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Ensemble cast: filling pedagogical gaps in theatre education with school and community partnerships
No full textSommerfeld, Jeffrey P.
Part of No Child Left Behind’s legacy is the corrosion of arts education in the United States. When the 2002 education law's cast list of core subjects was posted on the walls of our nation, arts education did not make the cut, while reading and mathematics took leading roles. Instructional time and funds were siphoned for test preparation in a narrow field of core subjects (Chapman, 2005; McMurrer, 2007). Opportunity gaps for arts education disproportionately impact students of color and students living in poverty, rendering it a civil rights issue (Rabkin & Hedberg, 2011). To fill pedagogical gaps, arts education should not be outsourced to community arts organizations (Bowen & Kisida, 2017). Therefore, this concurrent mixed methods study focused on partnerships between K-12 schools and local arts agencies in Wisconsin, where only 2% of students enroll in Theatre Education courses (Underly, 2023). Examination of curriculum plans from a youth actor training program in Milwaukee, WI, with the Wisconsin Standards for Theatre revealed that the curriculum aligned with all 17 of the Wisconsin Theatre Performance standards. Students also demonstrated growth and development relative to the academic standards with increased rigor and performance expectations throughout the program. This study’s recommendations include formal partnerships between K-12 schools and arts organizations to offer Theatre Education courses in schools, utilizing the unique assets of all stakeholders. Additional research recommendations include broadening the sample size, extending the focus to additional content areas and regions of the United States, and tracking social-emotional development and other instrumental benefits for students
An accessible return : identifying barriers for recruiting and retaining returning adult students at the 4-year institutional level
No full textTerry, Preston O.
Research in higher education has often overlooked the undergraduate adult student population which comprises roughly 25% of the undergraduate student population in the United States. Given the decrease in traditional students entering college and the looming high school graduate enrollment cliff, the adult student population can become increasingly significant for higher education institutions. In response to a decrease in enrollment and an increase in individuals who have started college but have no degree, this qualitative study was designed to identify the factors influencing adult students' attitudes and perceived barriers toward returning to college to complete their undergraduate degrees and also to identify specific supports or resources that would encourage and enable adult learners to return to college. Through qualitative grounded theory, this dissertation centered around the firsthand accounts of adult students, from their experiences as an undergraduate to their lives as an adult with some college but no degree. This research design deepened the understanding of the undergraduate adult student population and invited rich conversations by focusing on adult students’ perspectives through their own words. Participants identified complexities of personal and external factors that they could not overcome on their own to remain in college and identified their needs to reconsider college. The analysis revealed that participants would consider re-enrollment, but based on previous experiences, they have seen little evidence that higher education institutions would be willing to offer improved financial assistance, more flexible course offerings, or enhanced academic resources. This study concludes with a discussion of implications for higher education leaders to adjust and implement policies and strategies to increase opportunities for this population
Leader and advocate perceptions of disproportionate homelessness among individuals with intellectual and developmental disabilities and mental health issues in New York : a qualitative study
No full textJones, Tisha T.
The homeless rate in NYS has been an ongoing challenge for many years. A quick fix to decrease homelessness is that NYS allows Medicaid funds to pay for diagnosed individuals to continue residency in hospital settings after discharge and for individuals without someone to receive them. When an individual is admitted to a psychiatric unit from home or a residential environment, based on the behaviors exhibited, that individual is never discharged back to their previous setting. The not-for-profit residences that provide services are currently not adequately staffed and unable to handle the psychiatric needs of individuals diagnosed with intellectual developmental disabilities and mental health. Family members are aging and not equipped and afraid to allow their loved ones back into their homes, leaving them in long-term hospital stays or living unsafe on the streets. This study focused on identifying adequate and permanent housing while providing needed support and services to individuals with intellectual, developmental, and mental health challenges within the community. Interviews were conducted with not-for-profit organizations, leaders, and advocates to assess further the effects of disproportionate levels of homelessness among people diagnosed with intellectual and developmental disabilities (IDD) and mental health in New York City. The findings of this evaluation will not only impact individuals with intellectual and developmental disabilities and mental health, but it will also impact provider agencies and people who are medically in need of hospital and psychiatric admission and residential housing placement, along with decreasing the homeless rate in New York State. Identifying alternative and permanent housing options will ensure everyone is entitled to a comfortable and safe environment and is provided with resources and support when needed. Identifying the reason why permanent housing cannot be secured will assist in helping individuals with IDD and MH access a safe place to call home that is affordable.
