (MSG) was required to implement 50% of the checklist items. The Low Standardization Group (LSG) was required to implement 25% of the checklist items. Results suggest that modifying levels of standardization led to increased implementation fidelity, autonomy satisfaction, and perceptions of well-being, with the moderate level of standardization emerging as the most optimal
SHAPING THE FUTURE: EXPLORING MOTIVATIONS AND CHALLENGES IN ASIAN AMERICAN TEACHERS’ CAREER CHOICES
Get PDFThe purpose of this study was to explore the motivations and reasons behind why Asian Americans choose to enter the field of education as professionals. Additionally, this research could help identify any obstacles or challenges that Asian Americans face when choosing to enter the teaching profession. To guide the study, three research questions were developed: (1) What are the personal, cultural, and societal factors that influence Asian Americans’ decision to become teachers?, (2) What are the most significant challenges and barriers, in the eyes of Asian educators in the state of New Jersey, to entering the teaching profession and remaining in the profession?, and (3) What proposals for policy change may assist the recruitment and retention of Asian educators? This was a mixed methods study, which included a narrative inquiry. The research study included 9 Asian American teachers from different school districts in the state of New Jersey. Qualitative data was collected with one-on-one interviews and open-ended questions. Quantitative data was incorporated with a Likert scale survey that yielded descriptive statistics. Qualitative data was analyzed using an inductive and thematic approach. Findings have shown that the road to teaching profession of Asian American educators in New Jersey is determined by various personal, cultural and societal factors. This study not only intends to uncover the underlying factors that led to their career choices but also aims to suggest policy modifications that can improve the recruitment and retention of Asian American teachers. In so doing, it continues the discussion about the diversity and inclusivity in the educational sector, stressing the need for a teaching labor force that is a reflection of the broad spectrum of backgrounds and experiences in our communities. Recommendations for recruitment, future research and limitations of the study are discussed
CLASSROOM DIALOGUE ABOUT RACE AND RACISM: TEACHERS’ EXPERIENCES AS THEY NAVIGATE DIVISIVE WATERS
Get PDFIn the past few years, the way teachers handle race and racism in the classroom has come under scrutiny (First Book, 2023; Schwartz, 2024). Even though there is scholarly evidence to suggest that learning about and discussing race and racism is beneficial to students and student learning outcomes (Gay, 2018; González et al., 2006; Hammond, 2014; Paris & Alim, 2014), teachers are confronted with restrictions referencing how they can and should engage in lessons and conversations about race and racism. Many perspectives have been expressed on this topic, but placing the voices of teachers at the center of the discussion has the potential to add nuance to our understanding of how race and racism are discussed in the classroom and, therefore, what these regulations mean for teachers and students. This research study used critical phenomenology to explore the experiences of select elementary school teachers as they engaged in dialogue with students about race and racism in the classroom. Using semi-structured interviews in a three-interview series, the research gained insight into how the participants experience engaging in dialogue about race and racism. I argue that delivering, facilitating, and navigating dialogue about race and racism in the classroom is fraught with complex emotions and complicated by societal structures. However, my findings suggest that teachers can and do find productive ways to engage in these dialogues. I present three themes that illustrate how the participants experienced delivering, facilitating, and navigating race and racism: participants are guided by the students\u27 inquiries, participants experience complex emotions, and participants have unique experiences depending on the type of dialogue. The findings from this study have implications for political interest groups, educational policy makers, students, and teachers. This research study has the power to make change, whether by informing policy, educating interest group discussions, updating curriculum for students, or improving teacher dialogue
IDENTITY AND OBJECT: THE MATERIAL AND CULTURAL EXCHANGES OF NORTHWEST INDIAN MERCANTILE COMMUNITIES IN THE SEVENTEENTH CENTURY
Get PDFThis dissertation proposes a world-historical approach to Northwestern Indian cultural exchanges in the seventeenth century, focusing on the impact of trade and migrations in the Indian Ocean World (IOW) on the identity of mercantile communities in the region. There is a lack of research on the cultural history of these Northwestern Indian communities, which were prominent in the seventeenth-century commercial IOW. The current gap between economic and cultural histories can be addressed through research that analyzes commodities as symbols of culture and identity. The study aims to translate the cultural history of Northwestern Indian communities through material culture via objects commonly traded and preserved in museums, referenced in texts, and appearing in cultural expressions. It combines archival and material culture analysis to discern the connectivity that influenced identity. This study investigates the textile trade as the primary commodity from India in the Indian Ocean world economy, delving into the movement of merchants and textiles to the Persian Gulf, Red Sea, East