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MENTORS’ PERSPECTIVE ON MENTORING PRACTICES FOR NEW TEACHERS: A QUALITATIVE STUDY
Get PDFThis qualitative phenomenological research study explores the lived experiences of mentors as they share their perceptions of mentoring practices to better understand how participatory experiences affect the professional growth of new teachers. Using a phenomenological research design helps to better understand the participants’ perceptions and personal meaning making processes that emerge from their first-person lived experiences of their professional practice. This study explores how ongoing participatory experiences have served to shape one’s perceptions about teaching and learning though the use of best mentoring practice strategies. To this end, this study triangulates the data by conducting an initial email interview questionnaire with nine mentors who have extensively engaged in the sharing of their best pedagogical practices with new teachers (mentees), and each is able to discuss their experiences in depth, through review of mentors’ semi-structured interview questions responses, classroom observation reports, fieldnotes, follow-up interviews, and personal reflections. This research adds to the current literature on the topic of mentoring practices for novice teachers by examining each mentors’ experiences from a phenomenological perspective. This research also fills a gap in the existing literature as this specific topic is under-researched
INCREASING MENTAL HEALTH TREATMENT-SEEKING IN EMERGING ADULT COLLEGE-STUDENT SURVIVORS OF SEXUAL ASSAULT: A RANDOMIZED CONTROLLED TRIAL OF AN ONLINE INTERVENTION
Get PDFThe prevalence of sexual violence, particularly in emerging adult women, is alarming (Sinozich & Langton, 2014; Smith et al., 2017), and rates of treatment seeking are low (e.g., Smith et al., 2010). Engagement strategies and motivational interviewing have garnered support in mitigating barriers to mental health treatment-seeking (e.g., Lerch et al., 2017). However, young college women often do not seek treatment for symptoms following sexual violence due to additional barriers such as shame and institutional betrayal (Holland, 2019; Logan et al, 2005). Lack of treatment can lead to long-term detriments (e.g., Halpern et al., 2018) and there is little research on what strategies are effective in getting these survivors into therapy. The current study aimed to address this gap by examining the efficacy of a technology-delivered engagement intervention, Reaching and Empowering Survivors to Engage in Treatment (RESET, Huntt, 2020), in a randomized controlled trial with sexual violence survivors in college. We conducted logistic and linear regressions to examine the efficacy of RESET compared to a psychoeducational control in improving treatment-seeking in female sexual violence survivors, ages 18-24 (N = 78). Results demonstrated no significant effects of intervention condition on treatment-seeking behaviors, χ2(8) = .819, p = .365, R2 = .011, or readiness to change, F(1,65) = 2.08, p = .154, R2 = .023. However, several constructs emerged as predictors in these regression models. Race/Ethnicity showed a trend toward significant prediction of treatment-seeking behaviors, χ2(3) = 7.30, p = .063, R2 = .119. Based on odds ratios, participants who identified as minority race (i.e., Asian or Black/African American) were 82% less likely to seek treatment than those who identified as multiracial (i.e., two or more races/ethnicities), Exp(B) = .18, p = .023. There was also a trend for participants who identified as minority race to report higher scores (M = 8.06; SD = 1.96) on for readiness to change than those who identified as multiracial (M = 9.93; SD = 1.38). Perceived value of treatment and PTSD symptoms at baseline positively predictive predicted readiness to change. These findings highlight clinical implications and potential adaptations to RESET to improve its efficacy
THE ROLE OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EFFICACY FOR COURSE-TAKING AND HIGH SCHOOL GRADUATION OF ENGLISH LANGUAGE LEARNERS
Get PDFThis study examines how Science, Technology, Engineering, and Mathematics (STEM) Education may improve English language learners\u27 academic achievement and high school graduation. In particular, it highlights the plight faced by ELLs in high schools regarding quality education that allows them to graduate on time and attend college. The analysis for this study is grounded on the self-efficacy component of Albert Bandura\u27s Social Cognitive Theory (Bandura, 1977), which focuses on the hypothesis that students are motivated by positive experiences that contributes to their academic success (Hsieh & Kang, 2010). Using Albert Bandura\u27s self-efficacy framework and nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09), this study will analyze: (a) To what extent do ELLs differ from non-English learners in STEM course-taking?; (b) To what extent do ELLs differ from non-English learners in high school graduation? ; (c)To what extent do ELLs differ from non-English learners in STEM efficacy?; (d) To what extent is higher STEM efficacy related to STEM course-taking for ELLs?; and (e) To what extent is higher STEM efficacy related to high school graduation for ELLs? The sample for this study consists of a subset of 546 ELLs. Two independent sample t-tests were performed to compare ELLs and non-English learners\u27 STEM participation and STEM efficacy. A chi-square test of independence will be implemented to compare ELLs and non-English learners\u27 high school graduation. A multivariate linear regression analysis was conducted to explore STEM course-taking predictability related to STEM course-taking efficacy. In addition, a logistic regression analysis will be conducted to investigate the degree to which higher STEM efficacy is related to ELLs\u27 high school graduation. This study is significant because the national graduation rate of ELLs is 69.9 %, compared to 84% for the general student population (U.S. Department of Education, NCES, 2017) (Ku & Brantly, 2020). Ensuring all our students have proper access and equitable opportunities to quality education, including ELLs and ELLs with disabilities, is a matter of social justice. As responsible and ethical leaders, we must be agents of change, ensuring all historically disadvantaged students have equitable opportunities to achieve and access academic excellence
