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A CASE STUDY ON THE ROLE OF PRE-DEPARTURE TRAINING IN STUDY ABROAD EXPERIENCES
Get PDFAs students need to attain the knowledge, skills, and attitudes to live and work in a diverse global society, they participate in study abroad opportunities offered by higher education institutions to assist them with intercultural learning. However, prior research shows that the level of intercultural learning in study abroad programs can vary substantially. The purpose of this case study is to investigate how a program’s use of pre-departure training relates to the development of global competence in participants of a short-term study abroad program. The participants of this study come from a purposive sample who attended a community college in a large urban city in the northeastern part of the United States. These participants, who were diverse in age, ethnicity, and academic background, were interviewed after they participated in a pre-departure training program before partaking in a one-week study abroad experience in Central Europe. The pre-departure training was designed to develop student skills in empathy, intercultural communication, and collaboration. Questionnaires, reflection essays, and interview transcripts collected from these students were synthesized, coded, and analyzed. Results suggested that the pre-departure training developed global competence in its students by increasing their capacity and disposition to understand diverse people and act on issues of global significance. Thus, higher education institutions should consider offering this intentional pre-departure training program to all study abroad students to produce more effective leaders and responsible citizens required for a dynamic world
Cancer Clinical Trials: The Role of Healthcare Providers in Addressing Inequitable Racial/Ethnic Minority Representation in Biomedical Research
Get PDFAccepting Educational Responsibility for Social Justice: Homeless Mothers’ and Children’s Need of Education about Health and Nutrition
Get PDFThe goal is to improve health and nutrition among new mothers and their children who were living in shelters. The mothers received workshops and booklets consisting of information, quick and healthy recipes, and learned how to prepare home-made meals with a low budget. The mothers realized nutritious foods are important for them and their children. They learned how to manage time to make nutritious food at the residence. Children regardless of their background, are our future and we need to pay attention to their needs now so that future problems could be prevented. The significance of this study is immense from the point of racial equity and social justice to engage families and communities
Justice House at Niagara University: An Emerging Approach to Teaching Vincentian Social Justice During and After the COVID-19 Pandemic
Get PDFSome commentators have predicted that the disruptive effects of the COVID-19 pandemic will transform the landscape of higher education in the United States. For example, Scott Galloway, Professor of Marketing at NYU Stern School of Business, predicts that most U.S. colleges and universities will either “go out of business or become a shadow of themselves.” Professor Galloway argues that the few elite universities that survive will enter into corporate partnerships with Big Tech companies such as Google, Apple, and Meta. From this perspective, for the overwhelming majority of U.S. colleges and universities there won’t be a “post-pandemic recovery”— at least not in the sense of a return to anything resembling the status quo ante
THE ROLE OF MENTORSHIP IN THE ADVANCEMENT OF BLACK WOMEN IN HIGHER EDUCATION ADMINISTRATIVE ROLES
Get PDFLiterature has suggested that mentorship is one of the most influential components of career advancement. However, for Black women in higher education administrative roles, mentorship also serves to garner community and support. This research study focuses on the lived experiences of Black women administrators in higher education institutions, the obstacles they face in pursuit of support and career advancement, and how they benefited from a relationship with a mentor. This descriptive phenomenological qualitative study was implemented by conducting in-depth interviews with a small sample of (6) six African American women administrators from various higher education institutions located in the Northeast, West Coast, and Midwest regions of the United States. This phenomenological qualitative study was conducted to understand and describe the lived experiences mentorship for a select group of Black women leaders in higher education, using Black feminist thought as the theoretical framework. A purposive sample of six Black women leaders in higher education participated in in-depth interviews that were video recorded through Cisco Webex. The collected data were transcribed and used to construct seven major themes and through the processes of using initial coding, in vivo coding, and descriptive coding. The major themes included the mentor’s contributions, organic connections, relational experiences, and dual role. The findings from this study indicate that for this select group of Black women mentorship played a pivotal role in the advancement of their professional and leadership development, but not without challenges
NO MORE ONE AND DONE: THE IMPACT OF A SIX WEEK PROFESSIONAL LEARNING BOOK STUDY ON CULTURALLY RELEVANT PEDAGOGY ON TEACHERS’ ATTITUDES AND PRACTICES
Get PDFCulturally relevant pedagogy is a core value and mindset that involves using students’ background knowledge and cultures as tools to propel academic success. CRP entails a curriculum that honors and reflects all students and a variety of perspectives. Students are inspired to become social agents, thus recognizing sociopolitical forces and inequalities within the school system, community, and the world at large. Though researchers have illustrated the positive impact of culturally relevant pedagogy on student outcomes, this practice is not consistently practiced in urban classrooms. The purpose of this study was to explore whether long-term professional development and support influence educators’ use of culturally relevant pedagogical practices, as well as the possible impact on their students. Professional development was in the form of a book study using No More Culturally Irrelevant Teaching by Souto-Manning et al. (2018). A case study design was employed to explore the phenomenon. The research question was: In what ways does engaging in a professional learning book study on culturally relevant pedagogy influence teachers’ attitudes and practices in the classroom and what impact does this have on their students? The study was conducted via Webex over a period of 6 weeks. During this time period, participants were tasked with reading 16 pages per week. At the end of each session, participants debriefed the content of the readings. They were also asked to fill out surveys and questionnaires to determine whether they were using the information and strategies from the book in their classrooms. Results yielded three main themes: (a) lack of time, (b) the challenge of translating theory into practice, and (c) comradery and connections among educators. Results indicate further development is needed in the area of sociopolitical consciousness. Ultimately, the results of the study will be used to design a professional learning series on culturally relevant teaching
