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A Qualitative Phenomenological Study of First-Generation Caucasian Student Perceptions
No full textThis dissertation about first-generation Caucasian students’ (FGCS’) experiences is an original independent research project that will contribute to educators’ knowledge regarding issues faced by FGCS when preparing for, deciding to attend, or persisting in college. This intent of this phenomenological research is to create awareness within the education community about the specialized needs of FGCS. Although FGCS appear to form the majority of those attending college, they do not experience privileged based on their race. FGCS often face significant issues in college because their parents have not attended college. Grit provided a significant contribution to the FGCS success in college. For purposes of this research, semistructured interviews were used, and five male and five female participants were recruited to respond to three research questions. Although the participants did not believe race significantly impacted their decisions and experiences toward college, through their responses it was indicated that the level of family sup-port determined whether they attended college as traditional FGCS or nontraditional FGCS. This study suggests that family involvement in education creates the momentum necessary for FGCS to attend college and complete it as traditional students, despite the unforeseeable challenges during the process
Understanding Skills Training and Development: A Program Evaluation of Nontraditional High School Internships
Get PDFThis dissertation in transformational leadership is original, independent research contributing new knowledge regarding high school internships as a workforce development strategy. Youth must continuously develop their knowledge and skills as the complexities in the workplaces continue to evolve. “Youth employment matters” (2014) found a persistent skills gap in academic achievement between children in the United States and their counterparts in other countries. The solution begins by engaging the younger generation, ideally prior to high school graduation. The purpose of this mixed methods program evaluation was to identify the skills employers seek in current and future employees in three NAM Future Ready pilot internship sites, if these skills could be taught through a work-based learning experience such as an internship, if participants identified skills developed through the internship program, and if the skills developed align with the skills employers need closing a skills gap in the United States. The study supported existing literature on the importance of work-based learning, identified specific experiential learning elements that affect student skill development and self-efficacy, and pioneered new research and recommendations for high school internships as a workforce development strategy. The research findings provide knowledge that applies and contributes to the understanding and improvement of essential skills development in educational practices, policies, and theory. A collaborative approach to experiential learning leads to the development of essential skills needed in the workforce and will result in the United States being highly competitive in a global marketplace
Banks Community Emergency Response Team (CERT) Project Proposal
No full textThis proposal examines the challenges the Banks Fire District is faced with if a catastrophic event, such as a Cascadia Subduction Zone (CSZ) earthquake were to strike the Pacific Northwest. The District has concerns surrounding the potential response and recovery challenges during a major disaster. The District is open to expanding its jurisdiction\u27s capabilities with a solution that would benefit the District and Banks community members without compromising the District mission and core values. The District realizes that due to the nature of a CSZ, it will not have the resource capability to respond to the emergency needs of the community. This proposal identifies the threats and hazards to Banks and the surrounding communities that have the potential to disrupt life, infrastructure, and business. The project proposal offers potential solutions and recommendations on how the community can become better prepared for a disaster by engaging the community in emergency preparedness activities so the Banks community can stabilize themselves, family, and neighborhoods until first responders arrive
Faculty–Librarian Collaboration: Information Literacy Integration in Second Year English Writing and Composition
Get PDFThe collaboration of instruction in higher education academic courses leads to integrating information literacy into teaching and learning in the higher education curriculum. Information literacy refers to the skills and strategies necessary for accessing, evaluating, organizing, transforming, and transmitting information (UNESCO, 2007). This qualitative study intended to explore the collaboration of 10 faculty and 10 librarians who integrate information literacy instruction into their academic curriculum. The study explored how faculty and librarians perceived collaborations affecting undergraduate students who were enrolled in required second year English writing and composition courses, and who attended 4-year public colleges and universities in Louisiana. This study addressed the phenomena of the integration of information literacy instruction into the academic curriculum of second year English writing and composition courses and how it affected student learning outcomes. This research study supported its findings with completed data from surveys and interviews that were conducted with faculty and librarians from 14 4-year public universities and colleges in Louisiana, where required second year English writing and composition courses are taught
Development of Spirituality During Addiction Recovery: An Explanatory Case Study
Get PDFIndividuals who are in recovery from addiction can find spiritual development to be helpful in their pursuit of sobriety. Some individuals have developed spirituality through a transition from negative religious coping (NRC) to positive religious coping (PRC). Prior to this study, no other researchers had focused on the factors that contribute to this transition from NRC to PRC. A qualitative methodology and explanatory case study research design was used to identify the factors that contributed to a transition from NRC to PRC during addiction recovery. Participants included five individuals who were in recovery from addiction and had experienced a transition from NRC to PRC, and four treatment providers who integrated spirituality into their comprehensive treatment plans. Each participant selected for this study expressed that they had experienced a transition from NRC to PRC during their recovery from addiction. Furthermore, each participant shared experiences that described each one of Mezirow’s 10 phases of transformation. Analysis of the data was used to show that Mezirow’s 10 phases of transformation were general factors of transition from NRC to PRC, and the new roles, relationships, and actions of phase 5 were specific factors of transition. Future researchers could use these results to develop a new treatment modality that utilizes the theory of transformation to develop spirituality in a way that benefits the addiction recovery process
A Case Study of Military Transition to Civilian Life
