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Managing performance through achievement impact presentations
No full textCarter, Kimberly M.
Despite numerous efforts to improve schools and districts across the country, a significant number of students continue to be left behind. Increased accountability pressures require that district leaders seek ways to monitor achievement and organize systems that promote progress, improvement, and success. Although the literature is rich with information about the key factors that influence student achievement, there is little guidance in the literature about specific practices that promote continuous improvement at the school and district level. Given the urgency of change needed in many urban districts, this study seeks to explore and examine how school and district leaders use performance management processes to improve teaching and learning. Using a qualitative case study approach, the researcher seeks to add to the body of literature on school and district reform by describing the efforts of an underperforming district to implement systematic performance management practices aimed at promoting on-going continuous improvement and increased student achievement. The following research questions will be used to guide the study:
1. How do school and district leaders use performance management processes to improve teaching and learning?
a. How did the practice of an Achievement Impact Presentation influence the behaviors of district and building leaders?
b. How does the practice of an Achievement Impact Presentation help district leaders monitor performance?
c. How does the practice of an Achievement Impact Presentation hold schools accountable for results
The creation and validation of the differentiation of self questionnaire
No full textJacobs, Greg G.
This study reports the creation and validation of The Differentiation of Self Questionnaire (DSQ), a measure of Bowen’s construct Differentiation of Self (DoS), through three-studies. In Study One, Creation the DSQ is created with nine-items selected for inclusion, three-items per subscale, willingness to take an “I” position, emotional reactivity, and emotional cutoff, determined by the ranking of items by experts in Bowen Theory (BT) on their face validity, in capturing DoS and the items respective subscale, from a 27-item bank, via SurveyMonkey. Items were paired to a Likert (1932) scale. In Study Two, Investigating Correlations, the respondents DSQ and the statistically valid Differentiation of Self Inventory-Revised (DSI-R) scores were collected via SurveyMonkey and compared using Pearson’s r. In Study Three, Confirmatory Factorial Analysis (CFA) of the DSQ using Item Response Theory (IRT), a CFA of participant’s responses to the nine-items (lowered to eight-items), in the DSQ, using IRT was undertaken. Each of the DSQ items contributed varying levels of information to their subscale, and total score, supporting content validity. Moderate to strong positive correlations (.31-.61) between the DSQ and the DSI-R support, content and construct validity as well as reliability, with the exception of the underperforming ER subscale. It is impossible to draw firm conclusions from this pilot data set, regarding the ER subscale. Inconclusive validation efforts of the ER subscale probably stem from larger standard errors resulting from small sample size (n = 110). Poor reliability, expressed in low alpha may be a result of the small, three-item subscale
Artist-educators’ experiences with identity and representation in theatre arts learning spaces
No full textCarpenter, Bonnie
Educational institutions struggle to find balance between free speech, academic freedom, and the advancement of representation and identity, specifically in theatre programs and arts communities. Artist–educators seem ill-equipped to confront the complexity found with issues of bias, identity, representation, and cultural appropriation within their learning spaces or to facilitate the necessary discourse to contextualize these provocative issues. The goals of this research focus on understanding artist–educators’ current experiences in theatre learning spaces concerning identity and representation, exposing potential patterns, and supporting the future foundations and frameworks that advance multicultural theatre arts spaces. Utilizing Constructivist Grounded Theory, several key findings emerged including an inconsistent understanding of identity and representation coupled with a wide variety of perceived preparedness to support conversations in the learning spaces. The research validates the need for continued conversations about diversity, equity, and inclusion (DEI) and a greater awareness concerning one’s own identity with how it is presented in theatre learning spaces from both the leader and student–artist perspective. Recognizing the inconsistency in language usage and the lack of clarity about identity and representation issues illustrates a chasm in ability to effectively talk about identity. Readers are charged to take action within their communities to build awareness, provoke conversation, and cultivate relationships that allow for authentic dialogue in order to confront the difficult uncomfortable spaces between our differences, understand that our existence is individualized and unique, and honor and celebrate the overwhelming similarities that we share as human beings
Exploring the socialization experiences of nontraditional Black women in doctoral programs : a phenomenological study
No full textTardy, Tiffany
Degree attainment continues to increase for Black women at every level, yet their completion rates at the doctoral level are still disproportionate in comparison to White graduates (National Center of Education Statistics, 2020). Traditionally, pursuing a doctorate full time is correlated with persistence and degree completion (Zahl, 2015); however, we are seeing an increase in nontraditional students pursuing graduate study. Additionally, socialization has consistently been found as a major predictor of persistence and overall quality of the doctoral student experience (Casey et al., 2022), yet has not been studied closely in Black women in doctoral programs. It is critical to understand why these disproportionate attrition rates in doctoral education exist for Black women as there is a dire need for more Black women in leadership in our community. Therefore, the purpose of this qualitative phenomenological study was to explore the issues of persistence and graduation amongst nontraditional Black women in doctoral programs specifically related to their socialization experiences. Black Feminist Thought and Graduate Socialization Theory were applied as the theoretical framework in this study.
