7272 research outputs found
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A Descriptive Qualitative Study Exploring Parent Involvement with Intervention Supports Provided to Children Receiving Early Childhood Special Education Services
No full textParent involvement in a child’s education is proven to have positive effects on children’s academic careers (Eccles, 2005; Hara & Burke, 1998; Hill & Craft, 2003), with parent involvement in early childhood education programs playing an essential role in the life-long success rate and education of children (Jacobson, 2004). However, although New York City’s students are not meeting expected benchmarks, parent involvement in educational design and child development has not been leveraged to support student achievement. Epstein (1985) breaks parent involvement in a child’s life into six categories: (a) parenting, (b) communicating, (c) volunteering, (d) learning at home, (e) decision-making, and (f) collaborating with community. Understanding which parental involvement strategies successfully work in early childhood education spaces might potentially translate to school-age spaces. Building relationships between home and school that include parent involvement has the potential to create a community of support for learners and close both the achievement and opportunity gaps for at-risk and children with disabilities. This study explores parent involvement with successful, formal academic intervention supports offered to children with disabilities, such as SP and OT services, through preschool special education programs. The research questions ask (a) what therapeutic strategies and practices do parents of children with Early Childhood Special Education believe to be most helpful when supporting their child living with disabilities regarding early childhood foundational skills and (b) how do parents perceive the relationship between home and school/service providers to positively affect the development of their child living with disabilities regarding early childhood foundational skills that prepare children for reading? Findings demonstrated parent perceptions of their involvement and the role it has in the development of foundational skills that lead to successful readers
Effects of Implementing Culturally Responsive-Sustaining Education for English Language Learners: A Mixed Research Case Study
No full textEnglish Language Learners (ELLs) in the United States face unique socio-cultural and linguistic challenges such as new cultural expectations and overcoming language barriers. Culturally Responsive-Sustaining Education (CR-S Education) has been advocated as an effective framework for closing the achievement gap for marginalized groups. This mixed-methods case study examines the implementation of CR-S Education by employing teacher surveys, student surveys, and classroom observations in two first-grade ENL classrooms with diverse learners.
The study seeks to answer the question: How can educators implement culturally responsive- sustaining teaching to maximize learning outcomes in classrooms with both ELLs and native
English speakers? The findings from this mixed-methods case study reveal four key themes regarding CR-S Education. First, CR-S pedagogy proved beneficial for all students, significantly enhancing engagement regardless of their backgrounds. However, while teacher practices were consistent, student responses varied. The results indicate that CR-S practices did not yield uniform engagement across all students, with engagement levels influenced by factors such as learning preferences, emotional states, and personality differences. Additionally, cultural sharing and group collaboration emerged as effective strategies for increasing student engagement and fostering a sense of community in the classroom. Despite the overall benefits of CR-S education, ELLs demonstrated lower engagement levels compared to their native English-speaking peers. These findings highlight both the promise of CR-S education and the need for further differentiation tailored to the specific needs of ELLs
Superintendent Turnover, Student Achievement, and Transformational Leadership in Urban K-12 Schools in New York State: An Explanatory Sequential Mixed Methods Study
No full textThe persistent achievement disparities across income levels and between White students and students of Black and Hispanic heritage have been a problem faced by the United States education system for decades (Dorn et al., 2020). Transformative superintendent leadership effectively closes the achievement gaps in education (Leithwood, 2010). However, in New York State the average length of superintendency is 3 years and the superintendent\u27s consistent turnover negatively affects school districts (Alsbury, 2008; DuFour & Marzano, 2011; Whitt, et al., 2015). Districts do not see district-wide improvement in teaching and learning without the substantial, consistent engagement of the district central office (Seashore Louis et al., 2004).
This study examines potential correlations between superintendent turnover and its impact on student achievement within the Big 5 Conference of School Districts in New York State. Employing an explanatory sequential mixed methods approach, it utilizes quantitative data spanning 2 decades of superintendent tenures in these districts alongside qualitative insights from critical stakeholders.
Quantitative analysis reveals persistent achievement gaps and lower graduation rates in Buffalo, Rochester, Syracuse, and Yonkers compared to the New York State average. Transformational leadership attributes were lacking across all districts, with issues such as minimal stakeholder involvement and misalignment of mission and budget values. Qualitative findings highlight the importance of building a collaborative culture, leading people effectively, and improving communication within these districts. Stakeholders emphasized the need for consistent leadership and supportive organizational cultures to address the unique challenges posed by these districts.
