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Mindfulness in the classroom : a narrative exploration into barriers and supports
No full textKavalauskas, Ashley
Mindfulness has the potential to mitigate manifestations of trauma displayed by students in the classroom, however it is not used to its fullest extent. Through narrative inquiry, this study explores the teacher perspective of first through third grade educators using mindfulness. Questionnaires were used to understand the perceived effectiveness of mindfulness and uncover the barriers experienced. The research study examines the teacher experience using mindfulness within charter school networks in the Midwest. Teacher participants rated mindfulness interventions as neutral or effective in its use. The researcher uncovered that the reported uses for mindfulness were work-centered and output-focused, leaving out the goal of student regulation. This research has the potential to be utilized by schools, districts, and teacher education programs to support educators in creating sustainable mindfulness interventions to encourage long-term regulation in students
The impact of policy on rural high school mathematics in Alabama
No full textMyers, Carrie Ann
This quantitative study examined the impact of the Alabama Math, Science, and Technology Initiative (AMSTI) on mathematics proficiency in rural high schools (grades 9-12) across Alabama. The literature review identified three primary challenges facing rural educators: hiring and retaining qualified teachers, accountability utilizing high-stakes testing, insufficient funding and resources, particularly in rural settings due to geographic isolation and limited access to professional development.
The central problem investigated was education reform challenges educational leaders encounter when implementing policy in rural high schools regarding mathematics teaching, learning, and assessment. Three research questions guided the study: (1) How many rural high school teachers have been trained through AMSTI since 2015? (2) Is there a statistically significant difference between mathematics proficiency before and after AMSTI implementation? (3) What trends are observable following AMSTI implementation?
The study employed paired samples t-tests and regression analysis examining data from nine rural high schools meeting specific criteria: rural locale codes 41-43, grades 9-12 only, and having AMSTI-trained mathematics teachers since 2015.
Results revealed a decrease in mathematics proficiency scores from pre-certification to post-certification. However, median scores increased, suggesting benefits for middle-performing students. Four schools showed improvement while five demonstrated decline, with higher-performing schools more likely to improve further.
These findings suggest that professional development alone may be insufficient to address rural mathematics achievement gaps without addressing systemic challenges unique to rural contexts, having significant implications for educational policy and practice
The impact of implementing proficiency scales on high school English language arts African-American at-risk students' self-efficacy and academic achievement
No full textGill, LaTonya M.
This qualitative study investigates the impact of proficiency scales on the self-efficacy and English Language Arts (ELA) achievement of at-risk African-American high school students, a population that continues to face significant academic disparities. Proficiency scales, which clarify learning objectives, provide specific feedback, and encourage student ownership of learning, were implemented in classrooms to assess their effectiveness as an equity-focused intervention.
Using a phenomenological research design, data were collected through interviews, observations, and student work analysis. The findings reveal that proficiency scales enhance students' understanding of learning goals, promote goal-setting, and foster increased confidence and motivation. Students demonstrated measurable improvements in ELA achievement, along with higher engagement and self-efficacy. Additionally, the study highlights the importance of teacher support and professional development for successful implementation.