Get PDFService members experience significant challenges reintegrating into the civilian sector following military service. To research causes of the challenges new veterans face, a qualitative case study was conducted in which military veterans were interviewed and participated in a focus group to obtain information about their perceptions of military leadership and the transferability of their skills to the civilian setting. A review of artifacts, such as military basic training and leadership manuals, was conducted to check the consistency with which military veterans perceived their leadership and transition experience to match the military’s stated expectations and training. The conceptual framework for this case study included principles of transformational leadership. In this study, veterans from Post-9/11/2001 appeared to experience military leadership training as stated in military basic training and leadership manuals. There was a discrepancy between the leadership training and transition out of the military experience between the Pre- and Post-9/11/2001 veterans, which provided insight into potential future studies as well as an understanding of how military training changed over several decades. The primary goal of the study was to obtain insight into how the experience of transitioning out of the military could be further eased for newly exiting service members. The implications included the need for further study in how recruits are trained and readied for service as well as other studies that not only identify roots causes for difficult transitions but also the best way to assist exiting service members
Teacher Engagement in Central European International Schools
Get PDFEmployee engagement is a growing area of interest that organizational leaders are increasingly recognizing as central to organizational success. In an increasingly competitive market, international schools must also consider the importance of employee engagement. Current research on international schools include studies which focus on retention and turnover issues, yet research on teacher engagement in international schools is nonexistent, leaving a gap in the literature. This study followed an interpretive phenomenological analysis approach to investigate teacher engagement in Central Europe. A qualitative design utilized semistructured interviews to understand the lived experiences of 11 international school teachers and develop an understanding of the phenomenon of teacher engagement in international schools. Purposeful sampling was applied, and specific criteria was used in recruiting to target tenured individuals more embedded in their lives and not intending to leave their school in the near future. Data from interview transcripts identified six superordinate themes related to teacher engagement: personal values, communication, leadership presence, relationship and community building, tools and processes, and professional consideration. Three key findings of the study that can inform leadership training and professional development include: (a) personal values drive teachers’ engagement in the classroom, (b) teachers want interaction with leadership, and (c) leadership has a direct influence on teacher’s work and organizational engagement. The implication of these findings suggest that school leaders should be proactive in interacting with teachers to support classroom and organizational engagement
Teacher Perceptions of the Digital Badge in Kindergarten Reading Attainment
No full textEducators are consistently seeking appropriate measures of assessment and guidance tools in the 21st century. Tools in classrooms today are lacking the needs relevant to digital natives. Digital badges are a form of assessment, achievement, and accomplishment that show competencies and growth. This phenomenological research study was conducted to examine the experiences of seven teachers and three principals in a suburban school in a Northeastern state regarding the implementation of the digital badge in early literacy. The analysis of the data showed digital badges as intrinsically engaging, preferred over report cards, with a strong impact on instruction and relationships, validating, visual, and creating equitable and opportunity-based learning. Digital badges in their infancy may create challenges in continuation toward carry through to future grades and immature software hardships. The study was guided by a constructivist framework. Using a phenomenological approach, participants completed semistructured interviews, and provided artifacts. Findings revealed the digital badge creates strong partnerships among families, students, teachers and administration. The digital badge serves to engage students and increase academic achievement based on nationally normed tests. Teachers’ perceptions of digital badging were favorable; the digital badging process serves student and learner-centered preferences
Bridging the Gap between African-American Families and School Personnel: Effective Home-School Partnerships in Urban Schools
No full textParent involvement is a known strategy for school improvement and student success. However, there is a lack of parental involvement in urban schools and among African-American families. The purpose of this qualitative study case study was to explore parent and school personnel voice in an urban school, as it related to their perspectives of parental involvement. Through focus groups and interviews, school personnel and African-American parents shared their lived experiences with parental involvement. Participants discussed their perspectives of their roles, revealing the importance of relationship building, communicating, and the support of students at home and school. In addition, the role of race in parental involvement efforts was discussed, revealing the need for cultural proficiency training to build the capacity of all staff to work effectively with students and families. The study also highlighted the need to challenge colorblindness ideation and incorporate race conversations into capacity-building initiatives for cultural proficiency. Five major themes emerged from the data, indicating building the capacity of school personnel and parents in the following areas could have a positive impact on parental involvement efforts: (a) create a positive culture built on relationships, (b) use multiple modes of communication, (c) parents supporting students at school and home, (d) disconnect between parents and school personnel, and (e) R.A.C.E. (Respectful and Culturally-Competent Educators) has a role. Parental involvement can move from theory to action with the intentionality of dual capacity-building for relationships, communication, parent roles, and cultural competency. Implications for capacity-building is discussed and suggestions for future research
Hospitality Industry’s Perceptions of Industry-Academia Collaboration in Curriculum Development
No full textThis study investigated the perceptions of hospitality industry professionals and faculty on their involvement in the curriculum development process. The problem investigated the alignment of the educational resources of the hospitality industry with the current and anticipated demands for the skills and knowledge of workers in that industry. The researcher sampled 568 ICHRIE members and 2,366 hospitality industry professionals. A total of 264 participants responses were analyzed. A survey was developed to measure three underlying themes. The three scales were determined to have a high level of reliability, as determined by a Cronbach’s alpha, of 0.808, 0.927, and 0.914. It was found there were statistically significant differences in perceptions of involvement in curriculum development between faculty and industry. It was found that only six of the 33 competencies, and three of the 18 content areas were statistically significantly different. Faculty overall had a higher positive impression of most of the concepts than industry and so faculty should review their curriculum with input from industry. The findings indicated faculty could benefit from improved communication with the hospitality industry