1697 research outputs found
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A Qualitative Study Exploring Federal Education Policy Implementation in Child Welfare Agencies
No full textThe 2015 Every Student Succeeds Act (ESSA) was signed into legislation to increase educational stability for youth in care through increased partnership and collaboration between child welfare and educational agences. This qualitative study explored the critical factors that impact the efforts of child welfare agencies (CWA) to implement ESSA. The general systems theory and Edwards’ policy implementation model were used to guide the study. Semi-structured interviews were conducted with eight individuals from the Texas Department of Family Protective Services, and a focus group was conducted with six representatives from Region 10 Texas Education Agency. A thematic approach was taken to analyze participant responses and identify key themes in the data. Six core themes highlight leadership, resources, training, communication, collaboration and accountability, and politics and finances. A thorough discussion of the findings is presented. The study provided theoretical and practical implications suggesting CWAs take notice of the importance of leadership influence and develop systematic interventions to aid in implementation efforts
Spring 2024 Commencement
Full text linkThis Franklin University commencement program was published for the 176th commencement ceremony on June 2, 2024 at the Greater Columbus Convention Center, Battelle Grand Ballroom in Columbus, Ohio.https://fuse.franklin.edu/commencement_programs/1069/thumbnail.jp
Conflict Management Practices and Superintendent Tenure in Ohio’s K-12 Educational System
No full textAmong the top reasons public school superintendents leave their positions is the poor relationships and conflicts with board members, and union representatives (Grissom & Mitani, 2016). The national average of superintendent tenure is less than four years resulting in K-12 leadership instability, at all levels of the school and district office (Chingos et al., 2014; Grissom & Andersen, 2012; Grissom & Mitani, 2016; Yee & Cuban, 1996). This qualitative, grounded theory research study explores conflict management practices in the relationship using three constructs: communication, shared decision making and trust. Research studies have been conducted that address the characteristics of effective superintendents and school boards; however, the need to study how superintendents and boards establish relationships has never been greater. The significance of conducting this research study exploring conflict management practices with a specific focus on communication, shared decision making, and trust may serve as a foundation for school districts seeking to improve school governance and extend superintendent tenure. The findings may assist others in gaining a deeper understanding of the power dynamics that operate within these relationships and how the power can be leveraged to achieve positive outcomes for students
Empowering Voice: A Case Study on the Impacts of Employee Resource Groups on Individual Employees\u27 Voice Behaviors
No full textThis research study explores how employee resource groups (ERGs) impact individual employee voice behaviors. The study is grounded in the spiral of silence theoretical framework (Codington-Lacerte, 2020; Noelle-Neumann, 1974), with the concepts of psychological safety, social identity, social exchange, and self-efficacy explored as mediating factors. The study consists of a qualitative, single case study at an organization that recently established ERGs. Seventeen employees were interviewed, representing eleven of the organization’s twelve ERGs. Results from the study support the application of the spiral of silence theoretical framework at the individual employee level. Thematic analysis was used to identify themes in the data, which demonstrate that ERGs impact individual voice behaviors through building relationships, creating cultural change, and empowering individuals
Assessing the Effectiveness of a Financial Education Intervention for Appalachian Artists: Action-Based Research
No full textThe objective of this action research was to evaluate the effectiveness of a six-month financial education intervention for Appalachian artists by measuring and observing changes in financial knowledge, financial self-efficacy, and financial behaviors and by assessing participants’ perception of the program. By all measures, the financial education intervention was a success with survey results demonstrating positive and statistically significant gains in financial knowledge and financial behaviors, plus gains, although not statistically significant ones, in financial self-efficacy. Participants increased financial knowledge in revenue diversification strategies and tax literacy from 31.2% to 71.3%. Nine participants (81.8%) earned more in their creative businesses following the financial education intervention, and ten participants (90.9%) had up-to-date record-keeping systems by the end of the program, an increase from four participants (36.3%) at the outset. Five new creative businesses and five new sales tax licenses were registered with West Virginia. Participants also emphasized the importance of the community they built with each other, and shared they were proud of their accomplishments during the six-month program. This research has practical implications for curricular design for educators, industry leaders, and community partners, plus implications for economic development policies to support similar financial education interventions for creative business owners
The Exploration Of The Success Strategies Of Women Of Color In C-Suite Leadership Roles At Higher Education Institutions
No full textIn most higher education institutions, White men and women have dominated senior academic positions and are viewed as more capable of serving as senior administrators than women of color. In comparison, the number of women of color leaders in predominantly White institutions is lower than in historically Black colleges and universities. For instance, women of color occupy 6% of executive roles at predominantly White institutions compared to 30% of White women leaders in the same institutions. These statistics, while disheartening, underscore the remarkable resilience and unwavering determination of women of color who continue to strive for these roles. The study involved a comprehensive review of the current literature to understand the research problem. A generic qualitative approach was conducted to gather data from 11 C-suite leaders at higher education institutions (HEIs). Data were collected via unstructured, open-ended interview questions and examined to provide six significant themes. The findings revealed that women of color aspire to be seen and heard as professional women and utilize successful strategies to maintain their roles. However, the persistent male and White women predominance in these positions is likely responsible for the underrepresentation of women of color in C-suite leadership roles at HEIs. The findings also proposed strategies for women of color to utilize in C-suite leadership roles at HEIs
Secondary Trauma Among K-12 Educators in Urban School Districts
No full textThis study explores how 20 educators from Central Ohio navigate the repercussions of secondary trauma stemming from their students\u27 experiences and its impact on both their personal and professional lives. Participants, including 17 teachers and three school administrators, engaged in semi-structured qualitative Zoom interviews exploring their encounters with trauma, existing support systems, and aspirations for system improvements. The findings underscore educators\u27 call for more structured support within their school environments and increased involvement and backing from school districts, particularly concerning mental health initiatives. This research sheds light on the challenges educators face in balancing student needs and personal well-being amid continuous exposure to trauma, emphasizing the importance of further studies across diverse educator populations and school districts