The research underscores the potential of proficiency scales as a tool to empower African-American at-risk students, close achievement gaps, and promote equity in education. It provides practical insights for educators, administrators, and policymakers seeking to improve academic outcomes for marginalized student populations
The impact of organizational culture on faculty and staff feelings of sense of belonging and inclusivity in a school of nursing
No full textGorder, Teri
Nurse faculty play a critical role in educating bedside nurses to care for our populations. As the global nursing shortage has received prominent attention, the growing nurse educator shortage has not been a focal point of discussion. The nurse faculty shortage is reaching a critical point with burnout, retirement, low compensation, increased teaching demands, lack of support, and inability to achieve work-life balance. This project aimed to impact a school of nursing’s organizational culture using transformational leadership strategies, impacting faculty and staff team feelings of sense of belonging and inclusivity through increasing communication, relationships, and transparency. The DNP quality improvement project, using a mixed methods approach, studied the effect of implementing transformational leadership using a pretest-posttest design. Statistical significance was achieved on the Sense of Belonging Scale (Imperial College of London, 2021) from pretest scores (M = 3.679, SD = 7.721) to posttest scores (M = 3.830, SD = 8.140, t(8) = -3.531, p =.003, two-tailed) and the Watson Caritas Organizational Culture Scale ((Watson & Brewer, 2021) pretest scores (M = 3.866, SD = 4.010) to posttest scores (M = 3.972, SD = 4.296, t (3) = -3.959, p =.029, two-tailed). No statistical significance was achieved on the Global Transformational Leadership (Carless et al., 2000) scale pretest scores (M = 3.81, SD = 6.19) to posttest scores (M = 3.89, SD = 6.30, t (5) = -1.46, p =.203, two-tailed). The findings highlight the importance of organizational culture and the effectiveness of transformational leadership. Future research is needed, focused on nurse educators, to provide the quality education needed for future nurses
A Wisconsin charter school's enrollment and service of students with disabilities
No full textWhite, Elizabeth Marie
This qualitative single-case study, grounded in Critical Disability Theory and the transformative paradigm, explores inclusive education within a Wisconsin charter school. It examines the strategies and insights that foster meaningful inclusion, moving beyond surface-level metrics to highlight the human-centered factors that drive equitable learning for students with disabilities. Through field visits, interviews, and observations, the study investigates how the school actively dismantled ableist structures and cultivated a thriving, inclusive environment. Findings indicate that transparent marketing, a supportive school culture, and the practical application of the Social Model of Disability play key roles in attracting, retaining, and educating students with disabilities. Additionally, the study underscores the crucial role of skilled, efficacious educators, demonstrating that genuine inclusivity depends on dedicated personnel rather than policy or funding alone.
The research, enriched by the author's lived experience as an educator and parent of children with disabilities, examines the potential of Universal Design for Learning (UDL) to foster inclusive schools. It presents nuanced findings and compelling arguments on how all schools can foster inclusive environments, ultimately advancing a more equitable K-12 educational landscape
Trauma-informed care in music therapy education : perspectives from educators and early-career professionals
No full textSokira, Jennifer M.
Trauma-informed care is a framework that encourages helping professionals to recognize the prevalence of trauma and respond by encouraging individual interactions and systemic decisions that resist retraumatization. Trauma-informed care emphasizes physical, psychological, and emotional safety for all involved within the system of care (Adapted from Hopper et al., 2010; Substance Abuse and Mental Health Service Administration, 2014b). While trauma-informed care is practiced in human services fields including music therapy, little is known about music therapists’ trauma-informed care education or its implementation in clinical practice. Furthermore, little is known regarding the experiences and perceptions of trauma-informed care among early-career music therapists and music therapy educators.
This study uses a qualitative, comparative case study design. Following a recruitment survey, nine early-career professionals (ECP) and nine music therapy educators (MTE) were interviewed. Transcripts were coded and analyzed. Within-case analysis revealed seven categories and two themes describing the experiences and perceptions of ECPs, and eight categories describing the experiences and perceptions of MTEs. Cross-case analysis resulted in 10 cross-case assertions and three overarching themes. There was significant convergence between the ECP and MTE cases, with many parallel concerns and beliefs held common between the two groups. The three overarching themes are the major findings of this study: 1) utility and applicability of trauma-informed care in the music therapy curriculum, 2) trauma-informed care education within the context of adversity, and 3) trauma-informed care learning practices and needs.
The findings support recommendations for further research and support of trauma-informed care as an ethical mandate, a core competency for all clinical interactions, and as a component of systems change in the face of adversity. The findings also support development of educational competencies, structures, and resources to support the inclusion of trauma-informed pedagogy in the teaching of music therapy students, as well as the inclusion of trauma-informed care content within the curriculum for future music therapists
Motivating Factors Behind Choosing a Graduate Program Outside of Music Therapy
No full textSkelly, Mariah
The purpose of this study is to answer the following research questions: 1) Why do music therapists choose to pursue graduate degrees outside of the field of music therapy and 2) how does this choice impact their professional identity? The participants were 229 individuals who had either completed a graduate degree program outside of music therapy or were currently pursuing a graduate degree outside of music therapy. Participants completed a 13-16 question survey, based on degree completion status. Factors for choosing a graduate degree program, benefits gained from said program, and ways that professional identity changed were discussed. Results found that, of the participants surveyed, there is an almost even split between individuals who maintain their identity as a music therapist and those who no longer identify as a music therapist. Strengths and limitations, as well as areas for additional research were identified
Risking “good trouble” : an examination of novice middle school social studies teachers’ readiness and approaches to teaching LGBTQIA+ history
No full textSchels, Steven R.
