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Taking it to the limit: Curricular responses to credit hour caps in music teacher education programs
No full textAs tuition rates continue to rise, credit hours required for degree completion emerges as a primary topic of concern. Undergraduate music education programs (or degrees) typically require a high number of credit hours which may also necessitate student class overloads, summer coursework, and/or program completion that could exceed the expected term of four years. To better understand the extent of current degree requirements and offerings, we examined credit allocation practices at 100 randomly selected NASM institutions. Specifically, we focused on emerging trends, commonalities, and potential insights to better guide policymakers when addressing legislative mandates focused on credit hour caps. Findings revealed that only 12% of institutions met 120-credit-hour limits, with 40% reaching 128, allowing students to successfully complete a degree in four academic years. Under-credited and zero-credit courses also emerged as topics of potential interest that might conceal actual program requirements or circumvent legislative mandates. We also found differences between public and private institutions as well as alignment among institutions who operate on trimesters. As policymakers continue to define expectations of collegiate degree programs, this study suggests that faculty members must continue to establish value within the degree while maintaining rigor and expectations supported by continued research
A mixed methods approach to understanding athletic training preceptorships through measuring situational leadership
No full textAthletic Training preceptorships play a crucial role in student education as they heavily influence student learning and progression in the academic program (Mazerolle et al., 2015). The problem that arises from preceptorships is the inconsistencies athletic training students experience in leadership. Therefore, the purpose of this study is to investigate athletic training student perceptions of situational leadership as it relates to student satisfaction with the development of a measurement tool. An exploratory mixed methods design composed of a qualitative phase one, pilot testing quantitative phase two, and quantitative phase three. The qualitative phase provided insightful perspectives on preceptor leadership from the perspective of students providing support of situational leadership theory and development of a measurement tool using the priori codes of supportive behavior, directive behavior, and readiness. The developed measurement tool included 6 items for each of the three constructs as well as 4 questions for satisfaction the outcome. Pilot testing portrayed strong content validity and that the tool has good reliability. The final phase included 143 participants and found additional support for measurement tool validity and reliability. Additionally, it was found the developed items have a positive correlation and good predictive validity for the outcome of student satisfaction. This study found support for use of the measurement tool to further our theoretical understanding and expand on research related to situational leadership. Additionally, it provided support for practical implications of the measurement tool for assessment of preceptorship success and satisfaction with clinical experiences
Bridging Research and Practice: Audiologists’ Approaches to the Occlusion Effect for Bone Conduction Thresholds
No full textAudiology is a growing and evolving profession that requires effective communication between researchers, educators, and clinicians. Although graduate education plays a key role in shaping clinical practices, other factors may also influence an audiologist’s decision-making in the field. This study surveyed currently practicing audiologists in the United States to explore how clinicians approach the occlusion effect when obtaining masked bone conduction thresholds, and whether it should be accounted for at all. The survey aimed to answer three key questions: (1) which factors play a role in whether audiologists compensate for the occlusion effect?; (2) what reasons do audiologists give for not compensating for the occlusion effect?; and (3) do self-reported non-compensators unintentionally do so by using a large plateau? Of the 31 audiologists who accessed the survey, 24 completed it and were included in the study. This research focused on whether practice setting or degree type influence an audiologist’s decision to compensate for the occlusion effect. Results indicate that neither factor significantly correlated with the likelihood they will choose to compensate. However, the majority of participants (83%) reported that they do compensate, suggesting strong adherence to established best practices. Qualitative responses further revealed that some self-reported non-compensators may still be compensating unintentionally by using a large masking plateau. Although the small sample size limits generalizability, these findings highlight the need for further research on a larger scale. Understanding how different clinical settings and educational backgrounds influence decision-making could provide valuable insights for audiology educators as they prepare students for real-world clinical practice
