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Perceptions of Early Childhood Educators Who Left the Field: A Case Study
Get PDFEarly childhood education (ECE) educators’ roles in promoting the positive development of children are consistently deemed essential in research. Research also presents the severe problems of burnout and turnover in the ECE field. Specific factors such as low compensation, lack of professional development opportunities, and high-stress environments are causing continued rates of burnout across the early education arena, resulting in ECE educators leaving the field. Therefore, it is important to understand the reasons ECE educators are leaving so these challenges are recognized and remedied. A qualitative descriptive case study was used to examine the issue of ECE educator turnover due to burnout. Participants in the study consisted of ECE educators who had previously worked in an ECE program in the Midwest, and recently left this employment of their own accord. Data collected through semistructured interviews gathered the participants’ perspectives to better understand what motivated them, what challenged them, and what influenced their decision to leave. This data provides identification of the factors that ECE leaders should recognize, understand, and address to increase ECE educator retention
A Phenomenological Study of Faculty Experience with Service-learning
Get PDFService-learning is a high impact practice that is considered a new pedagogical shift in higher education. Even with the evidence of the benefits of this pedagogical method, college faculty are not using service-learning in their classrooms. The purpose of this phenomenological study was to explore community college faculty experience with service-learning pedagogical practices. The research question for this qualitative study was: How do community college faculty experience service-learning pedagogical practices? The study employed a qualitative methodology with an interpretative phenomenological analysis design. The primary sources of data were semistructured interviews, follow-up surveys, and a focus group discussion from a pool of participants who have engaged in service-learning at the community college level. According to the findings of this research study, faculty reported that service-learning was beneficial in some way to student understanding, experience, and connections to the community. Faculty also experienced challenges within the service-learning implementation or utilization process. The themes that emerged from this study of faculty experience were community connections, connecting theory to practice, and challenges within the service-learning process. The results will be of interest to faculty interested in service-learning and administrators interested in improving service-learning programs and increasing service-learning participation
Business School Educators and Authentic Assessment: A Phenomenological Case Study
Get PDFNewly hired college graduates who have earned their degree in business are underprepared in demonstrable foundational and functional professional competencies required for success in the workplace. The basic business skills necessary to be learned through studies at institutions of higher education are forcing schools to consider if changing the way learning is assessed would create a more valuable post-graduation employee. This phenomenological case study was designed to discover if business school educators at institutions of higher learning recognize the value of using authentic assessment practices as preparation for graduates seeking future employment in a business setting. The study was conducted at a single institution located in the Northeast region of the United States. A combination of 16 members of the administrative team, subject matter experts, and faculty were invited to participate in the study. Data included one-on-one interviews and an open-ended question questionnaire. The four main themes identified include current assessment practices, the understanding of authentic assessment, curriculum creation at the institution, and how student skill validation is currently conducted in the classroom. The outcomes resulting from this research study help to identify further research opportunities including expanding to a larger, more diverse population of participants. Additionally, implementing the same study procedures but across different disciplines would uncover if the phenomenon was global to an institution or specific only to the business school
Teachers’ Perceptions of Emotions and Instructional Strategies in Mathematics
No full textTeachers’ perceptions of emotions in mathematics inform their selection of instructional strategies for mathematics, which in turn directly impacts the learning of students. Teachers’ perceptions of emotions can hinder or promote students’ success. These teachers demonstrated awareness of the effect that mathematical emotions have on student learning and have adapted their instruction to promote student success. The purpose of this collective case study was to gain an understanding of how teachers perceive emotions and perceive instruction related to mathematics. Two research questions guided this study: What are the perceptions of elementary teachers in an Oregon school district as related to emotions experienced during mathematics teaching and learning? What are the perceptions of elementary teachers in an Oregon school district as related to instructional practices in mathematics? The sample was a purposeful sample consisting of 14 elementary general education teachers in grades K–6. The teachers taught in self-contained classrooms and were responsible for teaching math at some point in their schedule. The data collection instruments were face-to-face primary and secondary interviews and reflective journals. The inductive analysis model was used to analyze data recorded on the interview transcripts and reflective journals. The key findings of the study were that participants perceived mathematical emotions as profound factors in the success of students’ learning. The participants selected instructional strategies to support students’ positive emotional engagement with mathematics
Nursing Students’ Perceptions of a Caring Presence From Faculty Through Electronic Correspondence in Online RN-BSN Programs: A Qualitative Descriptive Study
No full textU.S. technological advances and the demand for more baccalaureate-prepared nurses have caused an increase in online Registered Nurse to Bachelor of Science in Nursing (RN-BSN) programs. However, these programs are facing a challenge relative to the electronic disconnect. To meet the demand for more baccalaureate-prepared nurses and to improve learning outcomes, online nursing faculty must learn to demonstrate a caring presence through electronic correspondence. The research question for this qualitative descriptive study is: How do online nursing students describe a caring presence from faculty in electronic correspondence in online RN-BSN programs? The study used a qualitative methodology with a qualitative descriptive study design. The primary sources of data were an electronic questionnaire, semistructured interviews, and focus group discussions. Four themes were uncovered that provided qualitative answers to the research question. The data reveal that faculty who provide individualized student support demonstrate a caring presence. Students experience care from faculty when the latter develop professional relationships through electronic correspondence. Students say they achieve greater course success when faculty are described as nurturing as opposed to unapproachable. Lastly, online RN-BSN students have differing opinions about emojis but share the perspective that online faculty must be consistent when replying to emails. The results are relevant to nursing educators and higher education administration for the improvement of communication practice, student retention, and academic success. This study has provided the first steps in establishing best practices in online RN-BSN programs’ faculty–student electronic correspondence
