5346 research outputs found
Sort by
Literacy For All: A Phenomenological Study On The Application Of Massachusetts Informational Reading Standards In Massachusetts Public High School Content-Area Disciplines
Full text linkThe purpose of this phenomenological qualitative study was to describe the lived experiences of Massachusetts public high school content-area teachers with applying Massachusetts informational reading standards in their instructional practices to support reading development for all students. This qualitative study utilized data collected from six Massachusetts public high school content-area teachers through one-on-one semi-structured interviews. The literature review applied the theoretical framework of SFL which focuses on the practice of studying texts through the social and cultural context of the text, in this case, in content-area curricular texts and resources. Themes focused on national and local informational reading standards, reading science, and strategies for applying informational reading standards, specifically vocabulary development and text complexity. The findings suggest that stagnant reading scores result from multiple challenges such as inadequate teacher professional learning in adolescent reading, inconsistent scheduling and curricular resources, and competing priorities between content coverage and instructional time. The implications for practice are that building and district leaders target enhancing disciplinary literacy practices through professional development, resources, and coaching. The disparities in collaboration, scheduling, and district-supported professional development highlight the need for greater oversight and consistency from policymakers to ensure effective use of common planning time and equitable implementation of top-down initiatives
Erosion of Coastal Beaches and Dunes During the Highest Water Level on Record in Southern Maine, USA (Data Files)
Full text linkMaine experienced its highest water level ever recorded on January 13, 2024, just two days after another winter storm with an even higher storm surge on a smaller tide. In this study, we aimed to quantify the impact of these storms along five shorelines in York County, Goose Rocks Beach in Kennebunkport, Fortunes Rocks, Middle, Biddeford Pool, and Hills, in Biddeford, and Camp Ellis, Ferry, and Bayview beaches in Saco. We used aerial and unoccupied aerial vehicle (UAV/drone) imagery to analyze the changes in area and volume of dunes and sand along the beaches before, after, and during recovery due to the storms. We hand-digitized the dunes in QGIS for each orthomosaic in the dataset from 2021 to 2024. For Saco, we used the State of Maine South Coast/Coastal Orthoimagery from June 2021 as the baseline imagery. All other orthoimagery (both baseline and post-storm surveys) was generated from UAV surveys collected by authors in 2023 and 2024. Dunes were attributed to either primary, sparse, patchy, or planted vegetation based on the optical density of dune grasses; we also classified dunes by structures along the beach, such as cored by seawalls or riprap. To quantify changes in dune volume, digital elevation models (DEMs) generated from the 2023 and 2024 UAV surveys were used along with dune polygons in zonal statistics. The dune geopackage layer is available here (orthomosaics, DEMs, processing reports, and supplementary tables are available under Additional Files): ‘Dunes’ contains digitized dunes for each survey at the beaches: Bayview, Saco, Camp Ellis, Hills, Fortunes, and Goose Rocks, ME for their respective survey dates
Ableism And Museum Art Education: A Qualitative Phenomenological Study Of Museum-Based Visual Studio Art Teachers
Full text linkAll people, including individuals with disabilities, who participate in hands-on visual art can experience various benefits. However, visual studio art teachers, especially museum-based teachers, have various backgrounds that do not always include education or training in serving individuals with disabilities. The purpose of this qualitative phenomenological study was to explore how museum-based visual studio art teachers perceived that their training and preparation informed their awareness of ableism and ability to serve students with disabilities in art museums in the New England region of the United States. Twelve museum-based, visual studio art teachers participated in this study through semi-structured interviews. Through data analysis, four emergent themes informed these findings: (a) lack of training regarding serving individuals with disabilities, (b) the need for flexibility and adaptivity in serving individuals with disabilities, (c) lack of awareness of ableism, and (d) the need for funding to increase access for individuals with disabilities. The implications include that, although museum-based, visual studio art teachers lack training and preparation to serve individuals with disabilities and lack familiarity with the concept of ableism, they provide access via flexibility and adaptivity. Additionally, art museums need supplemental funding to provide their art teachers with training and to provide access. Areas of further study include replicating the study in other geographic areas with different types of museums or with a broader participant base
Antimicrobial Peptides Improve Antibiotic-Mediating Killing Of Methicillin-Resistant Staphylococcus Aureus (MRSA) Biofilms
