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A Case Study of the Perceptions of Education Stakeholders of STEAM Integration in a K–8 Setting
Full text linkAs schools shift from STEM to STEAM schools, there is little research about STEAM school implementation to provide insight into the barriers, challenges and successes for educators. This qualitative case study explored the perceptions of K–8 education stakeholders of implementation of STEAM integration in their schools. The research sought to answer the question: how do K–8 educators in Oregon, perceive the implementation of STEAM integration in their schools. Convenience sampling was used to select three schools for this study. Eight educators were selected to provide maximum diversity in the sample. Through data collection that included questionnaires, interviews, and research notes, information was gathered to describe how administrators, teachers, and instructional specialists perceive the barriers and successes of implementing STEAM integration in K–8 settings. The case study for the participants selects revealed seven themes through data analysis. Education stakeholders have varied experiences first learning about STEAM integration. Administrators, teachers, and instructional specialists have different definitions of STEAM integration and similar components of high-quality STEAM integration. Education stakeholders share the perception STEAM integration provides many benefits for students and share a core set of beliefs about the value of integrating STEAM. Educators perceive similar challenges with STEAM integration and used similar strategies to begin implementing STEAM integration
Exploring the Use of Mental Health Services and Programs at a Historically Black College: A Case Study
No full textResearch shows students’ use of counseling programs and services to address the mental health needs of their student body on HBCU campuses are underdocumented. This qualitative descriptive single case study was developed to provide substantiated conclusions on this use that can be added to the current literature. The purpose of this study was to investigate participants’ perceptions on the use of these services, and the strategies used to influence the use of these services, on one HBCU campus. This study was guided by two research questions: (a) What are the perceptions of the counseling center staff, faculty, and students of the use of counseling center programs and services to address the mental health needs of its student body? (b) What are perceptions of the strategies to influence participation in the counseling center services and programs? Purposeful sampling and snowball sampling were used to recruit 16 students, 2 faculty members, and 3 counseling center staff for the study. Data was collected via qualitative documents, qualitative interviews, and field notes. The data was analyzed using in vivo, descriptive, and constant-comparison coding. The key findings of the study revealed two conclusions: (a) the campus counseling center offers programs and services to meet the mental health needs of its student body, but those services and programs are severely underused by the students and (b) the strategies used to influence participation of these services and programs need improvement. Conclusions are discussed in the context of the social ecological systems theory
Understanding the Influence of Academic Experiences on the Academic Motivation and Engagement of Early College High School Students
Full text linkThe early college high school (ECHS) model was implemented to increase the number of underrepresented students who attain a college degree by immersing students in a postsecondary environment and providing them with the necessary skills to experience success. This qualitative instrumental case study explored how ECHS students perceived their academic experiences as meaningful and how such experiences influenced academic motivation and engagement. The study site was an ECHS located in Texas. All 11 participants were currently enrolled in 11th or 12th grade at the ECHS. Data was collected through semistructured interviews, observational notes, and artifacts. Synthesized member checking was conducted following transcription of interviews to increase credibility of results. Data triangulation also allowed for increased validation to results. The results of this study indicated that participants perceive their academic experiences as meaningful when those experiences lead to personal connection, gave a sense of direction, and resonated with the participant. Unexpectedly, the results indicated the importance of academic experiences in aiding students in the formation of their educational identity
The Collaborative Role of Parents and Teachers: Fostering a Growth Mindset in an Alternative Learning Environment
No full textThe objective of this study was to explore how parents and teachers collaborate with one another during monthly consultations in regard to fostering a growth mindset among students within their respective learning environments. The study was conducted at an alternative learning environment in the Pacific Northwest of the United States over a 12-week period, using a sample consisting of five parents and five teachers teaching in the elementary grades―from kindergarten up to the sixth grade. Dweck’s (2006) mindset theory was the conceptual framework for this study and served as the foundation for data analysis. Data were collected via preprofessional development interviews, 90-minute professional development, final thoughts sheet, observations, and postprofessional development interviews. The following eight major themes emerged after the data had been collected and coded: persistence, mindset transferability, growth mindset language, elementary levels and foundation, collaboration and growth mindset, social-emotional aspects, embracing challenges and self-talk, and encouragement. Participants noticed a shift in students’ motivation and confidence after fostering a growth mindset within their respective learning environments. The results indicated that teachers and parents should consider using a growth mindset approach within their respective learning environments in elementary education to help students develop a growth mindset to assist with their social-emotional development. In addition, the results indicated that teachers and parents should consider collaborating with one another when it comes to implementation, as this provides them with a common platform for teaching growth mindset in their respective learning environments
Code-Switching Among African American Male Faculty Regarding Recruitment, Advancement, and Retention at Predominantly White Institutions
Full text linkThe lack of diversity in leadership roles at predominantly White institutions (PWIs) of higher education has been a concern often addressed in the strategic plans at these institutions. Exploring how African American male faculty members perceive code-switching as a strategy to address this gap in representation was the purpose of this study. A qualitative research design was used to gain an understanding of how code-switching uses the structure of language to obtain access to advancement opportunities. Results from the study show that although African American men have varying views on how to use language within the workplace setting, the majority feel that code-switching improved the trajectory of their career path. Early exposure to code-switching, language use for networking and relationship building, as well as other ways to code-switch, such as wardrobe selection, were all factors that significantly affected the perception of code-switching by the participants of the study. Data collected and analyzed from this study can assist PWIs of higher education with ways to organize and implement ways to use or abstain from code-switching as a way to improve recruitment, advancement, and retention