Mental Health Stigma as a Sociocultural Complex Within Panamanian Culture
Get PDFThe purpose of this study is to examine mental health stigma within the sociocultural context shared by members of the Panamanian population. Mental health stigma is complex because it manifests itself differently according to the cultural context in which it is experienced. Culture informs individual beliefs, behaviors, and attitudes regarding how a person should live within their immediate household and within society. This social conditioning is accomplished through a variety of means, including the passing down of social norms, traditions, and customs. Ultimately, these cultural characteristics encourage socially acceptable behaviors while simultaneously discouraging undesirable behaviors in order to maintain group norms. Mental health stigma has been identified as a prevalent feature of the Panamanian community. Therefore, this study seeks to understand how Panamanian culture in particular contributes to the development and perpetuation of mental health stigma among Panamanians. In order to study mental health stigma within this community, Panamanians from the tri-state area over the age of 18 were surveyed and interviewed to gain a better understanding of how cultural norms influence discussions surrounding mental health and willingness to access support services
Servant Leadership in the Workplace
Get PDFStarting from the definition of leadership in general, this work traces servant leadership in particular from its ancient roots to today’s business organizations and argues that the lacuna in organizational servant leadership is likely to be addressed by the growing existential and competitive imperative for organizations to undertake agile transformations
The Neglected Need for and the Effects of Sustainability in Accounting Curriculum
Get PDFIn 2013, the American Institute of Certified Public Accountants (AICPA) issued a paper that encouraged accountants to use their expertise and skills to “help an organization link sustainability activity to strategies using accounting measures, tools, theories, and techniques” AICPA (Oct. 2013 page 6). Later that same year, the Association to Advance Collegiate Schools of Business (AACSB) added “diversity, sustainable development, environmental sustainability, and other emerging corporate and social responsibility issues” to its accreditation standards for accounting programs AACSB (2013). All along sustainability, accounting continued to grow in importance, as evidenced by the percentage of S&P 500 companies that issue sustainability reports, having grown from 20% in 2011 to 92% in 2020, according to Hart (2018) and the Governance and Accountability Institute, Inc. (2021). Thus, accounting programs have been called upon to, and have real-world evidence of the need to, add education in sustainability accounting and reporting to their curriculums. Yet, the research conducted for this article shows that less than 11% of AACSB accredited Accountancy programs are offering even a single course that includes the words ‘Sustainability’; ‘Environmental’; Corporate Responsibility, or ‘Social Responsibility’ in its title at either the undergraduate or graduate levels, as of the spring of 2022. This 11% was an improvement from the 2% noted by Pippin et al. (2016); however, it is still a very low level.
This article goes on to describe, through an analysis of students’ responses to a pre-and post-course survey, how the inclusion of a sustainability accounting and reporting course in a university’s accounting curriculum fostered changes in the students’ appreciation for the different dimensions of responsibilities and opportunities they will encounter as future accounting professionals and society’s future business leaders. This article encourages other higher education institutions (HEI) to add such courses to their accounting curriculum both by showing the benefits experienced by the students and by providing information for such a course’s structure, content, and grading
A PHENOMENOLOGICAL MULTIPLE CASE STUDY OF SCHOOL DISTRICT LEADERS SUPERVISING ENGLISH LANGUAGE LEARNER / MULTILINGUAL SERVICES ON LONG ISLAND, NEW YORK
Get PDFThis study was an inquiry into the ways in which the lived experiences of school district leaders (SDLs) of English language learner/multilingual learner (ELL/ML) services informed their leadership approaches, challenges, successes, and impact. The methodology involved collecting artifacts and Seidman’s (2019) Three Series Interview protocol with member checking. The three participants of this study were SDLs of ELL/ML services from a specific region of New York State (i.e., Long Island). The purpose of this study was to understand the essence of the meanings derived from participants’ comprehensive descriptions. I provided structural and textural reports and a synthesis of the universal nature of participants’ shared experiences, which the author described as the essence. As the researcher, I designed a conceptual framework guided by: (a) advocacy, (b) best instructional practices, (c) best leadership practices, and (d) compliance and summarized data accordingly. This study also expanded understanding of culturally responsive leadership paradigms and how they disrupt past and current educational leadership in helping or hindering ELL/ML services. Federal and state efforts to support student achievement have shifted educational regulations. The roles and responsibilities of SDLs of ELL/ML services are complex. They are stewards of the Every Student Succeeds Act (ESSA) and the New York State Education Commissioner Regulations (CR) Part 154 2 of their school districts. These specific educational leaders have developed a range of strategies that enabled them to navigate the multidimensional aspects of their background as it correlated with the past, present, and future culture of their school district, and the education system at large. Furthermore, this study explored these experts’ predictions and plans for the future of ELL/ML services. This inquiry’s findings can significantly contribute to the educational leadership literature on a spectrum that begins with directly narrowing the ELL/ML achievement gap to tangentially enlightening society