Application of PRIM for understanding patterns in carbon dioxide model-observation differences
No full textReducing uncertainties in regional carbon balances requires a better understanding of CO2 transport in synoptic weather systems. Here, we apply the Patient Rule Induction Method (PRIM), a data-mining method to identify high-density regions for a target-class within an input parameter space, to airborne observations of potential temperature, wind speed, water vapor mixing ratio, and CO2 dry mol fraction gathered during the Atmospheric Carbon and Transport (ACT)-America Summer 2016 and Winter 2017 campaigns. ACT observations were targeted at expert-designated cases of fair weather and near-frontal warm and cold sector air at atmospheric boundary-layer, lower-, and higher free tropospheric levels (ABL, LFT, and HFT, respectively). We investigate atmospheric characteristics of these pre-defined cases and associated CO2 model-observation-differences in the mesoscale WRF-Chem model. PRIM results separate winter- and summertime observations as well as observations from ABL, LFT, and HFT with enrichment factors of 4.0–20.5 inside the PRIM box compared to the entire dataset but cannot distinguish between near-frontal warm and cold sector observations in the higher free troposphere. Analyzing of the parameter space constrained by PRIM, we find that large magnitude model observation differences preferentially associated with times when atmospheric conditions are less typical. This association suggests that PRIM could provide a useful tool for isolating atmospheric conditions with large-magnitude and non-Gaussian CO2-residuals for targeted transport model evaluation and to potentially improve inversion results during synoptically active periods
Stolen, Lost, and Replaced: Testimonios Regarding Chicana Responsibilities to the Spanish Language
No full textUsing testimonio, the authors address how the Spanish language represents a component of Chicana identity. They illustrate how geography, history, and colonization impact Chicanas’ relationship with the Spanish language. Using testimonio allows the writers to explore the Spanish language in the United States through their personal experiences.
Resumen
Usando “testimonio”, las autoras abordan cómo el idioma español representa un componente de la identidad chicana. Ilustran cómo la geografía, la historia y la colonización afectan la relación de las chicanas con el idioma español. El uso de “testimonio” permite a las autoras explorar el idioma español en los Estados Unidos a través de sus experiencias personales
Unaccompanied Migrant Minors: A Psychiatric Case Series Review
No full textUnaccompanied children and adolescents who migrate from Central America and Mexico into the United States (U.S.) are exposed to and experience trauma throughout the process of migration. These traumatic experiences result in an increasing prevalence of psychiatric illnesses and challenges to treatment. This study presents a psychiatric patient record review of minors and their complex trauma. Unaccompanied migrant minors (UMM) ages 12-17 (28 males and 22 females; n = 50) received comprehensive psychiatric assessments at the El Paso Texas Tech Child and Adolescent Psychiatry outpatient clinic. Their charts were reviewed for psychiatric diagnosis, treatment progress, and trauma experiences before, during, and after the migration experience. The chart reviews indicate that minors who arrive in the U.S. experience trauma during several stages of their journey, resulting in numerous psychiatric symptoms that vary in severity and diagnosis. Depression, anxiety, post-traumatic stress disorder, and suicidal ideas and attempts were prominent in this group. Psycho-social histories also revealed the presence of physical and sexual abuse, along with collective violence in the adolescents’ countries of origin. These findings highlight the need for culturally sensitive treatment combined with trauma-informed practices and intercollaborative care to treat UMM.