EXPLORING THE IMPLEMENTATION OF THE CULTURAL PROFICIENCY FRAMEWORK IN A SUBURBAN SCHOOL DISTRICT
Get PDFThe purpose of the study was to explore a suburban school district with a homogenous staff and diverse student population that implemented a professional development program centered on the Cultural Proficiency Framework. Cultural Proficiency is a framework that guides the shifting of culture in schools from viewing diversity as problem to overcome to seeing it as an asset to be celebrated (Lindsey et al., 2009). The data analysis focused on the application of the Essential Elements and Guiding Principles of Cultural Proficiency. The Essential Elements are the standards for individual values and behaviors and organizational policies and practices in a Culturally Proficient organization. The Guiding Principles of Cultural Proficiency provide a moral framework for conducting oneself and organization ethically (Lindsey et al., 2009). he researcher collected data on the knowledge and perceptions of the administrative and teaching staff and examined reports of the physical environment of the district’s school buildings to observe evidence of Culturally Proficient practices. In this case study the researcher examined three different data sources: a) semi-structured interviews with building administrators, b) semi-structured interviews with teachers and c) analysis of district Equity Action Plans and Equity Walk Reports. The findings show the both the positive foundation forming within the district and the struggles the district continues to face in their implementation
THE PREDICTIVE VALIDITY OF THE DIAL-4 WITH A DIVERSE PRESCHOOL POPULATION
Get PDFSchool readiness refers to continuous, multi-faceted, abilities that develop during early childhood and encapsulate how prepared children are to learn as they enter their first formal school experience (Howard, 2011; Romano et. al., 2010; Stormont et. al., 2015). Children who exhibit greater school readiness skills, such as cognitive, language, and fine and gross motor abilities, prior to the start of kindergarten are more likely to succeed academically throughout their later school years (Ricciardi et. al., 2021; Schachter et. al., 2019; Williams & Lerner, 2019), while children who lack school readiness skills are more likely to demonstrate difficulties throughout elementary school (Linder et. al., 2013; Russo et. al., 2019, Welsh et. al., 2010). Research has also shown that socio-economic status and familial background play a significant role in a child’s school readiness skills (Borre et. al., 2019; Cameron et. al., 2012; Linder et. al., 2013; Williams & Lerner, 2019). Kindergarten screening has been an increasing practice in school districts throughout the United States to assess for school readiness abilities (Howard, 2011; Romano et. al., 2010; Stormont et. al., 2015; Williams & Lerner, 2019). Children who score lower on screening measures in kindergarten are more likely to exhibit later reading and mathematics difficulties throughout elementary school (Jordan et. al., 2010; McNamara et. al., 2011). In the current study, the relationship between results from the kindergarten screening, using the Developmental Indicator for the Assessment of Learning, Fourth Edition (DIAL-4), and later academic achievement, as measured by Fountas & Pinnell (F & P) Benchmark Assessment System, Second Edition Reading Levels and New York State test scores, was examined. The aim of this study is to add to the existing literature regarding the predictive ability of kindergarten screening measures on subsequent academic achievement, while also examining the role that socio-economic status and ethnicity play on kindergarten readiness skills and later academic success. The findings of the study supported the DIAL-4 as a valid and accurate kindergarten screening measure of later academic achievement, while also providing new findings regarding school readiness skills for children of ethnically diverse backgrounds and from economically disadvantaged families. Limitations and directions for further research are discussed as well as practical implications for the practice of school psychology
CONTROLLED RELEASE MATRIX TABLET FORMULATION OF VERAPAMIL HYDROCHLORIDE
No full textThree major challenges face the formulation of a successful hydrophilic polymer matrix. The objective of the formulation research is to concentrate on these issues. The first challenge is to maintain consistent drug release from these matrix systems; swelling and polymer dissolution occur when these systems are placed in a dissolution medium. A gel layer forms as the polymer swells, increasing the matrix tablet thickness. Polymer dissolution starts with chain disentanglement over time causing the matrix tablet thickness to gradually decrease until it undergoes complete dissolution. In the release of water-soluble drugs through a hydrophilic matrix, the thickness of the gel layer is a rate-controlling factor. The change in gel layer thickness over time makes achieving a constant drug release rate from these polymer matrices challenging. The second challenge is burst release from a polymer matrix system in the presence of alcohol. The third challenge is to control the critical variables that influence drug release from a hydrophilic matrix system. To optimize a matrix tablet formulation, it is critical to determine the role of these factors in drug release. In the present study, verapamil hydrochloride controlled release matrix tablet formulation was successfully developed. The front synchronization approach was used to achieve constant drug release. Hydrophilic polymers should form hydrogen bonds in the presence of a dissolution medium to change swelling behavior and maintain a constant gel diffusion layer around the polymer matrix. As a result, in this study, restrained swelling of a hydrophilic polymer via hydrogen bonding with an anionic or cationic polymer was used as a strategy to achieve a constant drug release from a hydrophilic matrix. In this study, an attempt was made to understand and optimize the factors that influence drug release from matrix systems, such as the ratio of rate-controlling polymer in the matrix, compression pressure, and tablet geometry, using a central composite experimental design. Utilizing the HPMC-RSPO combination, a matrix composition resistant to alcohol was developed