4811 research outputs found
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CRISIS LEADERSHIP: MINNESOTA SCHOOL SUPERINTENDENTS\u27 EXPERIENCES OF DISRUPTIVE TIMES AND SCHOOLS\u27 RECOVERY IN THE POST-COVID-19 ERA
Get PDFSchool superintendents face the task of effectively leading their school districts while performing a multitude of roles and responsibilities. Throughout the COVID-19 pandemic, which became prominent in late 2019 and early 2020, the roles and responsibilities for Minnesota school superintendents compounded. During the literature review period, limited information was found that school superintendents in Minnesota experience role ambiguity, stress, and burnout. The purpose of this study was to understand the shared experiences and the transformational leadership of Minnesota school superintendents during and following the COVID-19 pandemic. This qualitative ethnography included the individual interviews of administrators who held at least 5 years of superintendency experience, with at least 1 year during the COVID-19 pandemic. School superintendents in Minnesota completed semi-structured interviews. Data were inductively coded into categories, themes, and assertions. A common theme was that roles and responsibilities were more managerial than leadership focused. Other themes included the impact of additional roles and responsibilities on instructional leadership capacity, a leader\u27s key support systems or lack thereof, the impact of environment on a leader, and school superintendent training. This study provides recommendations for Minnesota school superintendents, school board members, Minnesota educational leadership programs, and the Minnesota Department of Education
An Introduction to Professional Ethics: A Duty-Based Approach
No full textThis book is an introduction to ethical expectations and norms that hold for the consulting professions. The book is an introduction to the general topic, presupposing no prior knowledge of philosophy or ethics. The book adopts a duty-based point of view. The primary audience is pre-professionals. However, this is not a “how to” book. The approach is philosophical and fits into the field of applied ethics. The overall goal is to raise awareness of ethical challenges in professional life so that individuals have the background for self-reflection when they face these issues, either as professionals or as clients. The book explores the special ethical challenges that arise in professional life and concentrates on the traditional professions, that is, ones in which professional life centers on advising clients. The goal is to explain how some issues are common to many professions, such as the difficulty of upholding client autonomy in the face of the problems of competing interests, informed consent, and client confidentiality. The normative framework of the book builds from the assumption that most adults are autonomous individuals and deserve to be treated as such.https://red.mnstate.edu/oer-books/1002/thumbnail.jp
Cultural and Societal Influences on Perceptions of Police Legitimacy and Trust in Law Enforcement Among Minority Communities
Get PDFThis thesis explores the cultural and societal influences that shape perceptions of police legitimacy and trust in law enforcement among minority communities in the United States, with a focus on Black and Latino populations. Grounded in both personal experience and scholarly analysis, the research examines how historical injustices, economic restructuring, demographic transitions, and modern policing practices intersect to affect community-police relations. Through a comprehensive literature review, this study analyzes key works on community policing in South Los Angeles, the deployment of less-lethal weapons, body-worn camera implementation, youth engagement programs, and community-driven violence prevention efforts. Findings reveal that systemic inequities and racially coded policing strategies continue to undermine trust and reinforce existing social hierarchies. The study also highlights the potential of alternative policing methods—when ethically and transparently applied—to foster procedural justice and public confidence. By synthesizing these diverse perspectives, the thesis underscores the urgent need for transformative, equity-centered policing practices that respect and reflect the realities of marginalized communities. This research contributes to a broader call for structural reform aimed at restoring legitimacy and building sustainable trust between law enforcement and the communities they serve
Vaping in the Schools: A training for educators
Get PDFSince 2007, when vapes hit the United States tobacco market, adolescents have increasingly been a targeted population. Recently, anywhere from 1 in 5 to 1 in 4 high school students have reported using e-cigarettes (EC) or vapes (Rohde, Vereen, and Noar, 2021). With high levels of nicotine in vaping products such as JUUL, reaching the equivalent of 20 traditional combustible cigarettes (TCC) per pod and delivering nicotine at a 1.3 to 1.7 times faster rate than TCC, the concern and fear of adolescent nicotine addiction has reached epidemic levels (Kelder et al, 2020). Schools are ideal locations for EC and vape prevention and cessation as students not only are highly exposed to products at school, but they also gain a lot of their perceptions, knowledge, and beliefs on vaping from their peers at school (Garder et al, 2023). Programs like CATCH My Breath are specifically designed for classroom education on vaping with a targeted audience of fifth grade and up, while concepts like alternatives-to-suspension focus on getting student help for their addiction rather than discipline. Together, teachers, administration, school counselors, and other school staff can help address the high concerns of adolescents vaping, and ideally make a difference in the alarming statistics
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Get PDFBest Practices for working with children who have experienced sexual abuse: A Training Resource Manual for Mental Health Counselors
Get PDFThis paper reviews literature related to issues and practices associated with childhood sexual abuse including best practices for working with victims of sexual abuse. Children who are victims of sexual abuse often suffer from trauma related symptoms and the use of certain approaches can provide better treatment outcomes. Following the review, a training will be presented that provides counselors with information on best practices when working with children who have experienced sexual abuse.
