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Differentiated instruction in a Seventh-day Adventist primary Sabbath school classroom : a mixed methods action research study
No full textDaniels, Melissa C.
This mixed methods action research (MMAR) study explored the experiences and perceptions of both the teacher and students regarding differentiated instruction (DI) in a children's Sabbath school classroom at a Seventh-day Adventist (SDA) church in the Midwestern United States. Guided by Tomlinson's DI framework, the study focused on two main research questions: (1) What impact does the implementation of DI have on a children's Sabbath school classroom? and (2) What are student and teacher perceptions of DI in the Sabbath school classroom? The eight-week investigation employed two action research cycles with five consistent participants, using structured analysis of survey responses, open-ended questionnaires, and student assessments. Systematic comparison across both action research cycles revealed significant improvements in student performance and engagement. Post-protocol surveys showed unanimous highest ratings (4 - Almost Always) for Bible lesson comprehension, meaningful spiritual connection, participation in activities, and overall Sabbath school enjoyment. Student assessments demonstrated substantial growth, with three students achieving 20% performance increases between midpoint and final assessments. Error rates decreased dramatically in key areas, with both vocabulary comprehension and application question errors reduced by 67%. Both the teacher and students reported favorable perceptions of DI implementation across various dimensions, including process, content, product, and learning environment. These findings demonstrate that evidence-based strategies effectively met diverse learning needs while connecting biblical content to students' spiritual lives. This study fills a notable gap in literature on instructional practices in religious education, showing that differentiated instruction enhances both engagement and learning outcomes in Sabbath school settings
Psychiatric charge nurse leadership education and its impact on the patient experience
No full textHuber, Jami
Charge nurses play a critical role in the functioning of nursing units, balancing clinical responsibilities with other duties such as supporting staff and coordinating patient care. Despite the complexity and significance of the charge nurse role, there is little to no formalized education for the charge nurse role. This lack of charge nurse education is common across many nursing units, but there is a noted gap in psychiatric units. Psychiatric settings present unique challenges, such as managing behavioral events while ensuring patient and staff safety. Charge nurses may feel unprepared to lead effectively under these complex conditions without appropriate leadership education. This project aimed to equip psychiatric charge nurses with leadership, communication, and decision-making skills needed to improve the patient experience. Through targeted education using evidence-based strategies, this project sought to enhance charge nurses' confidence, competence, and performance, ultimately improving the patient experience and charge nurse confidence. Although statistical significance was not achieved for the measures “communication between staff” (2023: M = 42.67, SD = 4.04; 2024: M = 46.67, SD = 3.06; t(4) = -1.37, p = .24) and “likelihood to recommend this facility” (2023: M = 52.9, SD = 15.59; 2024: M = 45.1, SD = 15.62; t(4) = .55, p = 0.61), this project demonstrated clinical significance in perceived benefits of the education. Additional findings highlighted the importance of leadership support, ongoing education, and the use of theoretical frameworks in charge nurse leadership education. Future research should continue to investigate ways to support and strengthen charge nurse leadership in psychiatric settings. Future recommendations are also discussed to guide continued development in this area
Exploring rising anxiety levels in higher education : perspectives of administrators, faculty, and students on essential support and barriers
No full textTodd, Alison
This mixed-methods study examined the increasing levels of anxiety among college students and its effects on their sense of belonging and academic self-efficacy, as well as the perceptions of faculty and administrators regarding their effectiveness in supporting these students. The sample included eight undergraduate students, five faculty members, and five administrators from institutes of higher education in the Northeastern U.S. Utilizing a convergent design, quantitative data were collected from students through the Depression Anxiety Stress Scale (DASS-21), the University Belonging Questionnaire (UBQ), and the Student Self-Efficacy Scale (SSE). Faculty and administrators completed self-efficacy scales relevant to their roles. Qualitative data were obtained via semi-structured interviews with students, faculty, and administrators to explore their experiences, perceived support, and barriers related to student anxiety in higher education. Framed by Albert Bandura’s social-cognitive and self-efficacy concepts and Maslow’s hierarchy of needs, this study addressed existing research gaps by incorporating key stakeholders' perspectives, fostering discussions on enhancing support systems, and creating more inclusive academic environments. Findings indicated the detrimental impact of anxiety on students' sense of belonging and self-efficacy while also revealing the complex challenges faced by faculty and administrators in addressing the growing mental health needs of students. Although limited by its small and geographically narrow sample, this research contributes foundational knowledge to inform future initiatives promoting student mental health and academic success in higher education settings
Enhancing asynchronous online learning : unveiling student perspectives on course design
No full textBennett, Jodi
Asynchronous online learning has become an integral part of higher education; however, research indicates a gap between student needs and the design of online courses. This study examines students' perspectives on asynchronous online course design, highlighting the roles of instructional designers and subject matter experts (SMEs) in shaping their learning experiences. Using a qualitative exploratory approach, this research examines what students value in online course design and how the course development process impacts their engagement, satisfaction, and overall success.
