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Teachers' overall job satisfaction : factors that contribute to job satisfaction for New Mexico's public elementary school teachers
No full textLentz, Sarah J.
The research delved into the various factors that impacted the level of job satisfaction among public elementary school teachers in the state of New Mexico. Through the utilization of qualitative research methods and thematic analysis, the study delved into the personal experiences and diverse professional backgrounds of educators. It employed Alderfer's ERG Theory as a framework to scrutinize the participants' feedback concerning the three categories of job satisfaction: existence, relatedness, and growth. The primary focus of the study was to pinpoint the specific factors that influenced job satisfaction for teachers who work with students ranging from preschool to sixth grade. The study emphasized the importance of improving job satisfaction as a means to combat the challenge of teacher retention in New Mexico
A new patient acuity tool and the impact on patient falls
No full textLamberty, Nichole
In the United States, approximately 700,000 to 1 million patient falls occur in the hospital setting annually (AHRQ, 2019). Of those hospital falls, about 250,000 results in injuries and 11,000 in death (LeLaurin & Shorr, 2019). Common practice is disregarding individual patient needs and creating patient assignments based on ratios, location of patient rooms or based on previous shift assignments (Eastman & Kernan, 2022). The patient assignments of nurses directly influence their ability to assess, intervene, and evaluate timely and effectively (Swiger et al., 2016). This quality improvement project was completed on a 30-bed medical-surgical and oncology unit in an acute care setting and explored the relationship between the use of a new patient acuity tool and its impact on falls. A patient acuity tool was implemented for three months on the unit and then data related to falls were compared from the previous three months with the old patient acuity tool. An independent samples t-test was conducted to compare the number of falls from the third and fourth quarters of 2023. The results indicated no significant differences in the scores for the old tool (M = 1.01, SD =.09) and the new tool (M = 1.02, SD = .13); t (908.99) = -1.21, p = .23, two-tailed). The magnitude of the differences in the means (mean difference = -.01, 95% CI, [-.02, .01]) indicated a small effect size (eta squared = .001). The results showed an increase in patient falls suggesting the patient acuity tool was not helpful in accounting for individual patient needs and impacting patient falls. Recommendations for further research include education on using the patient acuity tool, consistency with the patient acuity tool, measuring other patient outcomes, patient satisfaction scores and nurse satisfaction scores
Serving where we stand : specialty health care clinics and community engagement at a faith-based, urban anchor institution
No full textKerrick, Lizzie A.
Anchor institutions play a vital role in their local communities and economies and have increasingly been expected to become active civic participants in improving health and well-being in their surrounding neighborhoods. This multicase study was conducted to understand how an urban, faith-based university's on-campus health care clinics engage with the community and how they support the overall anchor mission of the university. The study reviewed three on-campus, specialty health care clinics and addressed the following questions: What services do the clinics provide and to whom? What is each clinic’s mission, current initiatives, and goals? How do these services and initiatives align with the principles of community engagement? In what ways are the current initiatives contributing to the overall anchor mission of the University based on goals outlined in the Carnegie Classification of Community Engagement? All three clinics serve uninsured and underinsured members of the immediate, surrounding, and nearby suburban communities of St. Ignatius University and have dual aims of serving the community and providing professional training to future clinicians. The services and initiatives of the clinics align with many of the principles of community engagement, demonstrating a commitment to best practice in university-community partnerships. A lack of assessment and community feedback uncovers an opportunity to strengthen community engagement. Using the Carnegie Classification for Community Engagement as an assessment tool, the data show how the on-campus health care clinics support the overall anchor mission of the university and alignment with institution-wide vision and values. The study concludes with a discussion of implications for higher education leaders and university-community engagement practices
The effects of community school partnerships on students and educators in five urban high schools : a view from the field
No full textTrejo, Jose
Over the last few decades, the American educational system has experimented with K-12 education reform models in order to turn around underperforming schools. One of the newer models that is being implemented across the country is a strategy called community schools. Over the last few years, the number of districts that have started to utilize the community school model has increased significantly. Currently, about 5,000 schools nationwide are part of the Coalition for Community Schools and the coalition is on pace to reach the 25,000 community schools by the year 2025 (Coalition for Community Schools, 2022). The idea behind the model is to wrap the school with a variety of community based supports at the same time that the school works on its individual communication and structural systems in order to improve the overall academic performance of the school. The school district in this particular study is located in a midsize city within the Midwest region of the United States. It is in an urban setting with high levels of poverty. While the model has been utilized in 16 schools in this particular district over the last five years, the collective impact that the community school strategy is having on these particular schools has not been adequately studied and measured, particularly for the five high schools that are part of the community school partnership.
