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Administrator Perspectives of Challenges in Instructional Support of Secondary Special Education Co-Teach Model
Get PDFThe problem addressed in this study was that school administrators may not be knowledgeable regarding how to support co-teachers, which may contribute to the underperformance of students in special education co-teach programs. The purpose of this basic qualitative study was to explore school administrator perspectives regarding the supervision of special education teachers and the support they provide to them in the classroom. This study was grounded in Bass’ transformational leadership. Data were collected through semistructured interviews with 12 secondary school principals and assistant principals who supervise special education programs in one large urban district in Texas serving 22,600 students from low socioeconomic, urban families. The data were analyzed using Braun and Clarke’s inductive thematic analysis and revealed the following six themes: Limited Knowledge and Experiences in Special Education, Limited Knowledge of the Co-Teach Model, Special Education Professional Development, Scheduling and Planning Times, Poor Collaborative Teaching, and Strategic Pairing of Teachers. Although administrators have some background knowledge of special education programs and the co-teach model, they did not effectively know how to implement the co-teach model or identify the different co-teach models while observing in the classroom, and the recommendation that a prescribed, professional development plan be developed and executed for administrators who supervise special education programs. This study may contribute to positive social change by providing strategies to strengthen the instructional leadership of school administrators so that their teachers may have a positive influence on students’ academic learning
Strategies Used by Public Relations and Communications Executives to Implement Ethical Use Standards for AI
Get PDFPublic relations and communications (PR&C) executives’ ineffective artificial intelligence (AI) strategies to develop and apply ethical frameworks for AI implementation can negatively impact organizations’ brand reputation. Grounded in AI4People and stakeholder theory, the purpose of this qualitative pragmatic inquiry project was to identify and explore the effective AI strategies PR&C executives used to develop and apply ethical frameworks for AI implementation while maintaining their organizations’ brand reputations. The participants were six PR&C executives who used effective strategies to develop and apply ethical frameworks for AI implementation while maintaining their organization’s brand reputation. Data were collected using semistructured interviews, public websites, and relevant public documents. Using thematic analysis, five key themes were identified: (1) Strategic and Ethical AI Integration, (2) Human-Centric Integration of AI in PR & Communications, (3) Protecting Brand Integrity Through Responsible AI Use, (4) Framework, Privacy, and Risk Mitigation, (5) Transparency and Stakeholder Communication. A key recommendation is that PR&C leaders should build human-centered governance systems before implementing AI technologies to protect ethical standards and ensure stakeholder protection. The implications for positive social change can include the potential for corporations to create information ecosystems that provide consumers, employees, and affected communities with more precise and trustworthy information while promoting equity
Improving Employee Engagement Through Effective Change Management
Get PDFHuman resources (HR) managers often face challenges due to ineffective change management strategies, which can lead to reduced employee engagement, decreased performance, and increased turnover. This issue is important to HR managers and organizational leaders who seek to improve workforce engagement and retention. Grounded in Kotter’s eight step change management model and Herzberg’s motivation-hygiene theory, the purpose of this qualitative pragmatic inquiry was to explore the strategies HR managers use to improve employee engagement. The participants were five HR managers from manufacturing companies in the southeast region in Georgia who had implemented effective change management strategies that improved employee engagement. Data were collected through semistructured interviews and analyzed using Braun and Clarke’s six-step process. Nine themes emerged: communication and transparency, employee involvement, leadership presence and visibility, purpose and alignment, recognition, cultural challenges, training, feedback, and psychological safety. Key recommendations are that HR managers practice relational leadership, maintain open communication, align engagement strategies with employee values, and embed recognition and psychological safety into change processes to improve employee engagement, increase performance, and reduce turnover. The implications for positive social change include the potential for HR leaders and organizational leaders to enhance employee well-being, strengthen organizational culture, and contribute to a more stable and engaged workforce, benefiting both employees and the broader organization
Mental Health Services Utilization and Health Insurance Status Among Firefighters