Overall, the study underscores the educational crisis facing these Big 5 districts due to high turnover and inadequate leadership. It emphasizes the urgent need for sustained, transformative leadership to ensure equitable educational opportunities and improved student outcomes
Pilot educational intervention for the care of adolescents with autism spectrum disorder during puberty
No full textPuberty is a particularly vulnerable time for individuals with autism spectrum disorder (ASD) during which baseline challenges are exacerbated, functioning often deteriorates, and additional barriers emerge. Specific concerns include increased vulnerability, decreased safety, and increased mood and behavioral disturbances. Youth with ASD need guidance and explicit instruction/skill development on topics such as hygiene/self-care, appropriate sexual activity, and menstruation management. Lack of provider preparation, knowledge, and confidence, along with stigma about the needs and capabilities of individuals with ASD, are major barriers to care. Initiatives to expand the preparation of health care personnel, including nurse practitioners, to provide quality care to individuals with ASD are essential. This article describes the results of a pilot project using a brief, self-guided educational intervention for developing and practicing family nurse practitioners. Before and after viewing the educational module, participants completed author-created surveys assessing their self-perceived knowledge, attitudes, and intent to change practice. Expert analysis of survey items provided face validity. Comparison of mean presurvey and postsurvey responses showed significant increases in self-perceived knowledge, attitudes, and intent to implement practice changes. Lack of confidence was endorsed as the most common remaining barrier to change. Findings indicate that the brief module improved participants\u27 self-reported knowledge, attitudes, and intent to implement practice recommendations. Such interventions can be easily incorporated into nursing education and professional development and are appropriate for dissemination to including nurse practitioners working within and outside primary care settings, as well as to related service providers
Nurturing Stability: Exploring the Relationship Between Child Welfare Workers’ Well-Being and the Impact It Has on Retention
No full textChild welfare workers are critical in ensuring the safety and well-being of vulnerable children and families. However, the demanding and emotionally taxing nature of their work has led to high turnover rates, impacting workforce stability and service quality. This study explored the complex relationship between child welfare workers’ well-being and job retention, seeking to uncover factors influencing their decision to remain in or leave the profession.
This qualitative phenomenological study employed one-to-one semi-structured interviews and thematic data analysis to gain an in-depth understanding of the firsthand experiences and insights of child welfare workers regarding their professional challenges and motivations. Participants revealed four main themes: occupational strain, inadequate organizational support, adverse mental health outcomes, and work-life imbalance. These themes illuminate the intricate dynamics that shape their well-being and influence their career decisions. The study provides valuable insights to inform strategies and interventions that promote a nurturing and sustainable work environment for these dedicated professionals. Recommendations to inform policy and practice include implementing fair compensation structures, enhancing organizational support and resource allocation, developing comprehensive mental health support programs, and establishing flexible work arrangements. These recommendations have the potential to lead to positive changes, ultimately benefiting the frontline staff and leading to improved outcomes for vulnerable children and families who depend on the support and services provided by this vital workforce
An Examination of the Perspectives of Principals of High-Performing Urban High Schools and Establishing Cultures of Care
No full textThe study examined the role of principal leadership behavior in creating cultures of care in urban high schools. Further, the study assesses how culture contributes to urban high school performance while also considering the nuances of urban schools. Additionally, the study provides a review of the literature examining components such as urban high school context, principal behavior, cultures of care, and urban high school placement and specialization. Tichnor-Wagner and Allen’s (2016) typology of care was used as the theoretical framework. The study used a qualitative research design to study the experiences of seven principals and recently retired principals of high-performing urban high schools. Data were collected through semi-structured interviews and analyzed using multiple cycles of coding. The study identified themes and subthemes based on the interview data which then yielded four major findings. First, working towards a common purpose is critical. Second, high-performing urban high schools are a collective effort. Third, leaders of urban high schools must be skilled in executing ideas. Lastly, being the principal of a high-performing urban high school requires an unequivocal commitment. The study concludes with recommendations for further research and five performance recommendations for educators and leaders
Activating Psychodramatic Autonomous Healing Center with Motivation Science.
No full text“There is nothing more practical than a good theory!” said Kurt Lewin. Therefore, utilizing the modern research and intervention tools of psychology, and specifically applied motivation science, we will deep dive to Self-Determination Theory to learn how to activate Autonomous Healing Center in psychodrama
Successfully Transferring Ownership and Accountability: Necessary Discussions to Consider
No full textNSRA’s Next Generation Leadership Program (NextGen) is designed to help independently owned shoe stores transition from one generation to the next. The NextGen Program held prior to the Atlanta Shoe Market in January 2024, focused on preparing the NextGens for important conversations with their NowGens about the succession process. Succession can refer to many transitions including ownership and/or management. Oftentimes in family businesses, those transitions should – but may not – go hand in hand, causing significant issues for everyone involved and risking the successful transition that family firms dream about. The workshop addressed strategies to minimize this frequent disconnect
Doulas In Modern Health Care
No full textThis paper looks into whether the implementation of doulas by all hospitals would benefit mothers before, during, and after childbirth. Through previous research it is shown how traumatizing birth can be for mothers who don\u27t feel that they have control within the labor and delivery room. High rates of augmentation, epidural anesthesia, and cesarean sections within hospitals are all causes of postpartum anxiety and depression among new mothers. By researching who a doula is and what they can do for mothers during childbirth, we can get a better understanding on how to prevent mental health disorders that are caused by birth trauma
Beyond the Game: Gamification, Sports Betting, and Fantasy Sports in Modern Sports
No full textThe gamification of fantasy sports and sports betting is real in our society today and has become incredibly useful, but policymakers need to create laws to protect consumers