Participants included nine nontraditional Black women who were enrolled or recently graduated from a doctoral program in Wisconsin. Participants experienced socialization challenges as nontraditional students who were also working full time, lacked funding opportunities, lacked representation in their programs, as well as highlighted how critical faculty were in either their success or attrition. This study illuminated the voices of Black women who are often forgotten in the literature and provides institutions with recommendations to improve the quality of the experiences of nontraditional Black women and thus increase their retention and completion of doctorates
Survey of music therapists' understanding and implementation of the Health Insurance Portability and Accountability Act (HIPPA)
No full textoai:alverno.omeka.net:2Perry, Emil
Culturally relevant texts and their impact on student engagement and transferable post-secondary skills
No full textSubia, Asalia
This paper focuses on culturally relevant texts being implemented within the curriculum in an alternative academic setting. The main reason for this classroom project is to see if culturally relevant texts increase student engagement and if it is able to provide high schoolers with opportunities to build skills they can use after high school. In this implementation, students participate in a science project that takes them away from packets and has them participating in a science project. The project consists of a relevant article, and reflection, and gives students the opportunity to be active participants within their community. Implementing culturally relevant text can help create representation in the classroom, which connects to student engagement-specifically their interest and motivation. By using culturally relevant text, teachers are able to help the identity and relationship building between students and within themselves. Lastly, it helps students connect what they learn and apply it to their lives. Students are able to build skills with each other that can transfer to their post-secondary life. For this project, I will gather data on student progress (work progress/completion) and conduct student interviews to compare their experiences and take away from the classroom project. I then will compare the data to data from previously completed classwork and see if there is a difference in student perception of the tasks and overall motivation/skills
An examination of K-8 principals' perceptions of their readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students
No full textWhitley, Wendy
Many K-8 school leaders are grappling with the profound effects of the global pandemic and ever-present racial injustices that have dominated public discourse over the past two years. As adults work feverishly to create a sense of normalcy that has allowed most people to return to the workplace, children have also returned to traditional classrooms across the country. The COVID-19 pandemic exposed the historical inequities woven within the fabric of the United States educational system that are a result of centuries of systemic racism and the lack of widespread opportunities for historically marginalized student populations. School leaders are faced with the insurmountable task of creating systems of equity that center culturally responsive school leadership practices that will allow every student to thrive. Culturally responsive school leadership practices can help to provide the necessary framework for school leaders to care for the hearts and minds of increasingly more culturally and racially diverse students and families (Khalifa, et al., 2016).
The study centers on one guiding research question: What are K-8 principals’ perceptions of their readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students? For this study, the Culturally Responsive School Leadership framework (Khalifa, et al., 2016) was used to examine the participants’ beliefs, assumptions, and practices that inform their perceptions of readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students
Effectiveness of structured debriefing strategies for simulation in nursing
No full textAndersen, Heather C.
Background
Simulation offers the unique opportunity to practice a procedure without any consequences or mistakes encountered with actual patients. The debriefing session is an integral component of simulation where instructors can engage in student discussion to enhance critical thinking and foster student learning. Positive learning experiences may be heightened with effective simulation debriefing. However, practices in simulation debriefing may vary with instructors.