This study utilized a qualitative design. Overall, the findings will significantly impact individuals suffering from mental health issues, mental illness, intellectual disabilities, individuals needing psychiatric care, housing-provider agencies, and policymakers. With the success of this study, alternative housing will be easier to access for people seeking housing, helping to decrease homelessness
Prescribed preparatory activity prior to Assessment Technology Institute Registered Nurse Comprehensive Predictor proctored assessment : will it make a difference?
No full textBroihahn, Amy
In the current climate of a worldwide nursing shortage, transitioning graduate nurses to practice in a timely manner is part of a multifaceted approach to improving patient care. The declining NCLEX-RN first attempt pass rate is delaying graduate nurses from filling positions in the healthcare system. The purpose of this quality improvement project was to improve the Assessment Technology Institute’s Registered Nurse Comprehensive Predictor Proctored Assessment (ATI RN Comp) scores for graduating nursing students. Past research has successfully linked the ATI RN Comp to the likelihood of passing the NCLEX-RN (Broderson, 2014; Montegrico, 2021). To impact the ATI RN Comp scores, a prescribed preparatory activity was inserted into the final theory course for a graduating cohort of students. An independent-samples t-test was conducted to compare the mean ATI RN Comp scores for pre-intervention students, fall 2022, and the test intervention group, fall 2023. The results identified no significant differences in scores for those in the pre-intervention (M=69.3, SD 8.7) and the post intervention groups (M = 70.5, SD = 9.5; t (159) = .861, p = .391, two-tailed). The magnitude of the differences in the means (mean difference = 1.25, 95% CL [-1.62, 4.11]) was small with eta squared = .005. The results showed an improvement in the mean score for the intervention group after implementation of a prescribed preparatory activity, demonstrating the potential of facilitating a timelier transition of nurses to practice
Supporting teacher implementation of standards based practices
No full textManikham, Renee
The purpose of this qualitative study was to understand that teachers need different levels and forms of support and training during the implementation of Standards Based Practices provided by the administrator at the school level. The research was driven by this guiding question:
1. How can administrators prepare and support teachers to authentically implement Standards Based Practices?
a. What components of Standards Based Practices are necessary for teachers to understand and implement?
b. What forms of professional development will benefit teachers during the implementation process?
Data was collected from a sample of five participants using surveys, professional support engagement, observations, and interviews. The researcher simultaneously collected and analyzed data to create a professional support framework that can be replicated during any initiative implementation process. There were four key findings from the data collection process. First, the support given to teachers needed to be immediately applicable to their classroom context. Second, the teachers needed to find the topic relevant and meaningful in order to have high understanding and evident implementation. Third, the administrator needed to be on-site and easily accessible to the teachers for in time questions and support. Finally, a spiral review of the previously focused topics was evident to the continuous success of the implementation process
Supporting trauma-impacted students through the use of animal assisted education
No full textWright, Charlotte R.
