7272 research outputs found
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Exploring Online Data Modules for Future Classroom Instruction
No full textParticipants in this session will learn or be able to do the following after attending this session: (1) Understand what data modules are and appreciate their broad applicability to STEM instruction, (2) Interact with specific databases that have curated activities centered on data modules, and (3) Replicate the steps we used to guide our scholars in the use of data modules to supplement their instructional strategies. The goal of this session is to share a strategy we have used with our undergraduate Noyce scholars to encourage their use of data analysis in their future classrooms. Scholars attended sessions with the following themes: An introduction to using pre-existing data modules as a tool for instruction, Learning about modules by playing the part of the student, Instruction on how to navigate and interpret the New York State standards for science and mathematics, Exploration of various websites with curated data-based modules, Completion of a scholar data module presentation centered on a topic of their interest with a consideration of how they would modify the data module to suit their needs and what state standards the lesson would allow them to cover
Leading in Forced Change: Superintendent Leadership During the COVID-19 Pandemic
No full textThe COVID-19 pandemic disrupted P-12 public schools in the United States. School district superintendents were forced immediately into managing a crisis and leading organizational adaptation. This doctoral research study examined the lived experience of 15 New York State P-12 public school superintendents. This constructivist grounded theory study found that adaptation is a forced change. The environment forced schools to change, but that force did not change superintendent leadership. It did, however, change the role of the superintendents as they responded to the three major conditions that emerged across the data: (a) the shutdown of schools in March 2020, (b) uncertain financial futures, and (c) unraveling social dynamics. This study found that existing crisis leadership models and adaptive leadership theory were inadequate and incongruent with the data. The study develops a new theoretical framework, leading in forced change, in which superintendent leadership and organizational management together and independently result in four primary domains of superintendent practice: (a) adaptation and problem solving, (b) collaboration and teamwork, (c) communication, and (d) community building. The proposed theory is grounded in empirical evidence, and as such is also a new model of superintendent leadership that is observable, centered on change leadership-management, rejects the false dichotomy of leadership and management, and incorporates the context in which a superintendent is leading as these domains of practice are co-constructed between the leader and those they are leading, resulting in a constructivist and pragmatic model of superintendent leadership
Seeking Sustainable Leadership: An Interpretive Phenomenological Study of Why Rural High School Principals Choose to Stay
No full textThis interpretive phenomenological study explored the lived experience of rural high school principals in New York State and developed an understanding of why they choose to remain in their role as school leaders. The study answered two research questions: “What role, if any, does self-efficacy play in the sustainability of rural high school principals to stay in their current positions?” and “In what way do rural high school principals in Upstate New York describe their reasons to remain in their positions?” The qualitative research design included semi-structured interviews using a purposeful sample of four rural high school principals in Upstate New York. Bandura’s theory of self-efficacy was utilized as the theoretical framework for this study. Three themes emerged from the research: obstacles facing rural principals, why they stay, and how they stay. Subthemes emerged under each theme which included: work/life balance, work environment, relationships, impact/opportunities, boundaries, and collaboration. As a result of this research, specific recommendations focus on flexibility, creating a systems approach, practicing shared leadership, providing mentorship and positive feedback, addressing the social-emotional health of the principal, normalizing set boundaries, and understanding the rural culture. Upon reading this study, the firsthand accounts provide stakeholders with insight into the practices supporting leadership sustainability in the rural secondary leadership position through the participant\u27s voice. This research lays the groundwork for future recruitment, retention, and succession planning to address the current and anticipated shortage of qualified educational administrative professionals
How Do Superintendents Execute the Skill Sets of Trust, Communication, and Leadership Differently in Rural, Suburban, and Urban School Districts
No full textThe purpose of this study was to determine how the superintendents’ skill sets of trust, communication, and leadership skills were executed differently in rural, suburban, and urban districts. This qualitative descriptive analysis study analyzed 12 superintendent interviews using the six-phase thematic analysis method. Superintendents were selected who had 3 or more years of experience, with at least 1 year in their current position. Two women and two men superintendents were interviewed from each district size: rural, suburban, and urban. Skill set execution was determined based on Bolman and Deal’s four frames of leadership. The three skill sets of trust, communication, and leadership were identified as being the most frequently used by rural, suburban, and urban superintendents. It was determined that superintendents executed two skills, communication and leadership, differently based on district size. The skill set of trust was executed using the same frames regardless of district size. Three subthemes within the theme of trust included building relationships, gaining community support, and respect. It is recommended that superintendents seeking to change positions and move to a differently sized district be aware of how skill sets are executed differently based on district size. Superintendents should focus on districts that match their skill sets or they are encouraged to strengthen skill sets that will be needed in a particularly sized district. School boards should also take into consideration how skill sets are executed and use the information to develop advertisements and interview questions to match their district size. Examples of interview questions boards could utilize are included in this study
Examining the Lived Experiences of Adult Learners in Practical Nursing Programs: A Qualitative Study
