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Including LGBTQ Content in Health Care Education: Improving Provider Preparedness
Get PDFIntroduction: The LGBTQ community experiences significant disparities within health care. Lack of provider competence contributes to this, stemming from insufficient medical training. The purpose of this integrative review was to examine original research on educational programs about LGBTQ health care, assessing content, pedagogical methods, and participant outcomes. Methods: A literature search was conducted using the PubMED, CINAHL, SCOPUS, and PsychINFO databases. Articles were included if published between 2012-2022, accessible in English, involved LGBTQ education or training for health care students, and assessed a specific educational program. Results were analyzed using the five factors of the social ecological model. Results: In the 19 studies that met criteria for review, course content frequently covered individual and interpersonal factors, while public policy was the least addressed factor within the social ecological model. Numerous pedagogical methods were included, most common being lecture-style presentations. Participants favored interactive methods such as simulations, discussions, and patient panels. Studies showed short-term improvements in categories of participant attitudes, knowledge and skills, and preparedness and confidence. There was little data on long-term outcomes. Discussion: LGBTQ health education for medical professionals improves preparedness to care for these populations. Organizations should increase the amount and breadth of content included in curricula. The social ecological model has potential for use as a guideline to ensure curricula include a comprehensive scope of material. Further research must involve longitudinal studies and address intersectionality
Student-Centered Learning in the Social Studies Classroom: Effective Strategies that Build Critical Thinking
Get PDFCritical thinking is a crucial skill which today’s K-12 students must develop in order to be engaged and curious global citizens. The social studies classroom is a proxy for democratic participation and therefore an exemplary setting to spark student critical thinking. This educator sought to discern the effectiveness of student-centered learning strategies as it relates to the development of student critical thinking. When educators adopt a social constructivist pedagogical practice, students are placed at the center of all classroom instruction and provided opportunities to assimilate prior knowledge with newly constructed knowledge. Research reveals that such a classroom setting pushes students to higher-order thinking, and truly develops their critical thinking skills
Motivating Factors For Academic Dishonesty And Reoccurrence Prevention Of These Behaviors
Get PDFTeachers often turn to assessments to measure a student’s learning in a class. The intent is for the student to complete this assessment by meeting the instructor’s requirements, but often they look for alternate means to aid in the assignment’s completion, which is known as academic dishonesty or cheating. While students may illegally use notes, partner with others, and more, it is common for the students to have other justifications beyond simply desiring a better grade in the class. Not knowing they are cheating, believing cheating is not wrong, believing the class is too difficult, distrusting the instructor, and having unexpected circumstances impede the assignment’s completion are some of the examples of why students resort to academic dishonesty. Teachers and schools are not always innocent, either, as they may ignore cases of cheating and may even unknowingly behave in ways that encourage students to cheat more frequently. By considering options such as formulating policies with students, properly defining academic dishonesty, using effective preventative strategies, maintaining well-designed course expectations, educators and academic institutions can create environments that reduce the likelihood of cheating and discourage students from becoming repeat offenders
Perceptions of Somali Parents Regarding the Impact of the Parent Academy Program on Their School Engagement Capacity
Get PDFThe purpose of this study was to investigate the perceptions of Somali parents about the Parent Academy program in Saint Paul Schools and whether it impacted their school engagement capacity. The research was a qualitative phenomenological study. The research established a common definition of parent engagement as an intentional active work parents and schools undertake together to support student achievement. The research methodology involved data collection through pre/post-survey questionnaires and semi-structured focus group discussions. The data was then analyzed with a combination of labeling, sorting, and coding of the main themes. The study findings were narrowed down to three main themes with subcategories. The overarching themes were: perceptions about the Parent Academy program were positive; the Parent Academy program had changed participants’ parent engagement perspectives; participants believed that their school engagement capacity had increased but systemic barriers still remained. The participants shared that the Parent Academy helped them to learn how to navigate the school system and relate to their children more effectively. The researcher hopes that this modest contribution to the field of parent engagement will ignite discussions, spark further research, and change practices to address the needs of parents to serve their children better in the public school systems. Enhanced parent engagement capacity is an equity prerogative for a welcoming school culture and successful student achievement
Developing Scientific Literacy to Promote 21st-Century Skills in Students