African coast, and Southeast Asian port towns. It specifically analyzed the involvement of six Northwest Indian communities — Ahir, Khatri, Bohra, Rabari, Khoja, and Parsi — in the commercial and cultural world of the Indian Ocean. The communities were selected based on their involvement with either trade, manufacture, or consumption of products exchanged in the Indian Ocean, as documented in the sources. The Ahir community embroidered toran was traced to the Fustat fragments found in Egypt, Bohra use of incense to Southern Arabia, Rabari pastoralist ivory bangles to East Africa, rosewater in Khoja Nowruz celebrations to the Persian Gulf, and finally, sandalwood from Southeast Asia to Parsi holy fires. The analysis identifies and links communities of merchants and artisans in this trade that are poorly documented. It demonstrates the dynamic shifts in their cultural identity influenced by cultural encounters in the Indian Ocean. The study argues that Indian Ocean material exchanges shaped the cultural identities of Northwest Indian mercantile communities who used the objects they developed, produced, or traded to express status, develop religious rituals, and understand their identity as distinct from other social groups in Indian Ocean ports
GENDER DIFFERENCES IN GAZE BEHAVIOR: AN EYE- TRACKING STUDY OF FIXATION DURATION IN SOCIAL DECISION-MAKING
Get PDFEye-tracking technology provides valuable insights into attentional processes, cognitive functions, and social interactions. This study explores gender differences in gaze behavior, particularly fixation duration and frequency of back-and-forth eye-movements between stimuli (regressions), during preference-based social decision-making tasks. Using the Eye Link 1000 Plus system, we found that women exhibit longer fixation durations, suggesting deeper cognitive processing of social stimuli. These results have implications for understanding gendered attentional biases in social cognition and decision-making
NEIGHBORHOOD CONTEXT AND COVID-19 MORTALITY
Get PDFBackground: The COVID-19 pandemic disproportionately affected racial and ethnic minority populations in the U.S., with disparities in infection rates and population-level mortality. Research on racial/ethnic differences in case fatality rates (i.e., mortality per diagnosed case) has yielded mixed results, with some studies finding higher mortality for racial/ethnic minority patients and others showing no differences. These inconsistencies may stem from context-dependent factors including neighborhood characteristics. One potential neighborhood variable which may affect health is ethnic density—the concentration of a racial/ethnic group within a neighborhood—which has shown protective, detrimental, and neutral effects in prior studies. Ethnic density may influence health outcomes through mechanisms such as social support or health behaviors. Purpose: To examine racial and ethnic disparities in COVID-19 case-fatality rates and the role of neighborhood influences within a single hospital system in Queens, NY, a racially and socioeconomically diverse urban area that was the U.S. epicenter of the pandemic in 2020. Methods: Medical records from 2,865 hospitalized COVID-19 patients (March–December 2020) were analyzed, incorporating demographic (age, gender, BMI, and race/ethnicity), clinical (mortality), and neighborhood-level socioeconomic data (poverty, insurance, education, crowding, ethnic density). Multiple imputation addressed missing data, and logistic regression examined associations between neighborhood characteristics and mortality risk across racial/ethnic groups. Results: Hispanic patients had lower mortality rates than other racial/ethnic groups, but this difference diminished entirely after adjusting for age, gender, and BMI. Demographic factors were associated with mortality and varied across groups. After adjustment for age, gender and BMI, no significant case-fatality disparities were observed among Hispanic, non-Hispanic Black, non-Hispanic White, and Asian patients. Although neighborhood ethnic density was not associated with case fatality overall, higher Black ethnic density was linked to lower mortality odds for non-Hispanic Black patients. In contrast, higher foreign-born population density was associated with increased mortality odds for non-Hispanic Black patients. Conclusion: These findings suggest that Black ethnic density may be protective for non-Hispanic Black patients in certain contexts, whereas foreign-born density may contribute to higher mortality risk. Future research should explore the underlying mechanisms and how neighborhood factors shape health outcomes to inform targeted public health interventions
“It’s All Fun and Games Until Someone Loses an Eye (-Test): On the Presence and Consequences of an Argument Scheme that Re-Works Our Notions of Evidence and Support”
No full textThis essay explores an argument scheme commonly employed in sport communication, the “Eye Test,” which claims that a good faith watching of two teams or athletes, for instance, provides its own evidence as to which is superior. A distinction is drawn between a weak version of the argument, the earned eye test, and the strong version, the universal eye test. Focusing on the latter, which does not rely on expertise but claims that any individual should be able to see the proof of the argument, the essay explores a range of everyday and public sphere arguments that operate similarly to this eye test. By suggesting that the eye test subverts the expectation of an arguer’s burden to provide evidence in support of their claims, and instead rely on obvious common sense and self-evidence, the author argues that scholars of rhetoric and argument ought to regard with suspicion the use of such processes of argument