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Use of Innovative Methods in the Creation of Testing and Assessment Materials for Future Computer Science Teachers
Full text linkObjectives:This study aims to examine the effectiveness for future computer science teachers of employing innovative methods when creating innovative testing and assessment materials.
Methods:The methodology for this study involved analyzing survey data using statistical methods, such as descriptive analysis, correlation analysis, analysis of variance (ANOVA), regression, and factor analysis to evaluate the effectiveness of innovative methods in computer science education. Additionally, this study incorporated virtual labs, learning management systems, interactive quizzes, and artificial intelligence–based assessment tools to enhance learning outcomes and student engagement. We collected survey responses for this study from 56 student participants. We then developed a methodology to outline the data collection procedures, tools and analysis techniques, and the criteria for assessing the effectiveness of these innovative methods in education. We gathered empirical data.
Results:The study findings suggest that using innovative methods, such as digital technologies and data analysis software, have enhanced the computer science learning process and increased student engagement. These approaches stimulate interest and motivation in computer science learning, as well as invigorate the educational process and increase student engagement. These methods offered the possibility of rapid and accurate feedback, which contributes to a more effective assessment of student knowledge and understanding of the material taught. These methods also make education more accessible and flexible and provide the opportunity for students to learn anytime and anywhere.
Conclusions and Implications: The use of innovative teaching methods in the training of future computer science teachers leads to an improvement in the quality of student education and adapts to modern requirements, such as digital technologies and data analysis software. Additionally, these methods contribute to the development of necessary student skills
Exploring Turkish Adolescents’ Humor Styles and Social-Emotional Skills in Relation to Gender
No full textWe conducted this study to explore the relationship between different humor styles and social-emotional competence in terms of gender differences in Turkish adolescents. A total of 504 high school students participated in this descriptive, cross-sectional, and correlational study. The age of the subjects ranged from 15 to 18 years. We used a demographic information form, the Child Humor Styles Questionnaire (CHSQ), and the Social Emotional Competency Questionnaire as data collection tools. The data were analyzed with percentage and mean, t test in independent groups, Pearson correlation analysis, and multiple linear regression analysis. We found a relationship between gender and humor styles and social-emotional competence. We also found that Turkish male adolescents had higher levels of aggressive humor, self-defeating humor, self-awareness, self-management, and taking responsibility. We also found that as adolescents’ levels of participatory humor and self-enhancing humor increased, their social awareness significantly increased, while, as their levels of aggressive humor and self-defeating humor increased, their social awareness and self-awareness significantly decreased. Adolescents’ gender was related to their humor styles and social-emotional competence. In addition, compatible humor styles supported adolescents’ social-emotional competence, whereas incompatible humor styles negatively affected their social-emotional competence
Kindergarten Teachers’ Experiences and Training With Critical Reflection to Support Adaptive Teaching
Full text linkThe problem that was addressed in this study is that kindergarten teachers often lack training in critical reflection as part of their adaptive teaching practice. Despite much research on critical reflection, there was a lack of knowledge regarding training kindergarten teachers receive on critical reflection and how they use it to adapt their teaching. The purpose of this study was to explore the experiences of kindergarten teachers regarding the training they received on critical reflection and the support they felt they needed to implement critical reflection for an adaptive teaching practice. Schön’s reflective practice theory was the conceptual framework for the study and the basis for its 2 research questions. A basic qualitative design featuring semi structured interviews was used to collect data from 7 kindergarten teachers working in the northwestern United States. Thematic analysis involving axial and a priori coding yielded themes of training experiences, challenges, supports needed, and the value of grace and celebration. Additional findings focused on critical reflection in adaptive teaching. Results indicated that most participants felt unprepared to apply critical reflection at the start of their careers but developed this practice with experience; participants noted lack of time, class size, and curricular limitations as barriers. Participants highlighted the importance of self-support and the celebration of progress. Positive social change may result when teachers receive guidance and support in applying critical reflection
Underrepresented and Understudied: Exploring the Lived Experiences of African American Women in Policing
