SPARK Bethel University
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AI in Business Education: Are Educators Ready to Integrate Emerging Tools?
No full textFew studies have assessed artificial intelligence (AI) awareness and readiness among business educators or examined AI integration in education through a theoretical lens. This study, informed by the TPACK framework, explored the AI awareness and readiness of secondary and post-secondary business educators to guide educational stakeholders in supporting AI adoption. Using a non-experimental, descriptive design with quantitative survey methods, the study analyzed responses from business educators in the United States using descriptive and correlational statistics. Findings indicate that while most educators are interested in incorporating AI-based tools, they lack knowledge on effective classroom applications. Many use AI for personal tasks but struggle with instructional integration. Additionally, educators are not concerned about AI replacing their jobs, which may stem from a limited understanding of AI’s potential impact. These insights highlight the need for targeted professional development to enhance AI competency in business education
Social Work Practice with Transition Age Youth with ASD
No full textWhen adolescents with ASD approach adulthood they face varied complications due to a lack of adequate support (DaWalt et al., 2018). Recent findings regarding the rise in prevalence of ASD have created a need to provide substantive aid to the ASD population with improved outcomes (Friedman et al.,2013). Complications can result from a breakdown of services, a lack of support and inadequate mental health provision (Smith & Anderson, 2014). Families navigating transition to adulthood with a youth with ASD face a unique set of challenges; this breakdown can be highly stressful for parents and caregivers assisting in supporting roles (Embrett et al., 2016; Friedman et al.,2013; Smith & Anderson, 2014). Barriers to successful transitions were classified as “logistical (ineffective system communication), organizational (negative incentives), and related to clinical governance” (Embrett et al., 2016, p. 259).The literature suggests that social workers are equipped to engage in impactful research that addresses a myriad of concerns surrounding individuals with ASD and their inclusion in society (Bishop-Fitzpatrick, 2017). This qualitative phenomenological study describes the experiences of licensed clinical social workers in Texas and their efficacy in the provision of services to adolescents and transition aged youth with ASD. The data addresses important gaps in social work literature that aims to support the transition to adulthood for adolescents with ASD
Culturally Relevant Pedagogy in Mathematics Education
No full textThe literature review explored how Ladson-Billings’ (1995) definition of culturally relevant pedagogy (CRP), with the three tenets of academic achievement, cultural competence and sociopolitical consciousness, could be used in mathematics education. The use of CRP in mathematics education to positively transform mathematics instruction and combat racial stereotypes by improving the mathematics identities of all students was explored. The research found that the integration of CRP in mathematics education improved the academic success of students by making the mathematics more engaging and relevant. The research also showed that the use of CRP in mathematics education positively influenced students’ mathematics identities. For educators, the use of CRP in mathematics influenced their overall beliefs and attitudes, causing them to become more reflective and socially conscious. Implications for future research could include research on the integration of culturally relevant pedagogy in situations limited by state or institutional restrictions
The Impact of Poverty on Student Achievement and Effective Strategies to Close the Gap
No full textPoverty has a negative impact on student achievement through a variety of factors such as student engagement, motivation, parent engagement, and resource access. This thesis explores the relationship between poverty and academic achievement by examining how disparities related to socioeconomic status impact a student’s cognitive and emotional development. The reviewed research also investigates effective strategies that teachers and administrators can implement to mitigate these effects, such as using evidence-based instruction and behavior management strategies in the classroom, increasing parent engagement, applying regular, high-quality professional development, and providing equitable access to resources. Research highlights the importance of a holistic approach to addressing the poverty-related achievement gap as well as advocating for systemic changes to education to address the barriers experienced by low-income students and their families
Embodying Jesus\u27 Mission: Trauma-Informed Pastoral Care
No full textThe goal of this dissertation was to ascertain the need for trauma-informed training in pastoral preparation programs. To achieve this goal, the researcher examined the main components of Jesus’ mission manifesto as detailed by Luke in his gospel narrative. The researcher evaluated the main components of Jesus’ programmatic speech in Nazareth including, but not limited to, the key Isaianic reference Jesus reflects on and the people his mission was geared towards. Subsequently, the researcher conducted a contemporary literature review on trauma. The researcher defined trauma, assessed the impact of trauma and investigated the healing process for victims of trauma. The researcher also briefly discussed pastoral care from a trauma-informed lens. To understand the effectiveness of pastoral preparation programs in training pastors to care well for victims of trauma, the researcher conducted a survey of pastors located in Shakopee, Minnesota. The results confirmed that pastors did not receive adequate training in their pastoral preparation programs as it related to offering trauma-informed care and they lacked confidence in caring well for people oppressed by trauma. The researcher also conducted a content analysis of trauma-training programs affiliated with higher education institutions across the nation. The goal of the researcher was to identity the content different programs deemed necessary to learn in order for a person to offer trauma-informed care. Based on the information gleaned from the theological research, literary review, survey and content analysis, the researcher identified (1) Jesus’ mission was geared towards the suffering and oppressed which includes people impacted by trauma and (2) seven main outcomes pastoral preparation programs need to include in their pastoral preparation programs in order to ensure pastors are able to embody the mission of Jesus and offer healing practices and spaces for people impacted by trauma