Computer Self-Efficacy, Digital Learners, and Completion Rates in the California Community College System
Get PDFThe importance of online learning in higher education has increased considerably over the last two decades. As a result, online learning has become an important area of research. The purpose of the study was to examine if higher levels of computer self-efficacy (CSE) contributed to online course completion among online California community college students. Guided by Bandura’s (1977) work on self-efficacy and the work of Compeau and Higgins (1995) and Howard (2014) on computer self-efficacy, this study revealed that there is no relationship between high levels of CSE and successful completion of the course. A judgement sample was used to select five online sections from a northern California community college in which 122 students participated. These students completed a Computer User Self-efficacy questionnaire which consisted of 12 questions on a six-point Likert scale as well as three questions regarding their perceived use of computers. Spearman’s Correlation Coefficient was conducted to see if a relationship existed between high levels of computer self-efficacy and course grades. The results showed that there was no statistically significant relationship between high levels of computer self-efficacy and course grades. The implication of this study suggests that computer self-efficacy may not be an important factor for today’s digital learner
Preparing Prospective Teachers to Teach Culturally Diverse Populations
No full textOut of every three students enrolled in either elementary or secondary school in the United States, one is of a racial or ethnic minority, whereas about 87% of the teachers are White and female. The rate of increase in minority K-12 students, who are often also living in poverty, is projected to increase to 41% by the year 2020 (National Center for Education Statistics, 2007). In contrast, those coming into teaching, and those who teach prospective teachers [remain for the most part] White females who have been raised in middle class homes in rural and suburban communities, strengthening the persistence of the existing cultural divide between students and teachers. However, preparing teachers who are willing and able to teach in increasingly diverse classrooms may be one of the most challenging tasks facing teacher preparation programs today. Research on promoting effective teaching of culturally diverse student populations has addressed gaps and deficits in prospective teachers\u27 experiences, attitudes, and perceptions
Leading Through Ambiguity: A Phenomenological Examination of Chief Diversity Officers
No full textThe purpose of this phenomenological study is to explore the experiences of chief diversity officers (CDOs) with leading through ambiguity in their roles. It is critical to provide support and structure to senior-level administrators leading diversity efforts at colleges and universities. “Ambiguity,” for the purposes of my study and main research question, relates to a CDO’s experience with an ill-defined organizational structure that governs their role. A qualitative phenomenological study was employed to document the experiences of 14 CDOs in higher education. Open-ended interviews facilitated capturing the essence of the lived experiences of CDOs leading despite the ambiguity in their roles. The data analysis for this study was accomplished by utilizing the method of Moustakas (1994) which helped generate four themes: (a) ambiguity in the CDO position, (b) resources necessary for success in the CDO position, (c) resistance on campus toward the CDO position, and (d) personal characteristics that facilitate success in the CDO position. Themes identified in this study could better equip higher education presidents, current CDOs, and aspiring CDOs to better understand the role
Qualities of Transformational Learning in the High School Orchestra Classroom: A Heuristic Study
Get PDFHigh school orchestra students demonstrate a high degree of comfort in the orchestra classroom by spending out-of-class time in the room. Climate inventories do not address the constituents’ particular to the experience of the orchestra student. This heuristic phenomenological study explored the identification and description of qualities of transformational learning in the high school orchestra classroom that contributes to a positive classroom learning environment. Six seasoned high school orchestra directors with a minimum of ten years of experience participated in semistructured interviews to recall events during their high school years or as a teacher. Each was able to provide anecdotal details and characteristics to support the existence of four qualities of transformational learning in the orchestra classroom: belonging, flow, attunement, and identity development/self-actualization. The participants suggested sixteen practicing components that contributed to the description of events surrounding the transformational qualities: appropriate literature, challenge, choice, the expectation of excellence, intentionality, leadership, long-term relationships, mindfulness, movement, purpose, responsibility, ritual and tradition, set-apartness, trust, vocation, and work. These constituents along with the four main transformational qualities bore some alignment corresponding to Maslow (1970a, 1970b), but implied a more active component as the performance of music requires the player to replicate the events in concert with others
A Grounded Theory Study: How a Virtual Organizational Leadership Program Impacts Employee Leadership Development
No full textLeadership development programs prepare candidates for roles, equipping them with the skills and competencies to lead in organizations. In this study, I explored the effectiveness of a virtual organizational leadership development program. A grounded theory research design was chosen as a method of analysis to systematically obtain and analyze data for research and generate theory from the data. The servant leadership model served as the framework for the research. The purpose of this study was to explain how a virtual leadership development program impacted employee leadership efficacy. The research questions addressed how the program affected participant promotions, how the program learning objectives were implemented by participants, and how the program impacted participants. Collection tools included satisfaction surveys, interviews, and data reflecting promotion rates. Satisfaction rates with the organizational virtual leadership development program were high. Participants appreciated the advantages of the virtual format of the program and the quality of the instructors. They completed the program with enhanced communication skills, the ability to influence positive change, and increased self-awareness. Thirty-one percent of participants received promotions after the program. Opportunities for program improvement included incorporating real-world projects to give participants the ability to practice the leadership skills taught, the ability to be paired with a mentor, and a second part to the program to explore the leadership competencies at a more advanced level. The findings of this study may contribute to the existing body of literature with insights into the experiences and perspectives of participants of a virtual organizational leadership development program