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Rural Elementary Teachers And The Impact Of Professional Development On Mathematics Instruction
Get PDFRural elementary math teachers often lack a background in mathematics and even those with a strong mathematics background can sometimes struggle to model elementary math concepts (Holm & Kajander, 2019). Professional development (PD) provides teachers with an opportunity to increase their knowledge and skills while in the field. Although there are clear guidelines of what constitutes high-quality PD, not all PD achieves the same outcomes for teachers and students. The purpose of this qualitative descriptive case study was to understand PD experiences from the viewpoint of the rural elementary teachers, specifically the ways the PD experiences impact teacher efficacy and beliefs around mathematics instruction and learning. Eight elementary teachers from a rural district participated in the study. Three research questions guided the descriptive case study: (1) How do PD experiences impact rural elementary teachers’ beliefs about their abilities to teach mathematics? (2) How do PD experiences impact rural elementary teachers’ efficacy in regards to mathematics instruction? and (3) How do rural elementary teachers describe how PD impacts their perception of mathematics instruction? To answer these questions, data were collected with two rounds of semi-structured interviews, a classroom observation of each participant, and shared artifacts such as notes or classroom products.
Themes that emerged from the data, leading to recommendations. Teachers revealed that collegial interactions in the form of observations and conversations helped them gain confidence in their abilities to teach math. They noted that PD experiences could have a positive or negative impact on their beliefs in their abilities to teach math. Participants disclosed that, when tools and strategies were easily implemented, they gained confidence and enthusiasm about their abilities to impact student achievement. PD sessions were most effective when facilitated by someone who took time to build trust and rapport with teachers. This study found that PD does impact rural teachers’ beliefs and teacher efficacy, teachers want to share their experiences, and a culture of trust is essential for continuous improvement. It is recommended for those who are responsible for providing PD to listen to the needs of their teachers when designing it and incorporate all key components of effective PD experiences
Who Invited You? The Complex Story Of Aquatic Invasive Species
Get PDFInvasive species represent a global threat to ecosystems, human health, and the economy. A basic knowledge of invasive species biology is crucial to understand current and future impacts and implications. The purpose of this book is to provide a broad background on invasive species, and also details on specific examples through case studies.
The students in the course Aquatic Invasive Species (MAR 442) at the University of New England in Biddeford, Maine, have researched and reviewed scientific literature to educate readers about these issues. The class, comprised of fifteen junior and senior Marine Science, Marine Affairs, Animal Behavior, and Environmental Sciences students, selected the different topics, presented the material, wrote the chapters, and assembled the final versions into this book. This book cannot be all inclusive, but we think this book will provide an excellent broad overview of the most important aspects of Invasive Species Biology and might stimulate the reader to dive deeper into the material.https://dune.une.edu/marinesci_studproj/1003/thumbnail.jp
January 2021
Get PDFNew England Osteopathic Heritage Center\u27s annual newsletter for January 2021https://dune.une.edu/neohc_newsletter/1006/thumbnail.jp
Lived Leadership Experiences Of Nursing Clinical Instructors In A Prelicensure Nursing Program: A Phenomenological Study
Get PDFThe role of the nursing clinical instructor has evolved alongside the nursing profession. Nursing clinical instructors are expected to teach, coach, empower, and lead future registered nurses throughout their academic prelicensure journey. Although nursing clinical instructors possess at least the minimum required educational and clinical experience for their role as instructors, it is unclear how they obtain their leadership skills. The purpose of this qualitative phenomenological study was to understand how nursing clinical instructors attain self-empowerment and develop leadership skills. The theoretical framework was the integrated model of leader traits, behaviors, and effectiveness (IMoLB) developed by Derue et al. (2011). The following research questions supported the study: 1. What are the consistent leadership traits that clinical instructors within the nursing profession perceive as essential to effectively teach and lead? 2. How do nursing clinical instructors perceive that they acquire the self-empowerment and leadership skills that shape their roles? Seven nursing clinical instructors participated in the study using two data collection instruments: (a) the Multifactor Leadership Questionnaire, and (b) online interviews with the Zoom video conferencing platform. The REDCap platform was utilized to gather the MLQ survey data. Transcripts from the audio-recorded interviews were coded alongside the survey data to determine themes expressed by the nursing clinical instructors. Three prominent themes emerged from the qualitative analysis: (a) ensuring students are competent, (b) possessing confidence when leading students and other nursing clinical instructors, and (c) establishing connections with followers. The results from this study may assist higher education leaders in creating leadership education and mentoring programs for current and future nursing clinical instructors
Live Your Best Life: Knock Out Prediabetes with Healthy Defaults
Get PDFThis how-to pamphlet informs readers on healthy defaults and their role in fostering an environment conducive to successful behavior change in the prediabetic population. It defines prediabetes and healthy defaults and provides prediabetes risk factors. Tips are also suggested to apply food and lifestyle healthy defaults in everyday situations at home or work. Finally, readers are encouraged to personalize healthy defaults to make them permanent and live their best life.https://dune.une.edu/an_studedres/1160/thumbnail.jp
Expanding Our Scopes Through Interprofessional Care In Long-Haul COVID
No full textThe objective of this project was to approach a patient case from an interprofessional team approach to collaboratively address the multiple health needs as a result of long-haul COVID.https://dune.une.edu/cecefall2021/1005/thumbnail.jp
The Many Consequences Of Long Term COVID: A Team Effort
No full textLong COVID is a newly emerging diagnosis in the healthcare world. Due to the diversity of symptoms, an interprofessional approach to patient care is necessary to provide the best care to patients. This poster discusses the many possible consequences of long COVID and how our team approach was used to provide treatment to our patient. Our team included a variety of professions and engaged through a telehealth platform in a simulated case.https://dune.une.edu/cecefall2021/1006/thumbnail.jp
Orofacial Myofunctional Therapy (OMT)
Get PDFObstructive sleep apnea (OSA) is characterized by upper airway obstruction during sleep. This literature review aimed to determine if myofunctional therapy (MT) could be an effective treatment for OSA. The goal of MT is to induce changes in weak and dysfunctional upper airway muscles. The literature suggests that myofunctional therapy may reduce the symptoms of mild to moderate OSA.https://dune.une.edu/dh_studpost/1013/thumbnail.jp
The Influence Of Concept-Based Instruction On Student Academic Engagement
Get PDFStudent engagement, including behavior, academic, cognitive, and social/emotional engagement is a complex multidimensional element of students’ overall well-being and success in school. As dropout rates continue to increase along with students feeling disenfranchised from the current educational system, there is a deep need to improve students’ experience in school by having them engaged in their learning. The purpose of this qualitative study is to identify the influence, if any, of concept-based curriculum and instruction on student academic engagement. This study examined the multiple elements of student academic engagement by addressing the concept-based learning construct, and student ownership of their learning and inquiry while simultaneously unpacking the connection between these elements of learning and brain-based learning.
The research was conducted through one-on-one semi-structured interviews with a global network of international teachers who provided feedback from a variety of school settings and geographical locations on student engagement and concept-based instructional practices. The findings of the study uncovered the following six emerging themes, student-ownership of their learning, student choice, inquiry, positive relationships and rapport, monitoring student learning, and assessment practices. The recommendations for action in the study include providing training for teachers and administrators on how the brain learns new information and instructional strategies to support how the brain learns, balancing content and standards coverage with meaningful learning experiences, and allowing teachers the needed time to build strong relationships and rapport with their students