Findings from focus groups reveal that students prioritize clear course organization, interactive elements, instructor presence, and accessible learning materials. Additionally, participants noted key differences between courses designed by SMEs and those developed with instructional designers, expressing a preference for the structured, student-centered approach facilitated by instructional designers. These insights reinforce the importance of intentional course design and the need for faculty collaboration with instructional designers to create engaging, accessible, and pedagogically sound learning experiences.
This study contributes to the growing body of literature on student voice in online learning, highlighting opportunities for institutions to enhance course development through student-centered design practices. The findings suggest that systematically incorporating student feedback, providing faculty with instructional design support, and fostering collaboration between SMEs and instructional designers can enhance the quality and effectiveness of asynchronous online education. Future research should investigate the long-term effects of student-centered course design on student retention, academic performance, and overall student success
The impact of fostering trusting and meaningful relationships with ESL students in a two-year higher education institution
No full textNdiaye, Bocar
In two-year higher education institutions, building trusting and meaningful relationships with English as a Second Language (ESL) students is essential for their academic success and sense of belonging. This study aimed to investigate how these relationships influence ESL students' educational experiences, particularly through faculty interactions and cultural responsiveness. Employing a phenomenological approach, the research explored the lived experiences of ten intermediate-level adult ESL students via a survey and in-depth interviews. Participants shared their insights on the importance of trust, emotional support, and meaningful connections in their learning journey.
The findings highlighted four main themes: (1) Faculty patience and emotional support as foundations of trust and confidence, (2) Cultural responsiveness and its role in fostering a sense of belonging, (3) Clear communication and the development of meaningful relationships, and (4) Enhanced academic confidence and participation through supportive faculty interactions.
This study emphasizes the necessity for professional development centered on relationship-building and cultural competence. It identified barriers including insufficient faculty training in cultural responsiveness and difficulties in establishing consistent relational practices across programs. Recommendations involve implementing institution-wide strategies to encourage inclusive teaching practices and conducting further research to examine faculty perspectives on relationship-building with ESL students in diverse environments. These findings carry significant implications for institutional leadership, policy development, and the creation of inclusive educational settings
Overcoming Barriers and Implementing PBIS With Fidelity
No full textGreen, Angela M.
This study examined how schools overcome barriers to implement Positive Behavioral
Interventions and Supports (PBIS) with fidelity. The purpose of this research was to explore the
strategies, supports, and conditions that enable successful PBIS Tier 2 and Tier 3
implementation. Sixteen educators from elementary, middle, and high schools in a diverse, urban
district participated in semi-structured interviews, providing insights into their experiences
navigating challenges and leveraging resources. Findings revealed that administrative support,
consistent coaching, collaborative problem-solving, and access to professional development were
critical factors in overcoming implementation barriers. Participants highlighted variability in
coaching experiences and noted gaps in internal coaching structures, suggesting areas for future
improvement. Implications for practice include the need for ongoing leadership engagement,
structured coaching systems, and targeted professional development to enhance fidelity of PBIS
implementation. These findings contribute to the broader understanding of effective strategies for
implementing tiered behavioral interventions in diverse educational settings and provide
actionable recommendations for schools seeking to improve student outcomes through PBIS
Faculty burnout in Wisconsin private institutions of higher education : a mixed- methods study of faculty burnout within Wisconsin Association of Independent Colleges and Universities member institutions
No full textMazzone-Danek, Gina Elizabeth
The Wisconsin Association of Independent Colleges and Universities (WAICU) member institutions, serve a large number of first-generation, minority, and Pell-eligible students who require additional faculty, staff, and institutional support to be successful during their higher education careers. WAICU faculty members play an important role in creating positive student experiences and assisting students in accomplishing their higher education goals. However, as faculty members take on additional work responsibilities, struggle with institutional financial instability, adjust to the ever-changing landscape of higher education, create innovative programs and curriculum, and adapt to the educational needs of their students, faculty burnout has become a significant concern. There is a need for leaders in higher education to understand the experiences of faculty members who are experiencing burnout. Using a mixed method, explanatory sequential design, this research investigated variables that may impact faculty burnout within WAICU and the experiences of faculty members who have been identified as experiencing a significant level of burnout via the Maslach Burnout Inventory™ - Educators Survey (MBI-ES).