Get PDFFirefighting exposes individuals to significant psychological dangers, leading to mental health issues like anxiety, depression, and posttraumatic stress disorder. This study investigated the underuse of mental health services among firefighters, focusing on the relationship between health insurance status and service utilization while considering age, gender, race, and ethnicity. Data from the National Health Interview Survey within the Integrated Public Use Microdata Series were analyzed using a quantitative approach. The study employed logistic regression to examine the likelihood of mental health service utilization based on health insurance status, adjusting for demographic factors. The sample included 1,526 firefighters, predominantly male (78.9%) and non-Hispanic White (68.9%). Age distribution was varied, with the largest group being adults aged 26–45 (48.2%). Most firefighters had private insurance (79.2%), while 11.4% had public insurance, and 9.2% were uninsured. Only 5.3% of firefighters reported using mental health services in the past year. Bivariate analysis revealed significant associations between mental health service utilization and age, race/ethnicity (χ² = 10.782, p = .029), and health insurance status (χ² = 21.718, p \u3c .001), but not gender. Logistic regression showed that public insurance was a significant predictor of service utilization, with firefighters having public insurance being more likely to use mental health services compared to those without insurance (OR = 8.551, p \u3c .001). These findings highlight the importance of health insurance in accessing mental health care for firefighters and the need for targeted interventions to address barriers to service utilization
An Explanation of African American Males\u27 Experiences and Decisions in the Pursuit of Doctoral Degrees
Get PDFThere was a limited understanding of the lived experiences of African American males who had completed their doctoral degrees, which could provide solutions to the barriers faced by those did not complete the doctoral program. Elements of critical race theory, Vroom’s expectancy theory, and Herzberg’s theory of motivation were combined into a single conceptual framework to understand the barriers experienced by African American men that prevented them from pursuing and completing doctoral programs. The data analysis process included a pre-coding exercise conducted after data collection to identify patterns or commonalities between the two sets of data. The results from this qualitative phenomenological study highlighted factors that contributed to the success of the participants who completed their programs and offered insights into the experiences of the participants who chose not to pursue a doctorate degree. Support, mentoring, and resources emerged as factors stated by the participants who successfully completed their doctorate programs. The factors stated by the participants who chose not to pursue a doctorate degree were support, finances, and mentorship, respectively. The implications from the findings could be used to encourage more African American men in the completion of doctoral degrees, fostering positive social change within their respective communities and field of study
Teachers\u27 Perspectives on Teacher Retention in Early Childhood Programs
Get PDFIn a Midwestern state, teacher shortages have intensified the retention challenges of prekindergarten and kindergarten (PreK–K) teachers in early childhood (EC) programs. The problem addressed in this study was the retention of PreK–K teachers in EC programs and schools at the local level. Grounded in dual-factor and coping-competence- context theories, the purpose of this basic qualitative study was to explore teachers’ perspectives of the factors affecting the retention of PreK–K teachers in EC programs at the local level. Data were collected through semistructured interviews with 12 PreK–K teachers in a Midwestern state, who had a minimum of 3 years of experience and held the required degree or credential. Data were pattern coded to identify categories and themes. The five resulting themes indicated that PreK–K teachers in this study (a) have multiple responsibilities and coordination efforts; (b) build relationships with others to support students’ skill development; (c) collaborate with families for wholistic child development; (d) demonstrate passion, commitment, and long-term impact; and (e) need support of leadership and relevant professional development. Based on the findings, a 3- day professional development plan was created to develop co-teaching skills among teachers, paraprofessionals, and families. Positive social change may occur if EC leaders implement the professional development and provide co-teaching support to strengthen the practices of teachers and paraprofessionals. If families are included in the collaboration, this may create more stable, collaborative, and effective classroom environments in which young learners can thrive and acquire the skills to successfully navigate schooling and achieve important learning and social outcomes
Effective Strategies for Deterring Unethical Behavior in U.S. Financial Institutions
Get PDFUnethical employee behavior in U.S. financial institutions continues to erode organizational trust and firms’ brand reputation. Leaders of financial institutions are concerned that unethical employee behavior can negatively impact firms’ profitability, competitiveness, and sustainability. Grounded in Kaptein’s corporate ethics virtue (CEV) model, the purpose of this qualitative pragmatic inquiry study was to explore how organizational ethical cultures influence employees’ behaviors. Data were collected through semistructured interviews with a sample of eight leaders in New York financial institutions, with a minimum of 5 years of successful experience in building a positive ethical environment, and by analyzing publicly available documents to support interview findings. Through thematic analysis, four themes emerged: implementation of comprehensive training, anonymous reporting systems that incorporate a whistle-blower program protected by law, rigorous compliance audits that leverage advanced technology, and leadership models’ ethics. A key recommendation is that leaders should shift training focus from basic rule memorization to realistic, interactive, scenario-based training that proactively addresses and manages ethical dilemmas. The implications for positive social change include the potential for leaders and employees to reduce unethical practices, thereby restoring stakeholder trust, enhancing institutional integrity, and benefiting the broader community through increased economic stability