No full textStaphylococcus aureus can cause drug-resistant, biofilm-associated infections. These infections place methicillin-resistant S. aureus (MRSA) as one of the sixth leading bacterial pathogens associated with deaths due to antimicrobial resistance. Traditional antibiotics are no longer enough to treat these resistant infections and novel therapeutics are needed. Antimicrobial adjuvants are a potential strategy for improving efficacy of existing antibiotics, and antimicrobial peptides (AMPs) may have adjuvant activity. Recent reports showed that AMPs improve antibiotic activity against planktonic staphylococci, but whether AMPs might alter antibiotic efficacy against biofilm-resident staphylococcus is less clear. We tested the effect of nine AMPs on staphylococcal biofilm susceptibility to the antibiotics linezolid, vancomycin, and daptomycin. We used AMPs with reported activity against either planktonic staphylococci (LL37, GF17, GF17d3, 17BIPHE2 and, LL23v9) or other bacterial biofilms (IDR-1018, WR-12, and DIK-8). Using biofilm viability assays, we found decreased bacterial biofilm viability following treatment for 48 hours with seven of the nine AMPs tested when used in conjunction with vancomycin. In addition, the AMP LL23v9 also improved biofilm effects on viability by linezolid and daptomycin. We also tested the effect of these AMPs on the structural integrity of S. aureus USA300 biofilms in conjunction with all antibiotics. Using a crystal violet staining assay, we found no correlation between changes in bacterial viability and biofilm structural integrity in any treatment group. Collectively, our findings suggest that some of our AMPs have the utility to serve as potential antibiotic adjuvants against S. aureus USA300 biofilms. Further testing is needed to understand the mechanism by which these AMPs improve biofilm susceptibility to antibiotics
Navigating The Landscape Of Online Higher Education: Faculty Challenges, Opportunities, And Strategies For Student Engagement
No full textFaculty in higher education recognize the importance of enhancing student engagement in online courses (Hollister et al., 2022; Richards, 2023), yet challenges like lack of confidence, difficulty understanding students, and managing workload often hinder prioritization (Kellen & Kumar, 2021). This qualitative phenomenological study explored eight university instructors\u27 and faculty members\u27 perceptions of student engagement in online courses, examining strategies, challenges, and successes in fostering a sense of community through individual interviews. Findings revealed various strategies to enhance engagement, such as integrating multimedia for interactive discussions. Despite available resources like the CTEL department, participants identified ongoing challenges, particularly a gap in institutional support and faculty engagement. The participants in this study emphasized the importance of creating a community through group projects and small group activities. The results indicated that promoting engagement in online courses requires a comprehensive approach, involving strong administrative support, well-organized course management, ongoing professional development, and the use of effective engagement methods. One effective strategy for student engagement involved incorporating entertaining videos, like those produced by successful YouTube creators. Another approach included utilizing study buddies to foster engagement and accountability. When student engagement strategies are applied, there are positive student outcomes and higher retention rates. Future research could explore undergraduate students\u27 perspectives on online courses and assess the impact of video-based responses compared to traditional written formats in fostering student engagement and retention
An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention
No full textThe purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.
Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning model
A Phenomenological Study: The Burnout Of Public School Teachers In Massachusetts
Full text linkThis study explored the lived experiences of Massachusetts public school pre-K–12 teachers to understand the multifaceted nature of burnout, including how it is experienced, interpreted, and navigated by teachers in their daily lives. The purpose of this qualitative phenomenological study was to explore the lived experiences of Massachusetts public school pre-K–12 teachers experiencing emotional exhaustion, depersonalization, and reduced personal accomplishment in the classroom. A review of literature examined burnout, emotional exhaustion, depersonalization, reduced personal accomplishment, and classroom impacts. This qualitative phenomenological study explored the lived experiences of eight participants self-identifying with burnout. Semistructured Zoom interviews were conducted, drawing upon Maslach’s burnout theory to explore the authentic lived experience of participants with burnout. Thematic analysis produced five primary themes: (a) emotional depletion, (b) emotional detachment, (c) self-doubt and negative self-perception, (d) systemic and instructional challenges, and (e) insufficient support and collaboration. Systemic barriers (e.g., rigid curriculum demands, staffing shortages, behavior management challenges) emerged as subthemes. This study explored the phenomenon of teacher burnout; findings aligned with current literature with systemic and instructional challenges being the predominant theme, followed by emotional depletion. This study found the need for systemic reforms, with a focus on staffing, flexible scheduling, targeted professional development, and strengthened trust and collaboration among teachers and administration. The implications for practice include scheduling and staffing reforms, shifting school culture, and updated professional development structures to improve the overall well-being of teachers
What Predicts Balance Exercise Intensity?
