732 research outputs found
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Barriers to Accepting Special Education by Slavic Parents of Children with Special Needs in the Sacramento County
No full textPurpose: The purpose of this qualitative phenomenological study was to investigate the experiences of Slavic parents of children with Special Educational Needs (SEN) and their perceptions of special education. The researcher’s goal was to determine whether parents’ cultural beliefs and customs affected their willingness to participate in the IEP and testing process and what supports and barriers they had along the way.
Methodology: This is a qualitative phenomenological study. In-depth, face-to-face interviews with 15 participants allowed collecting the rich data, which was analyzed using coding and thematic analysis. In particular, the study explored the lived experience of parents with special needs children enrolling in elementary schools in Sacramento, California and undergoing the IEP and testing process.
Findings: It has been found that cultural attitudes and customs indeed played a significant role in Slavic parents’ perceptions of special education in the United States. Some common themes, such as the fear of labeling, the fear of consequences, mistrust towards psychologists, and cultural barriers were identified. Furthermore, although some parents were generally satisfied with the IEP and testing, others reported a variety of barriers and challenges they faced, such as the lack of knowledge about special education, inadequate communication, pressure, and limited language skills. Family, community, and school support, in turn, were limited. Consistent with the theoretical framework by Cummins (1989) and Wolfendale (1939), parents shared some ideas regarding the improvements that should be made in the special education system in order to accommodate elementary school students with special needs.
Conclusions: The study concluded that there is an impact of culture on parent’s experience and perceptions. The lack of knowledge about IEP and testing as well as language barriers and lack of support all play a role in parents’ perception of special education.
Recommendations: Further research is recommended to explore how other variables such as generational perceptions, parent’s education level, severity of disability, identification time, country or origin, and culture affect parents’ perceptions of and attitudes to special education. It is also recommended to explore parents’ grief and acceptance process and how the culture of acceptance and support can be created in schools
Women in Judicial Leadership: Using Personal Power to Overcome Self-Sabotage
No full textPurpose: The purpose of this mixed-method study was to identify and describe self-sabotaging behaviors experienced by female judges and to explore the impact these behaviors have on their career development. A secondary purpose of this study was to identify strategies employed by female judges to overcome self-sabotaging behaviors.
Methodology: This mixed-method study explored the lived experiences of eight female State trial court judges in California who self-identified that they have experienced self-sabotaging behaviors throughout their career. Convenience and snowball sampling were utilized to identify women who met the delimiting criteria for participation in the study. An electronic survey instrument and interview questions were developed by a team of four thematic peer researchers with the guidance of faculty. The researcher deployed an electronic survey to participants to identify the most prevalent self-sabotaging behaviors and a follow up face-to-face interview was conducted to gather rich data on the lived experiences of participants. The interviews were transcribed and reviewed for emergent themes to ensure that the data collected were in alignment with answering the research questions.
Findings: The findings were identified in alignment with the Nine Domains of Women’s Personal Power and the corresponding self-sabotaging behaviors within each domain. 20 key findings were identified based on the frequency of references by study participants who have experienced self-sabotaging behaviors in their leadership careers.
Conclusions: The 20 key findings were summarized into nine conclusions that include, women need to recognize their own potential, women must approach fear in productive ways, women must understand themselves and give themselves credit, female leaders need to be authentic, women need to act with confidence, women must engage in daily self-reflection, women need to build a support network, female leaders need to inspire other women, and women should not exploit their sexuality in the workplace.
Recommendations: Future research should include replication studies that examine the research topic within a broader population and sample size of female judges. Further research should also be with women from different careers and ethnicities
Bay Area LGBTQ+ Millennials: The Newest Generation Leading the Gay Civil Rights Movement
No full textPurpose: The purpose of this phenomenological study was to explore and describe the lived experiences of LGBTQ+ millennials that influenced their participation in the gay civil rights movement in the Bay Area of California. Another purpose of the study was to explore and describe the recommendations LGBTQ+ millennials have for the future of the national gay civil rights movement.
Methodology: A qualitative analysis of the data from a combination of both social movements and symbolic interactionism theoretical perspectives was conducted. Data for this study was generated through the synthesis and triangulation of the thematic coding of 12 interviews conducted by the researcher and artifacts collected from Bay Area LGBTQ+ events.
Findings: The findings indicated that LGBTQ+ millennials’ lived experiences are unique and their familial, social, cultural, and personal acceptance are determinants of their identity making processes. LGBTQ+ millennials are motivated to participate in the gay civil rights movement by the sacrifices of their LGBTQ+ elders and the desire to maintain equity through representation and visibility. Interviewees recommended that the national gay civil rights movement become more inclusive and move towards a “queer movement” that prioritizes equity for trans, nonbinary, and gender non-conforming people of color.