Resumen
Los niños y adolescentes no acompañados que emigran desde Centroamérica y México hacia los Estados Unidos (EE. UU.) están expuestos y experimentan trauma a lo largo del proceso de migración. Estas experiencias traumáticas resultan en una creciente prevalencia de enfermedades psiquiátricas y desafíos para su tratamiento. Este estudio presenta una revisión de los expedientes clínicos de pacientes psiquiátricos menores de edad y sus cuadros de trauma complejo. Los menores migrantes no acompañados (MMNA), entre las edades de 12 a 17 años (28 varones y 22 mujeres; n = 50) recibieron evaluaciones psiquiátricas completas y detalladas en la clínica ambulatoria de psiquiatría para niños y adolescentes de la universidad Texas Tech en El Paso. Se revisaron sus expedientes para identificar diagnósticos psiquiátricos, progreso en el tratamiento, y experiencias traumáticas anteriores, durante, y posteriores a la experiencia migratoria. Los datos obtenidos de la revisión de los expedientes indican que los menores migrantes están expuestos a traumas complejos a lo largo del viaje hacia los EE. UU., lo que resulta en numerosos síntomas psiquiátricos que varían en gravedad y diagnóstico. Se destacaron en este grupo la depresión, la ansiedad, el trastorno de estrés postraumático, la ideación suicida y los intentos de suicidio. Las historias psicosociales también revelaron la presencia de abuso físico y sexual, así como violencia colectiva en los países de origen de los adolescentes. Estos resultados resaltan la necesidad de contar con terapias culturalmente sensibles combinadas con prácticas informadas sobre el trauma y atención intercolaborativa en el tratamiento de MMNA
Making their voices heard: Virginia women\u27s organizations as agents of community change from 1945 to 1955
No full textAfter World War II, Virginian women’s organizations experienced increases in membership and in community influence. For the next decade, Virginian women in various non-partisan organizations would take intentional efforts to position women as activists of change, creating and training women for public and civic contributions. Organizational women began to see themselves as having growing responsibility for their community’s wellbeing. This study will analyze this growing grassroots organization movement by examining records from organizations like the Winchester Women’s Civic League, the women’s missionary societies of the First Baptist Church and Salem Lutheran Church, and Madison College. This study will analyze this growing grassroots organization movement by examining records from organizations like the Winchester Women’s Civic League, the women’s missionary societies of the First Baptist Church and Salem Lutheran Church, and Madison College. To analyze the organizations within this thesis, I examined archival records, physical meeting minutes, and full newspaper digital collections produced by these organizations from the years 1945 to 1955.
These women’s organizations and institutions showcase the attempts of Virginian women activists, including wives and homemakers, as well as career-oriented college women to see a new vision of their duties within a post war America. This study attempts to reveal the story of these women using various different organizations to train, educate, and equip the next generation of women activists with organizational leadership skills. During this process, new nation and globe spanning networks of women’s organizations formed through conventions and national collaborations. These networks introduced Virginian women to likeminded, driven women elsewhere helping them further develop successful activist techniques and organizational strategies.
Through careful analysis of these organization women’s efforts, this study attempts to add new light to the growing field of study that is women’s political and activist efforts from 1945 to 1955. Far from being willing participants in a so-called Feminine Mystique, these Virginian women, many of whom were homemakers and housewives, enacted various crusades for social change. These activist crusaders would work towards various social and civic goals. These missions ranged from spreading anti-communist ideology so as to protect homes and families or beginning a call-to-arms for women’s civic activism, voting, and participation in local governance
Item Response Predictors of Disengagement on the PISA
No full textInternational assessments, such as the Programme for International Student Assessment (PISA), are instrumental in understanding educational progress, assessing teaching effectiveness, and ensuring institutional accountability (OECD, 2023). Central to the validity of these assessments is the assumption that students will exert sufficient effort and perform to the best of their abilities (AERA, APA, & NCME, 2014). This assumption is essential to ensure that scores accurately reflect students\u27 true abilities (Wise & Kong, 2005). However, there is a documented concern that students often exhibit low effort in low-stakes tests, such as the PISA, where individual results have no direct consequences (Wise & DeMars 2010). This lack of personal stake can lead to disengagement, introducing construct-irrelevant variance into the scores. Research into disengagement in international assessments like PISA to examine predictors of students’ engagement at the test design- and item-level is limited, with the only notable study on the PISA being by Rios and Soland (2022) who employs a probit link function to model disengagement as a dichotomous variable. However, this approach may not account for the correlation between disengagement and ability, impacting estimates of both. This research addresses this gap by employing a latent variable approach that accounts for the potential correlation between ability and disengagement, leveraging the flexibility of the Item Response Tree (IRTree) model for Disengagement developed by Leventhal and Pastor (2024). Specifically, I integrate an explanatory model within the IRTree framework, incorporating test design and item-level characteristics hypothesized to influence disengagement. Overall, the results confirm previous findings while also introducing new insights regarding test design and item position. I discuss these results in detail and explore avenues for future research