No full textWhile it is known that exercise should be prescribed at a moderate to high intensity, the intensity of balance exercise that is actually prescribed during physical therapy isn\u27t known. During this research project, student researchers completed observations of physical therapy sessions over 3 years. Linear regression analysis and correlational analysis was then used to investigate possible relationships between intensity of balance activities prescribed during therapy and intrinsic therapist or patient demographics. Can we predict who gets more intense and who gets less intense balance exercise
Effects Of Temperature On Energy Metabolism And Locomotory Behavior In The European Rock Shrimp (Palaemon Elegans)
No full textMarine heat waves have become more frequent and intense over recent decades while atmospheric temperatures are expected to exceed 1.5ºC by the end of century. This can pose significant challenges to the coastal aquatic ecosystem, particularly tidepools, as tidepool organisms may already live near their thermal tolerance due to the small water volume and limited mixing at low tide. This is notably relevant to the Gulf of Maine, where sea surface temperatures are warming three times faster than the global average due to its enclosed bathymetry with limited water exchange, the northward shift of the Gulf Stream, and weakening of the Labrador Current. In this study, we tested the hypothesis that thermal stress would compromise the metabolism and locomotory performance of the intertidal shrimp, Palaemon elegans. Shrimp were sourced from Biddeford Pool (Southern Maine), and were exposed to 20, 25, and 30ºC for two weeks. We measured whole-animal metabolic rate (maximum, average), enzyme activity (citrate synthase, lactate dehydrogenase), locomotion (acceleration, speed, distance moved, nearest-neighbor distance), and growth (whole-body protein, triglycerides, body mass, total length) to understand how changes in locomotion could be linked to physiological parameters. Statistical significance was examined with a Bayesian criterion (PD ≥ 97.5%, analogous to = 0.05). Our study demonstrated that metabolic rate and enzyme activity increased with temperature between 20 and 25ºC, but did not change between 25 and 30ºC. Locomotion did not change across all temperatures. In addition, assessments of growth did not show any changes, indicating no energetic depletion through the temperature exposure. These results showed that an increase in metabolic rate did not translate into enhanced locomotion. This discrepancy may indicate a metabolic trade-off under thermal stress, potentially due to neuromuscular constraints. Our study has important implications for understanding metabolic tradeoffs in acclimation to increasing temperatures with ongoing climate change
Social Vulnerability And Pregnancy Option Counseling In The Setting Of Periviable Delivery
Full text linkBackground/Objectives: According to the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists, pregnant people facing periviable delivery should be counseled on expected neonatal outcomes and available pregnancy options. The objective of this study is to evaluate if rates of neonatology consultation and pregnancy option counseling for those facing periviable delivery differ based on social vulnerability factors or Social Vulnerability Index (SVI). Methods: This was a retrospective cohort study of patients who delivered at 22 0/7 weeks to 25 6/7 weeks of gestation at two academic medical centers with level III or IV neonatal intensive care units from 2019 to 2022. We analyzed the association between individual-level social vulnerability factors and census-tract-level SVI (released by the Center for Disease Control) and the rates of neonatology consultation and pregnancy option counseling. Results: In 138 periviable deliveries, 70.3% had a neonatology consultation, 92.0% were offered expectant management, 88.4% were offered neonatal full intervention, 41.3% were offered neonatal comfort care, and 44.9% were offered pregnancy termination. The rate at which neonatology consultations were completed and each pregnancy option was addressed did not differ by individual-level social vulnerability factors including race/ethnicity, government insurance, marital status, English proficiency, and parity, or by SVI. Conclusions: While these findings suggest that individual-level social vulnerability factors and SVI do not influence periviability counseling, we did identify gaps in comprehensive periviability counseling. Focus should be placed on increasing the rate of neonatology consultation and discussing the options of neonatal comfort care and pregnancy termination