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Building a community of practice: shifting an M.Ed. program to a PDS school-based cohort model
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The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation. Design/methodology/approach
This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes. Findings
The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth. Practical implications
This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school. Originality/value
While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. program
Building Nonprofit Capabilities to Continue Growing After Starting with COVID-Driven Demand
Get PDFThis paper summarizes the Spring 2023 results of students enrolled in an MBA Capstone at Molloy University’s School of Business. During an immersive 7-week semester, students in this online synchronous class worked in teams to address needs presented by the Founder and Executive Director of Elite Community Foundation (ECF), a young nonprofit organization based in Laurelton (Queens County), New York. The start-up organization had high demand for its services and programs during the COVID-19 pandemic which coincided with its start. With the worst of COVID behind us, ECF turned to Capstone for help building capabilities to help it grow strategically. Challenges and opportunities were aggregated into two projects: (1) fundraising ideas, opportunities, and pitches; and, (2) a social media strategy with tactics. Teams delivered recommendations in a business report and presentation at the end of the semester. Recommendations were grounded in academic and industry research, and featured implementation plans, projected results, potential risks and mitigation efforts, and more. Students pursuing degrees at Molloy’s School of Business are required to complete a Capstone course in their final semester or year. The course pedagogy involves the flipped classroom with community engagement to deliver an experiential learning opportunity
Does Management Education Need a Facelift? The Intersection of Managing, Leading, and Coaching. Part IV
Get PDFThis paper is the fourth in a series of five papers that collectively explore management education and its value to workplace preparation. It is part of a multi-phase research study that was introduced in 2021 and is laser-focused on the growing profession of executive coaching. As business educators who are committed to preparing future leaders for the complexity of the workplace, we must ensure that the curriculum remains cutting-edge and satisfies the professional goals of our students and the needs of the leaders that will become their employers. The premise of integrating coaching as a component of management education, supports this commitment to workplace preparation. The design of this IRB approved study seeks insight from the primary stakeholders of business education; this includes senior leaders/employers, management faculty, and post-MBA graduates. This Part IV paper briefly summarizes the knowledge and insights presented in Parts 1, II, and III. Part I provided the theoretical framework for the larger study, Part II reported on the insights of senior leaders as the future employers of our graduates. Part III reported on the viewpoints of management faculty as related to their role as the gatekeepers of business education. Part IV reports the results of in-depth interviews with twelve (12) post-MBA graduates, now fully embedded in their professional lives. The research results reported in Part IV align with the expectations of the senior leaders, which is that coaching knowledge and skills need to be fully integrated into graduate business education
Metaverse’s Rise and Decline
Get PDFMajor companies in diverse industries have recently downsized or closed down their metaverse divisions. The authors look at the factors that have led to such strategies
I Do, You Do, We Do: Co-Teachers’ Perspectives of Self-Determination for Students with Dis/abilities
Get PDFSelf-determination plays a vital role in the educational journey of students with a dis/ability. However, opportunities to cultivate self-determining skills for elementary students with dis/abilities in an inclusive co-taught classroom are limited. This can be attributed to the intersectionality of ableism and ageism, two oppressive societal constructs that elementary coteachers may consciously or subconsciously hold. Since the inception of educating students with dis/abilities in their least restrictive environments, co-teaching classrooms have been deemed as the most appropriate setting for many students considering the continuum of special education services. The purpose of this study was to examine how elementary co-teaching teams perceive the experiences and capabilities of students with dis/abilities in their classroom. A qualitative, hermeneutic phenomenology of practice approach was used for this research. The study used self-determination theory and critical disability theory frameworks. Data included individual semi-structured interview, a co-taught lesson plan artifact, and a semi-structured interview of a co-teaching team. An inductive, qualitative thematic analysis produced four themes. The themes were that educators’ mindsets toward co-teaching impacted perceptions of students with dis/abilities, inclusion considerations for students with dis/abilities were (subconsciously) ableist, self-determination development and acquisition were contingent on student age, and Universal Design for Learning (UDL) was an underutilized framework for instruction. Implementing coteaching approaches that embody the utilization of UDL strategies can provide optimal, inclusive educational experiences for students with dis/abilities that prioritize the development of selfdetermination skills. Limitations and recommendations for future research are provided
Meningioma brain tumor detection and classifcation using hybrid CNN method and RIDGELET transform
