12802 research outputs found
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From Absence to Insight: A Convergent, Mixed-Methods Descriptive Study Examining the Lived Experiences and Decision-Making Factors of US K-12 Substitute Teachers Regarding Their Decisions to Accept, Decline, or Drop Job Offers
Full text linkThe shortage of substitute teachers in U.S. K-12 education has become a critical issue, particularly following the COVID-19 pandemic. This study explores the lived experiences of substitute teachers to better understand the factors contributing to this shortage through a convergent, descriptive study design, focusing particularly on compensation and training. Using a mixed-methods approach, quantitative data were collected through the US K-12 Substitute Teacher Web-Based Survey (USK12-STWBS) and qualitative data were collected through the US K-12 Lived Experiences Semi-Structured Interview (USK12-LESI). Quantitative findings highlight that financial compensation remains a central concern, with many substitute teachers citing inadequate pay as a significant deterrent. The qualitative responses reveal that experiences around relevant training, or the lack thereof, exacerbate professional challenges and dissatisfaction. Additionally, regional differences in values, such as preferences for work-life balance and professional development, suggest that localized approaches may be necessary to address the crisis effectively. This study’s findings underscore the need for comprehensive recruitment and retention strategies that address both financial and non-financial factors, particularly focusing on improving compensation and providing more effective training opportunities
Rural Classroom Teachers: Their Views on Trauma, Resilience, and Understanding of Effectively Implementing Trauma-Informed Teaching
Full text linkTrauma presents a profound challenge to the process of meaning-making (Benazzo, 2021), particularly in educational settings where teachers\u27 personal experiences can shape their interactions with students. This study addresses a critical problem of practice: rural teachers struggle in the classroom when working with students who have experienced or are currently experiencing trauma. The primary research question guiding this investigation was, What are the lived experiences of teachers working in rural classrooms regarding their own personal and community trauma, their views on resilience, and their understanding of effectively implementing trauma-informed teaching? This mixed-methods study involved 25 rural classroom teachers from a midwestern US public school district, investigating how their own trauma experiences influence their teaching and how they understand and apply trauma-informed practices. Data analysis revealed six emergent themes, offering insights into the teachers\u27 perspectives on resilience, trauma sensitivity, and the challenges they face in implementing trauma-informed teaching. The findings suggest that while rural educators demonstrate considerable resilience, they face unique barriers—such as limited resources and community factors—that impact their ability to effectively implement trauma-informed practices. This research contributes to the field by highlighting the complex interplay between teachers\u27 personal trauma histories, their professional practices, and the resilience-building strategies they employ in rural educational settings. The study offers recommendations for enhancing trauma-informed professional development in rural schools, ultimately aiming to improve educational outcomes for students affected by trauma
An Exploration of Dress Codes in Speech-Language Pathology Graduate Programs
Full text linkThis investigation utilized a qualitative approach to explore dress code policy in twelve Midwestern master’s in speech-language pathology programs. After a written policy review, the clinic directors associated with each program were interviewed. Following the interview, the clinic directors sent a survey to the graduate students to complete (n = 74). Findings suggest that the dress codes in speech pathology should consider concepts related to client perception, discipline, financial responsibility, and safety when considering their dress codes. Information related to how to use the findings to support all students is discussed
Commencement Program: 2024
Full text linkInvocation - Kathryn Leeker
Introduction - Nancy Blattner
Welcome Address - Karen Gedera
Student Commencement Address - Hailey Shuman
Presentation of Degrees - Adam Weyhaupt
Conferring of Degrees - Nancy Blattner
Alumni Hood Award - Blake Hinerman
Welcome to the Alumni Association - Sharon Hunter
Alumni Chain Ceremony - Tiandra Bland, Rayne Ebersold
Benediction - Joshua Rhode
Connecting Emotional Intelligence Training for Corporate Leadership to Employee Job Performance
Full text linkThere is currently a lot of research on topics such as emotional intelligence, employee job performance, and employee training programs. However, the connection between all is very limited. This project examined and identified a connection between leadership’s emotional intelligence and employee’s overall job performance. This project helped examine how emotional intelligence in leadership affected employee’s job performance. This led to a better understanding of what employee performance consisted of. Emotional intelligence revealed that EI had some impact on employee’s job performance but revealed a connection. Lastly this project helped examine how leadership was opposed to employee training programs and revealed how training programs were effective and impacted employee’s job performance