The purpose of this study is to analyze the impact that the Community School Partnership Model is having on the five high schools that are actively implementing the community school strategy as perceived by those implementing this particular school transformation model. Structured interviews were conducted with district based, school based and community-based managers that are currently directly supporting this particular model. The analysis of the data collected clearly shows that the Community School Partnership has made some significant impacts in the high schools where the model is being implemented
Contextualizing neurodivergent traits, identities, and culture : a strengths-based approach
No full textSinclair, Jac V. & Black, Sebastian O.
Neurodiversity, an umbrella term for the diversity of human brains, is split into two broad categories: neurotypical, describing people who generally fit in to their society’s standard of “normal,” and neurodivergent, describing people who exist outside of the social norm, including people diagnosed with autism and Attention-Deficit Hyperactivity Disorder (ADHD.) While the historical understanding of neurodivergence has taken a deficits-based approach that aims to teach neurodivergent people to “mask” their differences in order to function in neurotypical society, strengths-based approaches that celebrate neurodivergent differences are gaining popularity, especially in higher education. The following annotated bibliography, compiled by neurodivergent authors, is intended as a starting point for those interested in examining how their work as educators can better affirm and uplift neurodivergent traits, identities, and culture
Cultivating the relationship between student teachers and cooperating teachers to foster early teacher readiness
No full textSernau, Jacquelyn R.
This dissertation explores the potential of the CliftonStrengths Assessment in cultivating positive working relationships between student teachers and cooperating teachers. Drawing upon strengths-based approaches, this study investigates how leveraging the CliftonStrengths Assessment can enhance collaboration and empower beginning teachers with invaluable insights into their unique strengths.
By weaving together theoretical frameworks from positive psychology and educational theory, this research delves into the importance of the student-teacher-cooperating teacher relationship, identifying key areas where strengths-based interventions can be instrumental. Furthermore, this dissertation underscores the significance of strengths-based approaches in fostering growth and confidence among beginning educators. By equipping student teachers with a deeper understanding of their inherent strengths and talents, this research contends that individuals are better poised to navigate the complexities of the classroom environment with resilience and efficacy.
In conclusion, this dissertation advocates for using the CliftonStrengths Assessment as a foundational tool in teacher preparation programs. This research posits that educators can foster collaborative, supportive environments and ultimately, the cultivation of confident, empowered educators poised to positively impact the field of education
Supporting supervisors in the clinical education setting
No full textJacobson, Kimberly
Teacher preparation programs rely on practical classroom experiences in which pre-service educators practice their craft in classrooms as field students and student teachers. While adjunct supervisors typically oversee and mentor teacher candidates, there's a notable gap in addressing the needs of the supervisors. University supervisors play a pivotal role in ensuring the success of these clinical experiences, yet there is little training, support, or exposure to best practices available to the supervisors for enhancing the implementation and performance of their complex roles. This study explores university supervisors’ experiences with training and support across Wisconsin teacher preparation programs through a combination of questionnaires and interviews. It examines the existing structures within institutions, explores areas where supervisors seek further support, and identifies potential best practices to be utilized by teacher preparation programs. By shedding light on the current landscape and opportunities for future growth, this research aims to inform the development of practices to enhance the quality of training and support for university supervisors. The results of the study demonstrate great variance in the training and support offered to university supervisors and opportunities to foster future professional development through autonomy with differentiated support
The relationship between culturally responsive teaching practices and teacher's self-efficacy in K-8 urban choice schools
No full textDusseau, Robert R.