Full text linkAfrican American women are underrepresented in policing and understudied in the research. Grounded in Collins’ Black feminist thought, whose theme seeks to empower Black women to speak in their authentic voices, this qualitative phenomenological study explored the lived experiences of 12 African American female officers from Midwest departments. It examined how the intersection of race and gender shaped their workplace realities. The purpose of the study was to gain perspectives from the participants on strategies to recruit and retain African American female officers. Historically, policing has been a gendered and hypermasculine profession, making it difficult for African American female officers to thrive. Using open-ended semistructured questions, the participants shared rich, candid narratives of their lived experiences. Being able to express themselves and be heard was paramount for the participants to feel valued and supported. The findings contribute to the lack of research on African American female officers. The effects of race and gender in the workplace were examined and highlighted the need for institutional and cultural change that promotes diversity, equality, and inclusion. This study includes recommendations for improving hiring and retention. Results indicated that the participants faced discrimination, harassment, lack of support, emotional stress, and feelings of isolation. Participants described the value of community support and positive female camaraderie as important to their development. The results of this study can inform policy and guide organizational change aimed at creating a more supportive work environment for African American female officers
Students’ Perceptions of the Use of Technology in Rural Elementary Schools
Full text linkRapid technological advancements have transformed educational experiences, optimizing learning outcomes while providing interesting experiences to learners and educators. More insight was needed on how students perceive learning via technology, as this information can shape how teachers implement technology, especially in rural elementary schools. The main purpose of this research was to investigate the perceptions of students in rural areas between Grades 1–5 regarding the increased use of technology education. The research questions concerned how students in rural elementary schools perceive (a) the use of technology in education and (b) the quality of the teaching–learning process when using or mediating technological resources. The stakeholder theory served as the conceptual framework and demonstrated the importance of engaging learners and other professionals in decision making. As part of the qualitative approach, semi-structured interviews were conducted with 10 rural elementary students on the use of technology in educational settings. Thematic analysis yielded themes pertaining to consultation (where participants were able to ask their teachers for help but received less help from their parents), learning speed (where technology increased their speed of learning), and impacts of technology on learning (where their enjoyment with technology varied, but games increased their level of fun). The results inform positive social change on best strategies for incorporating technology into learning settings and enhancing students’ engagement levels in that future efforts must be codesigned with students, not imposed upon them
Perspectives of Current and Former Kindergarten Teachers Regarding the Role of Play-Based Learning Practices
Full text linkThe increase in standards-based curriculum in kindergarten has led to uncertainty about the use play-based learning to teach to benchmark standards. The problem that was addressed through this study is that the role of play-based learning in the study state new kindergarten (SSNK) curriculum to teach benchmark standards has not been evaluated. Grounded in Vygotsky’s zone of proximal development, the purpose of this basic qualitative study was to explore kindergarten teachers’ perspectives of the role of play-based learning practices in teaching to state learning benchmarks after being trained in (SSNK) curriculum. Data were collected through semistructured interviews with eight kindergarten teachers in a northeastern United States state. Braun and Clarke’s 6-phase process was used for thematic analysis, yielding the following five themes: teachers consider (1) play is learning; (2) the time demands constrain play; (3) standards, assessments, and data demands constrain play; (4) need professional development and support necessary; and (5) support a requirement for their professional identity and autonomy. Participants described play-based learning as the most developmentally appropriate way for kindergarten students to learn foundational skills and as a means for reinvigorating their teaching. The implications for positive social change are that administrator-supported, play-based curricula can strengthen teachers’ ability to implement developmentally appropriate instruction, help schools align expectations and supports for consistent implementation, and most importantly, provide children with engaging learning experiences that build foundational and social-emotional skills—contributing to kindergarten success and long-term civic development
Early Atopic Dermatitis and Risk of Later Autism Spectrum Disorders
Full text linkEarly-onset atopic dermatitis (AD) affects approximately 10-20% of children in the United States, and emerging evidence suggests potential links between early immune dysregulation and neurodevelopmental outcomes. Limited research has examined whether early AD serves as a specific risk factor for later ASD diagnosis. Guided by life course theory, the purpose of this study was to examine whether AD diagnosed within the first two years of life predicts later diagnosis of ASD among U.S. children younger than five years. A secondary analysis of the Fragile Families and Child Wellbeing Study was conducted using a retrospective cohort design. The sample included 2,949 children. Multiple logistic regression models were estimated to evaluate the association between early AD and ASD while controlling for sociodemographic characteristics (race/ethnicity, maternal education, household income) and allergic comorbidities, including asthma, food allergy, and attention-deficit/hyperactivity disorder (ADHD). Results indicated that early AD was not a statistically significant predictor of ASD diagnosis (B = −0.730, p = .338; OR = 0.482, 95% CI [0.11, 2.15]). However, ADHD demonstrated a statistically significant association with ASD diagnosis (OR = 8.765, p \u3c .001, 95% CI [3.24, 23.71]). Findings were limited by class imbalance in the dataset. Results support positive social change by providing evidence-based guidance to pediatricians for risk stratification in developmental screening protocols, informing policymakers about the complexity of neurodevelopmental risk factors, and reassuring caregivers that AD alone does not substantially increase ASD risk