No full textThe purpose of this study is to fill a gap in the literature for the role of motivation in adult learners in post-secondary practical nursing programs. While literature exists on supporting traditional learners in nursing programs at the college and university levels, research lacked on the motivations, barriers, and support provided to adult learners in practical nursing programs. This study contributes to literature and fills that gap by exploring the lived experiences of these adult learners using the self-determination theory and hermeneutic phenomenology to explore these motivations, perceived barriers, and needed support. This was accomplished using semi-structured interviews with seven graduates from a post-secondary practical nursing program located in the Western New York region. Overall, the participants described the positive experience graduating from a practical nursing program and the opportunities that it provided from a personal and professional standpoint. The participants provided a holistic view of their lives before, during, and after completion of the program. As a result of this rich data and open discussions, a three-phase framework was developed. These phases include the lived experiences of the adult learners before, during, and after program completion. These findings suggest a need for development of supportive resources in practical nursing programs for adult learners to navigate these experiences successfully. With successful program completion and licensure, these individuals can enhance their socioeconomic status and provide communities with a qualified healthcare workforce creating positive health outcomes
A clinical classification framework for identifying persons with high social and medical needs: The COMPLEXedex-social determinants of health (SDH)
No full textBackground First-generation algorithms resulted in high-cost features as a representation of need but unintentionally introduced systemic bias based on prior ability to access care. Improved precision health approaches are needed to reduce bias and improve health equity. Purpose To integrate nursing expertise into a clinical definition of high-need cases and develop a clinical classification algorithm for implementing nursing interventions. Methods Two-phase retrospective, descriptive cohort study using 2019 data to build the algorithm (n = 19,20,848) and 2021 data to test it in adults ≥18 years old (n = 15,99,176). Discussion The COMPLEXedex-SDH algorithm identified the following populations: cross-cohort needs (10.9%); high-need persons (cross-cohort needs and other social determinants) (17.7%); suboptimal health care utilization for persons with medical complexity (13.8%); high need persons with suboptimal health care utilization (6.2%). Conclusion The COMPLEXedex-SDH enables the identification of high-need cases and value-based utilization into actionable cohorts to prioritize outreach calls to improve health equity and outcomes
Through Their Eyes: A Descriptive Phenomenological Study Examining the Role of the Teacher Certification and Licensure Process and the Teacher Racial Diversity Gap in New York State Public Schools
No full textThe purpose of this qualitative descriptive phenomenological study was to investigate if and how the teacher certification and licensure process influenced the Black public school teacher participants, who were teaching in New York State schools, and how they perceived and experienced the certification and licensure exam process.
Through the lens of critical race theory, this study examined 12 Black teacher participants’ lived experiences and perspectives regarding if and how the teacher certification process influences New York State schools’ teacher racial diversity gap. Following descriptive analysis steps, three essential themes emerged: (a) minimal information on how to become a teacher, (b) standardized tests, and (c) my Black experience. The findings highlighted the lack of diversity within the teaching profession as well as the obstacles faced by Black learners and teachers on state exams. Given the lack of resources, accessibility issues, and the underrepresentation of Black and brown teachers in the classroom, academic progress is hindered, and Black students are discouraged from pursuing careers in education. This study recommends policy and certification examination modifications to create a more equitable educational system and teacher education and support programs to be developed for all students—particularly those from underrepresented groups
The Effects of Training on Teachers Functional Attitudes Towards School, Family, & Community Partnerships
No full textSchool, family, and community engagement has the potential to significantly improve urban education and make urban schools more competitive with their suburban counterparts. This quantitative research study probed the viability of engaging teachers around strategies to increase their functional behavior levels towards school, family, and community partnerships by inviting them to participate in a training session on Epstein’s Six Types of Involvement Framework at an urban district in upstate New York. Forty participants were invited through flyers and email notifications, to be part of a control and treatment groups. Fifteen participants signed up for the control group and 15 for the treatment group. The same survey questions on functional behaviors towards school, family, and community involvement were administered to both groups before and after a six-hour training. Results showed that the training was sufficient to enable teachers to improve their functional behavior towards volunteering and collaboration with the community. However, the training was less successful in improving functional behaviors towards parenting, decision making, learning at home, and communication. Notwithstanding, teachers level of interest in these areas was relatively higher post training. The study suggests that urban school districts should invest more resources and training of teachers, to enlist families and the community as effective partners in education
Empowering employees and driving success: The benefits of Employee Stock Ownership Plans
No full textSince ESOP employees are owners of the company, they have an interest in seeing the company grow. 2. ESOPs provide employees with a unique opportunity to build their financial futures via the ESOP, which is an employee benefit plan. ESOPs often lead to a more long-term view of business decisions. Since employees are invested in the company\u27s future, decisions are made with an eye on the long-term health of the organization
Folic acid prescription and suicide attempt prevention: effect of past suicidal behaviour, psychiatric diagnosis and psychotropic medication
No full textWe previously showed that folic acid prescriptions for any indication were associated with lower rates of suicidal behaviour. Given that future randomised clinical trials are likely to focus on psychiatric disorders carrying elevated risk for suicide, we now report on the moderating effects of prior suicidal behaviour, psychiatric diagnoses and psychotropic medications on potential antisuicidal effects of folic acid. Data were obtained from the MarketScan Commercial Claims and Encounters databases that cover 164 million insured persons from 2005–2017, from which a cohort of 866 586 patients was derived. Analysis revealed no significant moderation effects on the antisuicidal effect of folic acid. These findings indicate that the potential benefit of folic acid for preventing suicidal behaviour is comparable in psychiatric populations at higher risk of suicide and that it may be additive to any benefit from psychotropic medications