Get PDFThe detection of meningioma tumors is the most crucial task compared with other tumors because of their lower pixel intensity. Modern medical platforms require a fully automated system for meningioma detection. Hence, this study proposes a novel and highly efficient hybrid Convolutional neural network (HCNN) classifier to distinguish meningioma brain images from non-meningioma brain images. The HCNN classification technique consists of the Ridgelet transform, feature computations, classifier module, and segmentation algorithm. Pixel stability during the decomposition process was improved by the Ridgelet transform, and the features were computed from the coefficient of the Ridgelet. These features were classified using the HCNN classification approach, and tumor pixels were detected using the segmentation algorithm. The experimental results were analyzed for meningioma tumor images by applying the proposed method to the BRATS 2019 and Nanfang dataset. The proposed HCNN-based meningioma detection system achieved 99.31% sensitivity, 99.37% specificity, and 99.24% segmentation accuracy for the BRATS 2019 dataset. The proposed HCNN technique achieved99.35% sensitivity, 99.22% specificity, and 99.04% segmentation accuracy on brain Magnetic Resonance Imaging (MRI) in the Nanfang dataset. The proposed system obtains 99.81% classification accuracy, 99.2% sensitivity, 99.7% specificity and 99.8% segmentation accuracy on BRATS 2022 dataset. The experimental results of the proposed HCNN algorithm were compared with those of the state-of-the-art meningioma detection algorithms in this study
Beaches, Bumps, and Milkshakes: A Humanizing, Open, and Dialogic, Postformal Autoethnographic Study of an Experiential Learning Academy
Get PDFThe dominant educational paradigm is rooted in a Platonic, Cartesian, and Piagetian mind-supremacist epistemology that subordinates the body and experience to the mind, ideas, and objective concepts. This reduces students to cognitive receptors of information in a detached, decontextualized, and dehumanizing classroom, i.e., the banking educational model (Freire, 2018; hooks,1994). Students are forced to sit at desks for several hours a day and expected to open their minds and ignore the body’s needs. This educational model is dehumanizing because it only approaches students and learning through one epistemological lens and separates learning from the world. On the other hand, experiential learning is rooted in the educational philosophy of Dewey, Kolb, and Freire. It is a context-based educational paradigm that situates learning in real-world experiences where students can learn naturally and organically. This educational modality can help bridge the synthetic divide between the mind and body fostered in traditional educational paradigms. This postformal autoethnographic study explored students\u27 transformative educational experiences in an Experiential Learning Academy, a two-year experiential learning Associate degree program. The researcher interviewed six student participants using semi-structured interview questions and artifact elicitation. Next, three participants provided the researcher with three songs representing their educational experiences. These three participants then participated in a follow-up, experiential ‘car karaoke’ dialogue group session, which involved a drive to and on the beach while drinking milkshakes and eating French fries. The use of music and memento elicitation fostered a more whole and embodied approach to data collection. During analysis, the researcher used art/ artifact creation to help embody the analysis process and to promote wholeness. The study’s findings demonstrate how an Experiential Learning Academy fosters a whole-person, humanizing environment that promotes wholeness through dialogue and openness. A humanizing and whole-person educational approach considers the social, historical, emotional, and environmental complexity of human individuals and, in doing so, fosters an accepting, open, and dialogic community
Early Childhood Educators\u27 Understanding and Perspectives of Music Therapy
Get PDFFew research studies have explored early childhood educators’ understanding and perspectives of music therapy. In this study, 28 early childhood educators were surveyed, answering open- and closed-ended questions relating to what they understand about and how they perceive the profession of music therapy. Descriptive statistics were used to analyze quantitative data and thematic analysis to analyze qualitative data. Quantitative data highlighted the little education provided to early childhood educators about music therapy and suggests that very few early childhood educators have worked with music therapists. The three participants who had worked with a music therapist reported that music therapy has been beneficial for their students. Thematic findings revealed that early childhood educators would like to see more collaboration between music therapists and early childhood educators as well as resources to learn more about music therapy. Additional research should be done to explore early childhood educators’ understanding and perspectives of music therapy with a larger sample as well as learn in which parts of the country music therapy in early childhood education is most common and what resources would be most helpful in providing education about music therapy
Heart Safe Community Update: Presentation
Get PDFHeart Safe Community Project update presentation at the School of Nursing & Health Sciences department meeting on 1/19/23 at Molloy University
An Exploration into Art Therapists\u27 Experiences of Collaboration with Music Therapists to Treat People with Autistic Spectrum Disorder
Get PDFThis study explored the experiences of art therapists who used music in art therapy sessions with and without the presence of a music therapist. Two participants were selected through purposeful sampling and participated in a 45-minute, virtual, semi-structured individual interview. Participants met the following criteria: (a) board-certified art therapist (ATR-BC), (b) a minimum of two years of professional work experience as an art therapist, (c) experience in working with music therapists and using pre-recorded music without the presence of a music therapist during the art therapy sessions for people with autism spectrum disorders (ASD), and (d) speaks Korean and/or English. Interviews were recorded, transcribed verbatim, and analyzed using interpretative phenomenological analysis. Data analysis revealed five themes: the rationale for the use of music, using multiple creative means to meet the needs of clients, experience of working with a music therapist, limitations to using music in art therapy sessions, and perspective on collaborating with a music therapist. The results indicate that collaborative music and art therapy can lead to positive outcomes in achieving therapeutic goals. However, some knowledge gaps about music therapy were identified, which should be considered to enhance future art and music collaboration. The study’s findings have implications for art and music therapists working with individuals with ASD, highlighting the need to expand their perspectives and therapeutic interventions. By promoting accurate knowledge of collaborative practices, therapists can improve the quality of care for individuals with ASD