Narratives of First-Generation Mexican American Bilingual Licensed Counselors
Full text linkDespite the growing demand for mental health services in Spanish, bilingual counselors are often ill-equipped to provide services in Spanish and frequently enter state-required supervised licensure without adequate training or opportunities for clinical supervision to support their growth as bilingual counseling professionals. The purpose of this qualitative narrative inquiry was to answer the research question: What are the narratives of first-generation Mexican American bilingual counselors during supervised licensure? Guided by Anzaldua’s Borderlands Theory as a conceptual framework, data were collected from eight participants through semi-structured virtual interviews and analyzed using thematic analysis. Findings revealed four themes mirroring the stages of Borderlands Theory: Navigating Nepantla, Confronting Duality in Coatlicue State, Reconstructing the Self in Coyolxauhqui State, and Embracing the Self in La Conciencia de la Mestiza. This study addressed a gap in the literature by centering on the experiences, needs, and barriers faced by first-generation Mexican American bilingual counselors, including the need for culturally inclusive education, training, and clinical and linguistic support during supervised licensure. A key recommendation is for future research to support counselor education and supervision programs in creating endorsed competencies or best practices for bilingual supervision. These findings have implications for promoting positive social change by informing counselor education programs, supervisors, and mental health agencies about the need for culturally and linguistically responsive supervision practices, which can support the development of bilingual counselors and enhance the quality of mental health services provided to Spanish-speaking communities
Racial Identity, Student Engagement, Student Satisfaction, and Persistence in African American Students Attending Predominately White Institutions
Full text linkAfrican American college students attending predominantly White institutions (PWIs), such as Old Dominion University, face challenges, including experiences with microaggressions and limited engagement opportunities, which may affect their persistence. The purpose of this study was to examine whether racial identity and microaggressions moderate the relationship between student engagement, satisfaction, and persistence among African American students at a PWI. Cross’s theory of nigrescence served as the theoretical framework for understanding African American racial identity development. A quantitative, non-experimental design was employed. Data were collected from 50 African American undergraduate students using standardized instruments measuring racial identity, microaggressions, engagement, satisfaction, and persistence. Analyses were conducted with JASP using a multivariate linear regression model. Results revealed statistically significant findings (p \u3c .05), indicating that racial identity positively moderates the relationship between racialized experiences and outcome expectations, particularly persistence. These findings suggest that the development of a strong racial identity may serve as a protective factor for African American students navigating racially challenging environments at PWIs. For African American students, fostering supportive environments, including mentorship programs, role model visibility, and community-building initiatives tailored to African American students. Such interventions may enhance engagement, satisfaction, and persistence for students of color at PWIs
Staff Education on the Use of Screening, Brief Intervention, and Referral to Treatment (SBIRT) for the Identification and Management of Excessive Alcohol Use
Full text linkSummary The project was a practice-focused quality improvement project endeavor aimed at augmenting staff utilization of an evidence-based screening instrument for alcohol use disorder (AUD). The problem under study in an outpatient behavioral health setting stemmed from insufficient staff understanding and poor implementation of established screening and intervention protocols, heightening the risk of under identification and ineffective management of AUD. Resolving this issue is crucial in nursing practice because nurses play a pivotal role in early identification, brief intervention, referral to treatment, and fair care provision for patients with substance problems. The project was centered on the following practice-focused question: Will postintervention staff survey show improvement after staff receive training on using an evidence-based alcohol use screening tool? The objective of the doctoral evidence-based project was to improve staff proficiency in screening, brief intervention, and referral to treatment (SBIRT) framework. In the project, I employed pre- and post-test design alongside descriptive statistical analysis to assess alterations in staff knowledge after a 1-hour SBIRT educational session. The findings revealed a sizable increase in participants’ mean scores from 3.67 to 9.33, signifying enhanced staff comprehension of evidence-based AUD management. The findings of this evidence-based project support SBIRT instruction as a potent approach to enhance nursing practice. The implications of the project include enhanced patient safety, culturally attuned care, and beneficial social transformation via diminished alcohol-related harm achieved using evidence-based screening and intervention protocols for patients served by informed nursing staff