RECLAIMING POWER. ACTIVATING BLACK MIDDLE-CLASS MOTHER ENGAGEMENT IN THE COMMITTEE ON SPECIAL EDUCATION
Get PDFFrom conversations in school hallways, to SEPTA meetings, to parking lots and church benches, Black middle-class parents have engaged in talk of disillusionment with the IEP development process for their special needs child. Previous literature has provided limited insight into the navigational capital of Black middle-class parents in the special education system. This author interviewed Black middle-class parents who felt overwhelmed by the IEP development process and came to utilize their cultural capital (Yosso, 2005) to overcome systemic barriers to their active engagement in the CSE (Ladson-Billings, 1995) and to explore opportunities they have had for positive interactions. Findings of this research show that limited navigational capital was the greatest hindrance to Black middle-class parent engagement in the CSE. This study illuminates school culture’s grasp of the deficit theory model, which lends itself to ill approached relationships with Black parents that hinders positive, active parent engagement crucial for child development and growth (Yull et al., 2014). Parents and the larger school community benefit from cultural reciprocity as it develops the navigational capital parents require for effective CSE engagement
STUDENTS’ PERCEPTIONS OF THE EFFECTS OF INTERNSHIPS ON CONFIDENCE AND POST-GRADUATION OUTCOMES IN HIGHER EDUCATION
Get PDFInternships as a form of experiential learning have been consistently considered a “high impact educational experience” because of the value that it provides students during their college careers (O’Neill, 2010, p. 7). Administrators and faculty professionals in colleges and universities are in positions to encourage student engagement by creating experiential learning opportunities for students that will aid them in navigating their academic major and intended career trajectory. This study focused on how a stronger emphasis on internships could influence confidence among college students, as well as play a part in their decision-making process when considering post-graduation plans. The researcher explored the various engagement means and opportunities that college students utilized in off-campus settings. The researcher conducted a qualitative study using a narrative methodology and narrowed the focus to a population of students who have participated in internship opportunities. The study was conducted at a private institution, and the researcher interviewed eight participants. The interviews were semi-structured, and three rounds of interviews took place for each participant. The participants consisted of five female and three male undergraduate students with varying academic majors Purposive and convenience sampling was used to select all participants. Findings revealed that student engagement through internships will continue to be important to the higher education landscape because it shapes students’ experience and influences their confidence, while also allowing students to experience a professional environment and make sense of their post-graduation outcomes. Future research could build upon this study by exploring how remote internships are influencing how students make sense of the workplace and whether these internships influence their confidence or post-graduation outcomes
WHEN AGE MATTERS: CHILD AGE AS A MODERATOR OF OUTCOME IN A CAREGIVER PREVENTION PROGRAM FOR ABUSE AND BULLYING
Get PDFChildhood physical abuse (CPA), childhood sexual abuse (CSA), and bullying continue to impact children across the United States at an alarming rate, with immense psychological, physiological, and social cost (Child Maltreatment, 2020; U.S. Department of Justice, Bureau of Justice Statistics, 2017; Carr, Duff, & Craddock, 2018; Ferrara et al., 2019). While majority of prevention programs target elementary age children (6-10), there is some disagreement amongst researchers as to the appropriateness of introducing these programs to children of the pre-school age (3-5 years). Keeping Every Child Safe (Child Safe; Brown & Beekman, 2014) is an evidence-based primary prevention program for caregivers of children ages 4-8, found to increase caregiver knowledge and use of protective behaviors regarding CPA, CSA, and bullying prevention (Brown, Canter, Chaplin, & Beekman, 2017). Seventy-two caregivers with children ages 4-8 participated in an open trial of Child Safe and were assessed before and after attending the Child Safe for Parents workshop. This study investigated the role of child- age in caregivers’ ability to learn preventative information and adopt protective behaviors. The results of the moderation analyses indicated that child age did not influence caregivers’ growth in knowledge or use of protective behaviors, challenging the assumption that children must be of a certain age for caregivers to benefit from prevention training. In doing so, this study provides important implications for public policy, prevention research, and school practices