Children living in high poverty large urban areas are frequently exposed to multiple forms of trauma. Experiences of violence, loss, and grief particularly among elementary age children can significantly impact their ability to emotionally regulate themselves, grow developmentally, and achieve in school. Furthermore, these children are at high risk for unsuccessful outcomes in their adult life, including higher rates of drug and alcohol use, increased health risks, and incarceration. A qualitative case study using resilience as a framework was conducted to answer the question: How do urban elementary schools in areas of high poverty and violence help trauma-impacted students through animal-assisted education (AAE)? A social constructivist approach was used to interview ten participants. Four major themes emerged from my study: the therapy dog’s relationship was impactful with students; the therapy dog was a teacher; the therapy dog was well-behaved; and the therapy dog solicited positive emotions. Further study is warranted to understand how AAE can be a factor in building resiliency for trauma impacted students as a trauma informed practice
Exploring the impact of school connectedness on student retention in a South Texas magnet high school
No full textArredondo, Elizabeth
School connectedness plays a vital role in student well-being and academic success, which is crucial in reducing dropout rates and fostering long-term engagement, particularly in choice schools like magnet schools. A narrative inquiry approach was utilized to explore the perceptions of 12 magnet high school students – six new to campus and six returning – regarding school connectedness and its role in student retention. Framed by Hirschi’s (2017) Social Control Theory and Ryan and Deci’s (2022) Self-Determination Theory – specifically Organismic Integration and Relationship Motivation Theory – the study examines how belonging, support, and relationships shape students’ decisions to remain engaged in their choice school.
Through semi-structured interviews, students shared personal stories about connections with peers, teachers, and the school community. Key findings reveal differences in how new and returning students experience connectedness. New students highlight the need for structured onboarding and mentorship while returning students emphasize evolving relationships and their role in resilience and motivation. Themes include culture, teacher rapport and support, and peer support.
The study underscores the importance of international strategies to foster relationships and a cohesive campus culture, enhancing retention. It contributes to student engagement and retention literature by offering insights into student experiences, with implications for targeted onboarding interventions and sustained engagement strategies. The findings contribute to the discussion on improving equity and outcomes in choice schools by offering actionable strategies to enhance student engagement and retention
A pilot study on the development and inter-rater reliability of the Developmental Music Therapy Assessment Profile (DEVMAP)
No full textHassold, Samantha
This paper explores existing music therapy assessments for pediatrics and determines a niche for a new assessment tool to fill. The new assessment tool named the Developmental Music Therapy Assessment Profile (DEVMAP) aims to be used for children ages 2 through 18 and balances clinical usability, a throughline of music, and a delineation of developmental milestones. Additionally, the DEVMAP is tested for reliability
Preparing nursing faculty to teach dosage calculation consistently
No full textKupkovits, Erin
More than half of nursing students worldwide fail numeracy and medication dose calculation assessments, indicating the global nature of this issue (Stake-Nilsson et al., 2022). Lack of consistent teaching methods and preparation or readiness for nursing school results in poor basic mathematical skills, inconsistent or incorrect use of mathematical formulas, and reliance on the formula method which requires memorization of multiple formulas to solve different problems (Rice & Bell, 2005). The purpose of this quality improvement project was to lead a group of nurse educators in developing and implementing a web-based intervention using dimensional analysis to understand if consistent teaching will impact student success on the first dosage calculation exam attempt. A Chi-Square Test for Independence (with Yates’ Continuity Correction) indicated no significant association between consistent teaching methods and first-attempt pass rates on the dosage calculation exam, (X2 (1, n= 152) = 0.58, p = .45, phi= 0.08). Recommendations for further research included adding a virtual simulation to the web-based modules, consistent use and understanding of dimensional analysis, use of predictive analytics such as student grade point analysis (GPA) in previous math course, and possible educational policies to regulate standards of teaching, exam benchmarks, and number of attempts. With dosage calculation exams being high stakes for nursing students and the healthcare community, this quality improvement project should continue to be studied
College faculty and staff perceptions of the transition from high school to college for marginalized learners at an open access online university
No full textSmith, Derrick L.
The focus of the study is to understand the perceptions of faculty and staff regarding the transition of marginalized students at an open access university. The study uses Conley's (2017) 4 keys model to analyze the responses into four categories: Key Content Knowledge, Key Transition Skills, Key Learning Skills, and Key Cognitive Strategies. This qualitative methodology uses narrative inquiry for data analysis. The results of the study focus on the implications for K-12 educators preparing students for the transition from high school to college. The results look to highlight the importance of academic skills as identified by advisors and instructors to provide a framework for K-12 educators working with marginalized students