Since Brown v. Board of Education and the subsequent desegregation of schools, an achievement gap has persisted between students of color and White students, specifically in urban schools. Education has sought to close this gap through a variety of school improvement efforts, yet this gap remains today. The classroom teacher has the greatest impact on student achievement and urban teachers need to be able to connect their competency with quality if the achievement gap is to be closed. Urban teachers need the beliefs, skills, and support necessary to connect their knowledge and motivation with effective practice. Effective teachers are more likely to have high self-efficacy and continue in the teaching profession.
This study aimed to understand the ways in which teachers demonstrated culturally responsive teaching practices. It also explored the relationship between culturally responsive teaching practices and teachers’ self-efficacy in K-8 urban Choice schools. This study was a qualitative case study of fourteen K-8 urban Choice school teachers. It used an interpretive and constructivist framework to understand a teacher’s experience, thoughts, beliefs, and behaviors.
In this study, teachers demonstrated culturally responsive teaching practices on a continuum. There was a disconnect between teachers’ knowledge and practice of culturally responsive teaching and the formal theory as conceptualized by Gloria Ladson-Billings. Teachers had the beliefs and experiences necessary to support their culturally responsive teaching and felt administrative support in their work. Teachers felt successful in their work, had high self-efficacy, and produced enough stamina to persevere in their work despite struggles.
When enhanced by helping beliefs and experiences and supported by administrative support, culturally responsive teaching practices provide teachers with the skills necessary to effectively instruct their students. This success and feelings of satisfaction positively impact teachers’ self-efficacy produces stamina to persevere in their work despite difficulties
Exploring the most effective instructional practices to support student success in the bilingual dental assistant program
No full textRodriguez, Maria Cristina
Bilingual education is an effective and inclusive method of teaching within U.S. higher education. The dental field is particularly in need of bilingual inclusivity. The best instructional practices in the delivery of a non-certified bilingual dental assistant diploma program have yet to be formalized. By exploring these practices in an urban Midwestern technical college, it is possible to create a model program that can be implemented in other schools. Interviews and surveys revealed that the most essential components of a bilingual program are: terminology class, didactic English class, hands-on experience, clinicals, and culture. The data collected also demonstrated 100% job placement—all the graduates found a job after graduation. The results also suggest the materials should be presented in both languages, English and Spanish. The college examined in this study is planning to offer the Expanded Functions Dental Assistant Certificate; the implications of offering it in a bilingual format are still under discussion. By establishing the standard of a bilingual program at the college, it can be easier and more proficient to provide bilingual education. This bilingual education will help students to become proficient in Spanish and English. A student needs to be proficient to read, write, and speak English regardless of their English fluency when they start the program
Promoting Buprenorphine-Naloxone management in primary care settings through provider education
No full textNogalski, Jennifer
The opioid epidemic was declared in October 2017 in the United States (Center for Medicare & Medicaid Services [CMS], 2021), with the literature demonstrating buprenorphine-naloxone as a key treatment for opioid use disorder. Despite the evidence, few Primary Care Providers (PCPs) had the ability or willingness to prescribe buprenorphine-naloxone. Purpose: This study aimed to assess whether an educational intervention changed the PCPs willingness to prescribe buprenorphine-naloxone in their practice. Methods: This project was a quantitative, prospective, correlative design as it sought to survey PCPs through descriptive data in a 5-point Likert Scale post-education survey. The educational intervention was provided to PCPs in a large organization within Washington County, Wisconsin. The post-education survey assessed for the PCPs willingness to prescribe buprenorphine-naloxone and whether they would seek further education. Results: The results suggests that a strong positive association between education and willingness to prescribe, (rho =1, N = 6), as well as, a potential strong association between the educational intervention and intent to seek out further education (rho = .74, N = 6, p= .08). Discussion: The results demonstrated a likelihood to prescribe and seek out further education in a small sample size. This study is applicable to the practice setting to advance provider prescribing practices, healthcare policy for adequate care of opioid use disorder patients and clinical guideline development. Further research should investigate larger populations and the educational intervention