9820 research outputs found
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Installation image of the exhibition An Gorta Mor: Selections from Ireland\u27s Great Hunger Museum
No full texthttps://digitalcommons.fairfield.edu/angortamor-images/1013/thumbnail.jp
Installation image of the exhibition An Gorta Mor: Selections from Ireland\u27s Great Hunger Museum
No full texthttps://digitalcommons.fairfield.edu/angortamor-images/1029/thumbnail.jp
Installation image of the exhibition An Gorta Mor: Selections from Ireland\u27s Great Hunger Museum
No full texthttps://digitalcommons.fairfield.edu/angortamor-images/1035/thumbnail.jp
An Gorta Mór: Selections from Ireland\u27s Great Hunger Museum - 8.5x14 vinyl wall panel
No full texthttps://digitalcommons.fairfield.edu/angortamor-ephemera/1008/thumbnail.jp
Educators\u27 Need for Trauma-Informed Teaching Strategies
Get PDFThe increasing prevalence of childhood trauma presents significant challenges to student learning, behavior, and overall well-being within school settings. Research shows that adverse childhood experiences (ACEs) disrupt cognitive functioning, emotional regulation, and social development, making academic engagement more difficult. Given these challenges, teachers play a crucial role in fostering safe, supportive, and responsive learning environments. However, many educators lack adequate training in trauma-informed practices, leaving them underprepared to recognize and address the complex needs of trauma-affected students.
This study investigates the impact of professional development on the implementation of trauma-informed teaching strategies. Using a mixed-methods research design, the study integrates quantitative survey data and qualitative open-ended responses to examine how targeted professional learning opportunities enhance teachers’ understanding of trauma. Key areas of focus include educators’ ability to identify signs of trauma, implement de-escalation techniques, and create classroom environments that foster psychological safety and student resilience.
Findings suggest that continued, sustained, high-quality professional development could significantly increase teachers\u27 confidence in recognizing trauma’s effects on student behavior and learning. The study suggests the need and benefits of systemic and ongoing professional learning to ensure the consistent application of trauma-informed principles in schools.
This research contributes to the growing body of literature on trauma-informed education by highlighting the transformative potential of equipping teachers with the knowledge and tools to support trauma-impacted students effectively. Implications for educational leaders include policy recommendations for embedding trauma-informed frameworks into professional development initiatives, fostering cross-disciplinary collaboration, and advocating for wholeschool approaches that promote equity, inclusion, and student well-being
Improving the Quality of Cancer Care at Community Hospitals
Get PDFObjectives: Rural cancer patients in the United States face significant barriers to accessing high-quality care, contributing to cancer mortality rates that are approximately 15% higher than those in urban populations. These disparities are rooted in structural challenges, including provider shortages, financial constraints, limited access to specialized care, and a lack of technology. Similarly, hospitals within these communities also frequently face barriers like limitations in resources and infrastructure that hinder their ability to provide comprehensive oncology services. This highlights the necessity for scalable interventions to address these gaps effectively. The proposed implementation and evaluation plan targets this gap and creates a comprehensive, evidence-based program to improve the quality of cancer care at a community hospital in rural Texas.Methods/Design: Drawing from best practices identified in national studies and successful interventions designed by established rural oncology networks, this program promotes collaboration between Childress Regional Medical Center and UT Southwestern Moncrief Cancer Institute to expand access to oncology expertise and improve the quality of care delivered to the rural cancer community in Childress, Texas. The intervention includes three core strategies: provider cultural competency training, development of institutional partnerships, and implementation of telehealth services.Evaluation: Grounded in the Institute of Medicine’s healthcare quality framework, the program seeks to provide safe, effective, patient-centered, timely, efficient, and equitable healthcare. This can be accomplished through measuring adherence to oncology clinical guidelines, readmission rates, patient satisfaction, call volume, virtual visit utilization, and provider engagement. Ongoing monitoring of these metrics will inform iterative improvements and overall program success.Conclusions: By addressing both provider- and system-level barriers, this model demonstrates a sustainable approach to reducing rural cancer disparities and improving both quality of care and patient access. The program serves as a replicable framework for other underserved regions
Installation image of the exhibition To See This Place: Awakening to Our Common Home
No full texthttps://digitalcommons.fairfield.edu/commonhome-images/1024/thumbnail.jp
To See This Place: Awakening to Our Common Home - wall labels 6x3.5
Get PDFhttps://digitalcommons.fairfield.edu/commonhome-ephemera/1017/thumbnail.jp
Dawn & Dusk: Tonalism in Connecticut - 17x11 poster
Get PDFhttps://digitalcommons.fairfield.edu/tonalism-ephemera/1020/thumbnail.jp