Using WIDA English Language Development Standards Framework to Make Language Visible in an International Baccalaureate Unit of Inquiry
No full textThis thesis discusses the integration of the theory and practices of International Baccalaureate (IB) programs with those of the World-Class Instructional Design and Assessment (WIDA) English Language Development (ELD) Standards Framework (2020) to enhance language learning for English Language Learners (ELLs) in an IB Primary Years Program (PYP) in China. Focusing on a fourth-grade Unit of Inquiry (UOI) that concerns human migration, this paper explores two core areas: alignment between IB’s holistic, inquiry-driven approach and the WIDA ELD Standards Framework (2020), and strategies for making language visible to ELLs through WIDA’s Key Language Use of Explain genre family. The Teaching and Learning Cycle (TLC) is applied as a scaffolding approach to disciplinary genre language instruction. Through this integrated model, educators can design a comprehensive and inclusive UOI that supports both linguistic and academic growth
The Relationship Between a Supportive Community and the Self-Efficacy of Adolescents
No full textStudies have proven that communities and relationships play a part in the development of adolescents. However, different communities and relationships impact adolescents differently, and not all influence their self-efficacy in the way that we may assume. It is known that teachers and parents play a role in building self-efficacy in adolescents and teaching them how to manage their own choices that influence their self-efficacy. A big factor that is not yet known is if and how community violence affects the self-efficacy of adolescents. In this study, I will be exploring the relationship between the self-efficacy of adolescents, and how this is affected by their community. This study will gather data from a representative sample from the United States of 12,105 individuals ages between 13 and 22. I predict that adolescents living in areas of greater community violence will have lower self-efficacy
The Impact of Gender on Learning Styles of Students With Learning Disabilities
No full textThis thesis examines how gender influences the learning styles of students with specific learning disabilities (SLDs). While students inherently learn in different ways, factors such as gender and the presence of a learning disability add complexity to the classroom experience. Research supports the idea that boys and girls are not identical in how they learn, and that one-size-fits-all instruction may not serve diverse learners effectively. This study explores how these gender-based differences manifest among students with SLD. These findings underscore the importance of individualized teaching strategies and invite educators to critically assess how best to support all students with learning differences
Facilitators and Barriers to Interprofessional Collaboration Between Physicians and Midwives: An Integrative Review
No full textIntroduction: Early models of interprofessional collaborative care suggest that when there is a collaboration between midwives and physicians, the outcomes for mothers and babies are improved. The purpose of this integrative review of the relevant literature is to identify the facilitators and barriers to collaborative relationships between physicians and midwives.
Methods: A keyword search was done using the Science Direct, PubMed, and CINAHL databases. Inclusion criteria were that they must be original research, identify facilitators and barriers in interprofessional collaborative relationships, and include healthcare professionals involved in maternity care. The database search yielded a total of 348 articles, which were uploaded into Covidence to assist with this review. A total of twenty-two original research articles were identified that met all inclusion and exclusion criteria.
Results: Findings from this review identified seven overarching themes of facilitators to interprofessional collaboration between physicians and midwives. These were trust and respect, communication, professional autonomy, role clarity, supportive work environments, training and education, and shared vision and goals. In addition, barriers to these facilitators were also addressed.
Discussion: The seven key themes found in this review agree with previous research on this topic. Focused and ongoing efforts need to be made to promote collaborative relationships between physicians and midwives. At an individual level, providers need to be willing to communicate and lay aside barriers to collaboration. Additionally, organizations need to be committed to supporting and facilitating interprofessional collaboration. Strengths of this review include the global representation of the studies included, showing this is a concern worldwide. A limitation of this review is found in the fact that since these studies were conducted in a wide range of settings, some of the findings may not be applicable to every situation. There is a need for further research to be done on successful interprofessional collaborative models
Barriers to Spiritual Growth
No full textThis thesis examined the barriers to spiritual growth among believers, analyzing biblical and theological sources alongside perspectives from additional literature. The study identified significant obstacles to spiritual development, including persecution, cultural and religious differences, conflict, lack of understanding, and worldly influences, as illustrated in the Book of Acts. Furthermore, modern challenges, such as the implications of neuroscience for spiritual formation, lifestyle choices, and cultural shifts, also contribute to these barriers. A quantitative approach was employed, utilizing an online survey to assess spiritual growth across six dimensions: commitment to God, evangelism, engagement in spiritual disciplines, pursuit of intentional relationships, stewardship, and the use of spiritual gifts in serving others. The findings indicated that significant barriers persist while many believers demonstrate strong spiritual engagement. A critical analysis of the entire project was conducted to assess its strengths and weaknesses, with several points discussed under each heading. Additionally, the project\u27s findings were presented under several major headings tied to barriers to spiritual growth. The study concluded with reflections and suggestions for future research. These include suggesting a different data collection method, a broader, more diverse participant pool, additional studies on small groups and external and internal barriers, and a cultural and generational study of spiritual formation