Keywords: Childhood Sexual Abuse, Trauma, PTSD
Accessing and Implementing Assistive Technology in a K-4 School
No full textAssistive technology (AT) has been proven to improve both functional and academic performances of students with disabilities. Jones, et al. (2021) highlighted that AT supports students in the classroom by providing accommodations where it is needed to help the success of those using the tools. Robitaille (2010) stated “Assistive technology devices can help improve physical or mental functioning, alleviate a disorder or impairment, prevent the worsening of a condition, improve a person\u27s capacity to learn, or even replace a missing limb” (p. 3). With the goal of helping foster a sense of independence in students, a team, including general education teachers, should determine the need for specific assistive technology to help students successfully navigate their learning environment and be engaged in the learning community. Creating this engagement and independence by requiring AT that is developmentally appropriate for the student should always be considered and offered (MDE, Assistive Technology).
It is in the best interest of all students that educators have training on tools involving AT, have knowledge of the variety of resources available for navigating AT, and understand how to implement AT (Marsh et al., 2021). To support this, the researcher conducted a review of the literature and created an educator training module designed to further develop educator’s knowledge of assistive technology (AT) as a whole; it included information of the challenges and benefits of AT within an educational setting and the collaborative process used for assessing and determining a student’s need for AT. The training also highlighted a variety of tools that can support students in gaining access to learning as well as support educators in accessing such tools within the state of MN
The Influence of Cognition on Dysphagia in Adults with Severe Traumatic Brain Injury
No full textDysphagia leads to an increased risk of morbidity and mortality (Alhashemi, 2010), and individuals with severe traumatic brain injuries (TBIs) are at an extremely heightened risk of developing dysphagia. This paper identified the known links between cognition and dysphagia, specifically focusing on adults with severe TBIs. The Rancho Los Amigos Revised Scale (RLAS-R) was found to be the best predictive factor in the presence, severity, and resolution of dysphagia (Terré & Mearin, 2007; Terré & Mearin, 2009; Hansen et al., 2008). This information is vital for speech-language pathologists (SLPs) to understand due to their experience and expertise in treating disorders of cognition and swallowing. These two disorders are interconnected, and, thus, therapy must reflect that
Best Practice Interventions for Individuals with Cleft Palate
No full textCleft palate and cleft lip with palate occur in every 1,700 and 1,600 births (ASHA, n.d.). Speech-language pathology intervention is often needed by individuals who have had a cleft palate; about 50% of individuals who have had a repaired cleft palate are referred to speech pathology services (Sand et al., 2022). According to Alighieri et al. (2021), there is a lack of clear procedures when administering treatment to individuals with repaired cleft palates. The purpose of this project is to identify best practice for speech therapy interventions for individuals with repaired cleft palates. This project reviews the traditional articulation approach, the linguistic approach, and the use of biofeedback. The research suggests that the traditional articulation and linguistic approaches with biofeedback is considered best practice as they are supported by current level III and IV research (Bessell et al., 2013; Alighieri et al., 2021; Kummer, 2020)
26th Annual Andrew B. Conteh Student Academic Conference
No full text26th Student Academic Conference Schedul