Quantitative findings from the 129 MBI-ES participants revealed that although some WAICU faculty members were experiencing faculty burnout at the time of this research, they were not experiencing significantly higher levels of faculty burnout than the normative data group. Additional findings from the quantitative research survey found that levels of faculty burnout within the emotional exhaustion dimension varied significantly on the basis of faculty status (full-time; part-time; adjunct) and faculty primary discipline areas. One-on-one, virtual, semi-structured interviews with faculty members experiencing statistically significant levels of burnout resulted in the development of three themes of variables that impact the faculty burnout experience within WAICU member institutions. These themes are: a) Student related variables, b) Institutional related variables, and c) Individual faculty variables.
This study contributes directly to the growing body of research on faculty burnout and the experience of faculty members suffering from burnout and its related symptoms and offers suggestions for WAICU institutions and administrators on how they can support faculty members experiencing symptoms of burnout and reduce burnout risk. Additional support and risk mitigation for faculty burnout allows faculty members to focus on innovating and supporting their students and institutions while realigning with institutional missions and visions. Further research should focus on additional factors that may impact the experience of faculty burnout within WAICU (student preparedness for higher education; course level(s) being taught; class size), the specific experiences of minority, transgender, and non-gender conforming faculty members in relation to burnout, and a comparison between the results of this study and those of individual WAICU institutions and their faculty members
Enhancing Wound Care Assessment Knowledge in Acute Care Nurses through Microlearning: A Quality Improvement Project
No full textFlynn, Melina Michelle
Pressure injuries and chronic wounds remain a significant concern in hospitalized patients, highlighting a knowledge gap among acute care nurses regarding wound assessment. Despite its clinical importance, wound care education is often insufficient in both prelicensure and on-the-job training. This quality improvement project aimed to evaluate whether a brief microlearning intervention could improve wound assessment knowledge retention in acute care nurses at a large Midwestern hospital. It was hypothesized that nurses who received a targeted microlearning intervention would demonstrate improved post-test scores. A pre- and post-intervention design was implemented during a monthly wound/ostomy orientation workshop. Nurses (N=11) completed a five-question pre-test, reviewed a three-minute infographic, and completed a five-question post-test. A paired-samples t-test was conducted to evaluate the impact of the intervention on knowledge retention. Post-test scores (M = 4.73, SD = 0.47) showed a small decline from pre-test scores (M = 4.82, SD = 0.40), t(11) = 0.43, p = .676 (two-tailed). While the intervention did not yield the expected statistically significant gain in test scores, the findings support the feasibility of microlearning in the acute care setting. This low-resource, scalable approach shows promise as a supplemental onboarding tool. Limitations included low statistical power, possible Hawthorne Effect, and limited comparison demographic data. Findings support further exploration of microlearning as an effective educational strategy for bedside nurses
Unveiling the Voices of Neurodivergent K-12 Teachers: A Qualitative Narrative Case Study on Inclusion
No full textBagnall, Heather J
This qualitative narrative inquiry explored how K–12 teachers with neurodivergent traits, such as autism spectrum disorder (ASD), ADHD, dyslexia, and dyspraxia, perceived their inclusion and personal autonomy within educational settings in Virginia. Historically framed through a deficit lens, neurodivergent individuals faced exclusion and systemic inequities in education. This study sought to elevate their voices by examining how they described their experiences as educators.
Guided by self-determination theory, Jung’s collective unconscious, and pythiism, the research involved semi-structured interviews and artifact collection with certified neurodivergent teachers. Data were analyzed thematically to uncover patterns of inclusion, autonomy, and identity.
Findings revealed both barriers and strengths, such as masking, executive functioning challenges, creativity, and ethical insight, and emphasized the urgent need for neurodivergent-affirming professional development. This study filled a gap in current literature by offering firsthand perspectives from educators and provided actionable recommendations for fostering inclusive educational environments that honor neurological diversity
Principals & professional learning : a catalyst for transformational change
No full textElliott, Lisa A.
This study investigated how a growth-mindset, professional learning rubric guides and
informs principals' leadership actions during transformational change. Drawing parallels between organizational change and chemical reactions, the study posits that principals can act as catalysts for deep, irreversible improvements in their schools when they have a laser-like focus on building the capacity of their professional educators through high-quality, rich, multi-layered professional learning. Six principals from the same district utilized the rubric, and their narratives, gathered through questionnaires and interviews, revealed a central theme: the rubric provided clarity and focus amidst competing demands, aligning with Fullan and Quinn's (2016) concept of coherence. Beyond this overarching theme, five sub-themes emerged: resource allocation, feedback processes to support professional educator practice, instructional design for adult learning, student-centered outcomes, and the strengthening of systems supporting student learning. The principals, operating from diverse leadership frameworks, found the rubric's comprehensive criteria valuable for reflecting on their practices and guiding their decision-making. While limited by a small, homogenous sample, the study suggests the rubric is a versatile tool for promoting purposeful leadership strategies across different leadership styles. Future research could explore its application with larger, more diverse samples with school leaders navigating complex, transformational change