Get PDFScientific literacy and 21st-century skills are two skill sets that can equip students to handle the demands of the modern world. Scientific literacy is knowing the science content, understanding the methods and procedures scientists use, and being able to apply that knowledge to everyday life as citizens. This literature review examined methods to increase scientific literacy in the classroom through vocabulary instruction to increase content knowledge, scientific reading comprehension and writing skills, analyzing and interpreting data, engaging students in argumentation, and teaching through socio-scientific issues. Twenty-first-century skills are skills students need to gain to succeed in this technological age. This literature review also examined several strategies to promote 21st-century skills in a science classroom. Many of the strategies to increase scientific literacy also promote 21st-century skills. To prepare students to be part of an innovative society and workforce, one must incorporate both skill sets in the science classroom
Increasing the Quality and Quantity of Inclusive Practices in Grades K-12
Get PDFIn the 21st century, many students with disabilities who might have previously received most of their education in a self-contained room or resource room are much more frequently in classrooms with typically developing peers. However, many general educators may be unprepared or unwilling to adapt to an inclusive classroom environment. This literature review looks at how special and general educators can better work together with their administrators to provide effective inclusive classrooms for all students, especially those with disabilities. Examining teacher attitudes toward and awareness of inclusion is a necessary first step and also a major theme in the literature. Collaborative practices such as co-teaching are discussed as well as strategies for continuing education on the topic of inclusion
Religious diversity and well-being in positive psychology: implications for clinical practice
No full textPositive psychology, as a subdiscipline oriented to promoting human well-being, has grown significantly as a field over the past thirty years. To date, clinical applications in positive psychology have tended to advance more generalized, universal understandings of what constitutes well-being. We assert in this article that greater attention ought to be paid to more particular understandings of well-being, especially those emerging from religious traditions. We summarize visions of well-being from four different religious traditions, while highlighting possibilities for integrating understandings of these with clinical approaches in psychotherapeutic contexts. For each religious tradition, we also describe case examples to elucidate therapeutic possibilities when working with clients from diverse religious contexts. The article concludes with an extended discussion concerning points of divergence among religious traditions’ conceptions of well-being, along with commentary on the merits and practical demands of integrating universal and particular understandings of well-being in positive psychology interventions
Values in Early Childhood Education (ECE): A Cross-Cultural Comparative Study of Values for ECE Expressed in Policy Documents
Get PDFPurpose
This comparative study identifies core values expressed in Early Childhood Education (ECE) official policy documents from a sample of thirteen countries. Design/Approach/Methods
This study employs document analysis as well as content and thematic analysis. ECE values identified in the policy documents are categorized into three groups: political and society-related values, educational values, and individual and relational values. Findings
Document analysis reveals the values that are common across countries and those that are more specific to just one or a few countries at most. This study discusses the characteristics of these values from the perspective of globalization. In doing so, this comparative study illustrates and discusses the tendencies for both convergence and divergence in ECE values in policymaking worldwide. Originality/Value
The findings of this study expand our understanding of the values in ECE policy documents in the sampled countries, offering insights into ECE objectives and policymaking in various countries
Photography Is All We Need - Photography Is Never Enough
Get PDFAn essay about the exhibition Surface Tension, curated by Michelle Westmark-Wingard, at Bethel University’s Olson Gallery. Featuring four artists working with photography: Sophia Chai, Paula McCartney, Christine Nguyen and Letha Wilson
The “Most Important Asset”: An Exploratory Comparative Case Study of Factors Influencing Faculty Hiring and Faculty Composition at Two Small, Private Colleges in Iowa
No full textThe faculty composition in U.S. higher education has changed significantly over recent decades (AAUP, 2020; Hurlburt & McGarrah, 2016b; Schuster & Finkelstein, 2006). What was once a faculty model dominated by tenured and tenure-track faculty has shifted to majority contingent. As of 2020, contingent faculty composed nearly 70% of the American professoriate (AAUP, 2020). The trend extends across all sectors, including small, private, nonprofit higher education, where 50% of the faculty are contingent (Hurlburt & McGarrah, 2016b). For a sector that has historically distinguished itself through its student-centered mission and tradition of highly engaged faculty, large shifts in faculty composition warrant careful study. The purpose of this qualitative research study was to explore in depth the factors influencing faculty hiring at small, private, nonprofit institutions in Iowa. An exploratory comparative case study design was used to examine the faculty hiring experiences and perspectives of eight upper-level academic administrators across two private colleges in the state. Kezar and Maxey’s (2016) a Model for the Future of the Faculty provided the conceptual framework, and the findings offer a glimpse into the complex process of faculty hiring in which administrators must weigh many, and sometimes conflicting, factors as hiring decisions are made. The findings provide insight into how external pressures, internal values, organizational priorities, institutional missions, and student success intersect and influence faculty hiring. The findings also reveal an opportunity for small, private administrators to use adaptive leadership strategies to shape their future faculty models more intentionally and proactively. New models should include differentiated but equally valued faculty roles, reprofessionalization efforts, and faculty diversification, as well as align with institutional missions and allow for flexibility during challenging times.https://spark.bethel.edu/edd-showcase-2021/1024/thumbnail.jp