Associations Between School-Based Arrests and High School Graduation Status of African American Female Students in Florida
Get PDFZero tolerance school discipline policies, originally intended to address serious threats such as weapon and drug possession, have increasingly been applied to minor behavioral infractions, disproportionately affecting African American students, particularly females. These exclusionary practices, including school-based arrests, have been linked to adverse educational outcomes. The purpose of this quantitative correlational study was to examine associations between school-based arrests due to zero tolerance policy violations and high school graduation status of African American female students in Florida. The study was guided by the intersectionality theory, which posits individuals who belong to multiple marginalized groups experience compounded forms of discrimination. Archival data from the Florida State University and Florida Department of Juvenile Justice Research Partnership Project were analyzed using logistic regression to assess whether associations existed between school-based arrests and graduation status. The sample consisted of 1,274 participants. Analysis revealed no statistically significant association between school-based arrests and high school graduation status (p = 0.067). Although the hypothesis was not supported, the estimated odds ratio revealed experiencing school-based arrests reduced the likelihood of participants graduating from high school by 30%. These findings contribute to the limited body of research on African American female students and school discipline. Implications for social change include encouraging educators and policymakers to reevaluate use of exclusionary discipline practices and explore more equitable approaches that foster academic engagement and long-term student success, especially for marginalized student populations
Enhancing Nursing Knowledge of SUD Screening Tools in VA Primary Care
Get PDFSubstance use disorders (SUDs) are a persistent public health concern among veterans. A recognized knowledge gap exists among Veterans Affairs (VA) primary care nurses regarding validated SUD screening tools—the Alcohol Use Disorders Identification Test–Consumption (AUDIT-C), Drug Abuse Screening Test (DAST-10), and Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST)—limiting opportunities for early identification and coordination of care. This Doctor of Nursing Practice (DNP) project evaluated if a structured staff education intervention improved primary care nurses’ knowledge, confidence, and preparedness to support interdisciplinary SUD screening practices. Guided by Patricia Benner’s novice to expert model and the analysis, design, development, implementation, and evaluation (ADDIE) instructional design framework, the project incorporated peer-reviewed literature, national guidelines, and primary pre- and post-survey data. A 15-minute voice-over PowerPoint educational module was delivered to 10 primary care nurses, who completed a 5-point Likert-scale pre- and post-survey reviewed by content experts. Descriptive statistics and Wilcoxon signed-rank tests were used to analyze outcomes. Results showed statistically significant improvement in theoretical knowledge (z = -2.81, p = .005); no change was observed in confidence or perceived barriers. Participants rated training effective and reported high preparedness and intent to use the content. The implications for positive social change include the potential to equip nurses with foundational knowledge to support earlier identification, referral, and collaborative care for veterans at risk for SUDs, contributing to more equitable access to behavioral health services
Staff Education to Increase Staff Knowledge on Pressure Injury Prevention
Get PDFPressure injuries (PIs) are unfortunate events that can impact all healthcare system stakeholders. In-patient nursing units such as medical surgical (med surg) units are facing challenges in nursing practice in initiating prevention measures and reducing the incidents of hospital-acquired pressure injuries (HAPIs). The nursing staff’s lack of knowledge can lead to nursing practice issues, poor patient outcomes, and be costly. The purpose of this Doctor of Nursing Practice (DNP) staff education project was to educate nursing staff in initiating pressure injury (PI) prevention measures to avoid HAPI events in the hospital. The practice-focused question examined if providing education to med surg nursing staff will improve their knowledge in initiating HAPI prevention measures. Twenty nursing staff including registered nurses and patient care technicians participated in the education training, which consisted of assessing knowledge of PI prevention measures using pretest, education session, and posttest. The pretest and posttest consisted of 14 questions. Data were collected from the pretest and posttest, and statistical analysis was completed using a paired t test using GraphPad Prism (Version 10.3.1). The total of correctly answered questions on the pretest was 169, which increased to 257 out of 280 on the posttest following the education project indicating participants increased their knowledge in initiating HAPI prevention measures (p \u3c .0001). Through presenting education to nursing staff, the project provided insight into the importance of ongoing education and addressed the knowledge gap. Empowering nursing staff can lead to their transformation into scholar-practitioners so they can affect positive social change