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New York City Music Educators’ Perspectives of How the COVID-19 Pandemic Impacted Access and Equity in Instrumental Music Education
Full text linkMusic education plays a foundational role in fostering students’ social and emotional well-being and promoting independent thought and the development of the students’ unique voices (Váradi, 2022; Westerlund, 2008). The COVID-19 pandemic and shutdown to the New York City school system resulted in an unprecedented disruption in K–12 education, exacerbating the disparities that existed in the educational system towards instrumental music. Using the theoretical lenses of Maslow’s (2015) hierarchy of needs and Adams (1965) Equity theory, this study asks: What are music educators’ perspectives on the impact of the COVID -19 pandemic on the quality, equity, and delivery of the instrumental music curriculum and experiences to students in New York City schools? What are the challenges and opportunities faced by music educators during the COVID-19 pandemic? Using the explanatory sequential mixed methods, the researcher surveyed New York City instrumental music educators who were employed during the COVID-19 pandemic and shutdown (March 2020 to May 2021). Data collected through the qualitative research yielded perceived impact pertaining to the following themes; curricular offerings, extra-curricular offerings, effects of programs, technical and remote modality. Based on the data provided in this research, it is clear that educators identify that the pandemic had an impact on instrumental music education in New York City. The findings of this research have implications for music educators as well as educational leaders and administrators at all levels of education. Recommendations include increasing instrument access, expanding the usage of online tools, and updating instrumental music curriculum
Methods for Teaching Practice in Undergraduate Social Work Program
Full text linkThis Banded dissertation explores methods for teaching social work practice and supports the use of identifying and aligning adult learning theories when developing and implementing the teaching of social work practice in undergraduate social work programs. This work is comprised of three scholarly products: a conceptual paper, a qualitative systematic review of literature in the field of social work, and a course design that incorporates effective methods uncovered. Transformative Learning Theory (TLT) is used as a conceptual framework in adult learning when examining and applying the teaching of social work practice methods. The conceptual paper focuses on the state of the literature, current strategies, and methods identified as effective in teaching social work with a specific focus on how those strategies align with TLT. The systematic review of research and application of teaching practices identifies effective methods within the field of social work education and seeks to determine what practices are currently in place, along with the theoretical underpinnings of the identified practices for teaching. The newly constructed practice course intended for undergraduate social work students infuses different teaching methods and strategies for content delivery found within the literature that were noted to be effective or successful for student learning
The Perception of Somali College Students in Seeking Mental Health Services
Full text linkThis phenomenological study examined how Somali college students made meaning of their perception of seeking mental health services. I selected 10 participants (three men and seven women) who attend four-year colleges in Minnesota. Data collection consisted of semi-structured interviews. Five major themes emerged from the data collected from the 10 participants. The first theme revealed the challenges faced by Somali college students to adjust to American educational institutions. The second theme indicated the awareness of mental health by the study participants. The third theme explored the challenges of seeking mental health services by the participants. The fourth theme showed the coping mechanisms by participants when dealing with mental health issues. The fifth theme addressed improving help-seeking attitude among the Somali higher education students. Acculturation theory (Chai et al., 2019; Ngo, 2014) explained the interaction between immigrant communities and the host culture. Generational trauma theory (Gillespie, 2020; Kahn & Denov, 2014) discussed how the trauma experienced by one generation is extended to other generations and causes stress and depression. The findings of this study indicate high acculturation plays a crucial role in accessing resources. Moreover, cultural misconceptions become obstacles to seeking mental health resources. Future research should expand on this study to understand how best to support Somali college students and meet their emotional health needs
Teacher Recruitment and Retainment Challenges Post-COVID-19: A Case Study of K-12 School Districts
Full text linkThe purpose of this study was to understand recruitment and retainment challenges districts faced pre-COVID-19 and changes or additional challenges faced post-COVID-19. Through this study, human resources administrators and teaching and learning administrators were interviewed in pairs and discussed challenges their district has faced related to recruitment and retainment of teachers pre-COVID-19 and post-COVID-19. Further, the participant pairs described strategies their districts are using to recruit and retain teachers. A qualitative case study approach was used to identify themes and sub-themes discussing recruitment and retention strategies and challenges pre-COVID-19 and post-COVID-19. The consistent themes which emerged from the analysis included: teacher candidate characteristics, recruitment strategies, factors for mobility, and factors and strategies for retention. Within these areas, additional subthemes emerged. Using qualitative methodology and analytical theory, I found alignment between participant responses and theory. By using the theoretical framework provided by Bolman and Deal (2017), I further analyzed reasons teachers are leaving the profession, impacts their departure has and strategies for retainment of teachers. The four frames outlined by Bolman and Deal (2017) are depicted in quadrants: the structural frame, the human resources frame, the political frame and the symbolic frame. In addition to the framework provided by Bolman and Deal, Bandura offers a theory on self-efficacy that complements and adds additional insight to the themes and subthemes. The impact of recruitment and retainment challenges school districts face has an impact on the workforce and will impact student learning if not addressed. This study gives school districts specific strategies to intentionally recruit and retain teachers in impactful ways
The Special Education Administrative Structure in Private School Systems: A Multiple Case Study
Full text linkThis multiple case study examined the administrative structures private schools have built, compared them with each other, and contributed to the field of research for private schools to learn from each other for continuous improvement efforts in how they serve students with disabilities. I selected three private school systems and interviewed participants (four women, and two men) who were the system directors and administrators of special education for the largest number of schools within the systems at the time of this study, the 2022-2023 school year. Data collection was comprised of semi-structured interviews, supportive documentation, and metamemos. Three major themes emerged from data analysis: 1) current private school special education administrators have uniquely trained and focused job descriptions, 2) historical problems of practice were met with decisive change to bring the current special education administrative structures into place, and 3) current problems of practice have been and will be met with a special education administrator’s vision. Findings were analyzed and interpreted through organizational theory (Bolman & Deal, 2008) and change theory, particularly improvement science (Hinnant-Crawford, 2020). The findings of this study indicate improvements in special education administrative structures for private school systems through cycles of change