For much of the history of American public education, the educational and civic benefits to wrestling with controversy in classrooms has been counterbalanced by political efforts to eradicate the practice. The current political climate in the United States is the latest manifestation of these countervailing forces. The purpose of this qualitative study was to examine novice, middle school social studies teachers’ perceptions of their ability to teach LGBTQIA+ history, the methods used when teaching this history, and the inhibitory forces which prevent teachers from teaching controversial issues and LGBTQIA+ history. While the literature has much to say regarding teachers’ views on teaching controversial issues more broadly, there is a need to investigate teachers’ attitudes, perceptions and methods pertaining to the specific topic of LGBTQIA+ history within the middle grades. Data was collected through the use of a teacher background questionnaire and semi-structured interviews with six middle school social studies teachers with five or fewer years of classroom teaching experience. Data analysis revealed the following themes: lack of pre-service training and low self-efficacy levels; cautious instruction in these areas when it occurs; fear of political blowback; teachers need more professional development; and miscellaneous factors, internal and external to schools, prevent controversial issues instruction. Research findings revealed that teachers lacked any substantial pre-service and in-service training in these topics and this contributed to self-reported self-efficacy levels that were low. The fear of a backlash to this pedagogy led to self-censorship or timid instruction designed to avoid criticism. The study recommended more pre-service training and professional development opportunities in teaching with controversial issues and LGBTQIA+ history. Core findings were discussed, as were limitations and recommendations for future research
Quality of reporting music-based interventions in two American music therapy journals, 2012-2023: a systematic review
No full textWalberg, Leigh Ann
Background: In 2011, Robb et al., created guidelines for music-based interventions for the National Institute of Health. This researcher wondered if relevant articles, published between 2012-2023 in the Journal of Music Therapy and Music Therapy Perspectives, had consistently utilized best practice when reporting music-based interventions.
Methods: Using Robb et al., Reporting Guidelines of Music-based Interventions (2011) checklist, researcher reviewed all articles in the Journal of Music Therapy (JMT) and Music Therapy Perspectives (MTP) from 2012-2023. Relevant music based intervention articles were chosen and compared to the checklist. Graphs were created to look at trends across the years.
Results: Looking at the two journals over the years, JMT came in slightly higher with an average score of 5.6 out of 7.0 or 80%. MTP had an average score of 5.3 out of 7.0 or 76%. Considering reporting from 2012-2023 in both journals, there has been a small increase in reporting from 5.1 out of 7.0 or 73% in 2012, to 5.6 out of 7.0 or 80% in 2023. The lowest compliance in reporting is treatment fidelity at 25.49%. The highest compliance in reporting are strategies and unit of delivery both tied at 97.06%. Schedule and music selector also came in over 90%.
Conclusions: To strengthen the usability of our studies in meta analyses and systematic reviews, stronger consideration of these elements should be aspired to in reporting of music-based interventions
Components of social-emotional learning that correlate to student-teacher relationships
No full textEstacio, Renato Nardo
The United States has an interest in social and emotional health and welfare at the national level. While organizations promote the study and implementation of social-emotional learning, prior research has indicated a need to train teachers on social-emotional learning, and research has been scarce (Chamizo-Nieto et al., 2021; Chen, 2021; Schiepe-Tiska et al., 2021; Stein, 2020). Furthermore, the correlations of SEL components to student-teacher relationships from the student perspective has not been studied. This can have an effect on how we interpret data and use aspects of social-emotional learning. The research question for this study was: Do components of social-emotional learning correlate to student-teacher relationships? To study the correlations between student-teacher relationships and social-emotional learning, this study was quantitative and combined questions from Panorama Education that related to social-emotional learning from Collaborative for Academic, Social, and Emotional Learning (CASEL) and student-teacher relationships from Ang et al., (2020) to create a survey. The survey was delivered to high school students in grades 9 - 12 in 117 different zip codes across the United States. The survey results were analyzed using Bivariate Pearson Correlation - correlating the individual components of social-emotional learning and student-teacher relationships. Based on the correlations, each component of SEL shows a correlation to student-teacher relationships. The individual components of Responsible Decision-Making (correlation: 0.319) and Relationship Skills (correlation: 0.316) both show a moderate and positive correlation. The three components of social-emotional learning (Self-Management, Social Awareness, and Self-Awareness) show a weak correlation. This impacts how we operationalize social-emotional learning and which components we focus on when implementing SEL into classroom situations