Purpose
The aim of this dissertation is to analyze the performance of simulation debriefing and to conduct a research study to compare the effectiveness of nursing faculty performance using structured versus unstructured debriefing strategies.
Methods
A quantitative, comparison research study was conducted with 32 nursing instructors to indicate if the findings were conclusive or inconclusive to answer the following question: For faculty at accredited college baccalaureate nursing programs working with simulation, will the use of a structured simulation debriefing strategy increase the faculty self-assessment rating scores for the effectiveness in their performance in simulation debriefing compared to faculty who do not use a structured simulation debriefing strategy, using the Debriefing Assessment for Simulation in Healthcare (DASH) tool scores?
Results and Conclusion
The faculty who used a structured debriefing strategy rated the effectiveness of their performance higher in comparison to those instructors that used a non-structured debriefing strategy; however, the results were not statistically significant at the 0.05 level of probability. Based on the findings, this research study contributes to the increasing knowledge about simulation and may serve as a guide to faculty on the best practices for debriefing strategies. Simulation has been shown to produce a powerful impact in the achievement of student learning outcomes, and it is recommended that further research be conducted on simulation debriefing
Leadership feedback systems - Self-awareness, acceptance and implementation of feedback
No full textCook, Julieane M.
This study aims to understand the relationship between feedback, self-awareness, and self-reflection in school leaders. Current literature and research point directly to the importance of feedback in the forms of recognition, coaching, and progress review. Feedback is important in the school setting for both teachers and students while feedback to school leaders and the effects it can have on student achievement is less clear. Ethical, moral and transformational leadership theories were reviewed with a specific lens of feedback, self-awareness, and self-reflection. This research is needed to further understand leadership effectiveness and a leader’s ability to improve their school environment. Participants in this study are K-8 grade school principals or assistant principals in an urban school district that utilizes Gallup’s Q12 survey to gauge organizational health. The study conducted was a qualitative phenomenological study consisting of semi-structured interviews. Interviews were transcribed, coded, and analyzed for themes around feedback, self-awareness and reflection. Analysis of the results show consistent themes on the need for feedback, awareness of feedback blocks, and self-reflection as a daily tool for leaders. The study finds that more attention to self-awareness and reflection is needed in leadership development. Additionally, new themes emerged around the importance of relationships, spirituality, and acknowledgement of personality traits like perfectionism. This study concludes with a deeper understanding of leadership feedback systems that include self-awareness and self-reflection. This study was limited due to sample size but could be replicated in multiple ways with school leaders, preservice leaders, and leaders in other career fields
Myopia management leadership and modern orthokeratology self-learning in troubleshooting
No full textNguyen, Liberty Hai Ho
Advanced myopia is rising, with 2.56 billion myopic-affected people worldwide (World Health Organization, 2020). Myopia Management Leadership & Self-learning in Orthokeratology is an instructional design textbook focusing on the Ortho-K learners' perspective in troubleshooting. This modern Ortho-K education is a concise and advanced curriculum that encourages learners to think purposefully and concentrate on the learning outcomes. The textbooks will help learners understand how to design an Ortho-K lens that effectively molds the cornea, emphasizing the dispensing set application to improve the intervention outcome. In addition, the other instructional designs, such as The Backward Model in Understanding by Design, a model that focuses on the curriculum outcome, will improve the Ortho-K learning criteria for:
• Successful applying Ortho-K treatment and troubleshooting
• Applying effective Ortho-K protocol, hygiene, and precautions
• Applying Ortho-K leadership & management
• Practicing effective Patient Handbook with Safety & Precaution
• Providing outstanding patient care, ethical decision, & customer services
• Independent with educators & Ortho-K mentors
• Being creative in lens design, Ortho-K marketing & cost-saving application
• Significances of research’s findings: Dispensing users (prior to the customized lens) improve the therapeutic duration four times faster, reduce the exchanged lens frequencies by 4.85 times, and significantly improve the patient's 20/20 visual acuity: twice (2.24 times) in uncorrected visual acuity & 1.35 times in best-corrected visual acuity.
▪ Lastly, the customized lenses should be rescripted for high cylinder patients with high or low myopic status