Conclusions: The researcher concluded that where an LGBTQ+ identified person is raised, their ability to form positive relationships, and their compassion for LGBTQ+ youth has an effect on their identity making processes. LGBTQ+ millennials value the role that their social, intellectual, and political capital play in influencing the equity in LGBTQ+ legislation. They are willing to take on leadership roles in policymaking, leading the gay civil rights movement into the 21st century by establishing a more inclusive agenda that is equitable for all members of the LGBTQ+ community.
Recommendations: The study should be replicated with other generations in the Bay Area of California. Further research should be conducted exploring mental and medical healthcare systems and transphobia. The findings from this study could be utilized to educate LGBTQ+ activists on LGBTQ+ millennials’ desires for the mission, vision, and agenda of the queer movement
Impact of Short-Term Overseas Immersion on Military Linguist Trainees’ Self-Efficacy
No full textPurpose: The purpose of this quantitative study was to examine and compare short term (4- to 6-week) Study Abroad (SA) experience’ impact on Chinese, Korean, Modern Standard Arabic (MSA) and Russian military linguist trainees’ second language (L2) learning self-efficacy.
Methodology: This nonexperimental quantitative study examined the effects of SA on second language (L2) learners’ self-efficacy. This study adopted the method of secondary data analysis by analyzing archived data collected by Defense Language Institute (DLI)’s Immersion Language Office (ILO) from Fiscal Year (FY) 2014 to 2018. ILO’s post-immersion self-assessment survey covered ten aspects of L2 self-efficacy and was used as a research instrument in this study. The sample of the study was the DLI’s Chinese, Korean, Modern Standard Arabic (MSA) and Russian immersion participants from FY 2014 to 2018. The sample size of this study was approximately 1,880.
Findings: Descriptive analysis indicated that self-efficacy of all four language programs’ immersion participants was substantially enhanced after their overseas trips. In addition, ANOVA analysis revealed that there was significant statistical difference in overseas immersion’s effects on participants from the four language programs in four out of ten aspects of self-efficacy, including learners’ motivation, confidence, communication strategies and willingness to take risks. The findings in this study provided evidence for various stakeholders to plan and to implement SA programs for military linguist trainees in the future.
Conclusions: Short-term SA experiences consistently improved self-efficacy of L2 learners across all language programs though the effectiveness varied in different programs. It is concluded that military language training organizations, such as DLI, should continue and expand short-term SA opportunities to military linguist trainees. In addition, it is critical to examine and improve each SA program’s efficacy and to motivate learners via this unique experience.
Recommendations: Based on the conclusions of this study, it is recommended that leaders at military language training institutions should actively seek funding for future SA. It is also recommended that stakeholders at these organizations should develop strategies in improving the quality of short-term SA programs and use it as a motivational tool for military linguist trainees
Effective Paraeducator Implementation of Behavior Intervention Plans for Students with Autism Spectrum Disorder: An Exploration of Training and Support Needs
No full textPurpose: The purpose of this convergent mixed methods study was to describe the training and support paraeducators who work with students with autism spectrum disorder received as they implemented behavior intervention plans based on the Browning-Wright, Mayer, and Saren model. Additionally, this study sought to describe the training and challenges experienced by paraeducators, as well as their training and support recommendations for paraeducators who work with students with autism spectrum disorder with a behavior intervention plan.
Methodology: A convergent mixed methods study was used to describe the training and support experiences, challenges, and recommendations, as described by paraeducators responsible for implementing behavior intervention plans for students with autism spectrum disorder. In-person surveys were administered to 12 volunteer participants, followed by 11 in-depth interviews with paraeducators who volunteered to participate in the second phase of the data collection process.
Findings: Paraeducators who worked with students with autism disorder did not receive formal training, but instead experienced inconsistent and ineffective informal training. Paraeducators also experienced inconsistent support, communication, and teamwork from school site staff. Additionally, paraeducators recommended training in behavior intervention plans and autism utilizing training formats of brief workshops, cooperative work groups, in-classroom coaching, and web-based courses.
Conclusions: Paraeducators, without formal training and consistent support from all school site staff, including being given a voice in student decision-making processes, cannot be effective in implementing behavior intervention plans with fidelity. Additionally, paraeducators do not receive formal training in evidenced-based practices necessary for fidelity of implementation of behavior intervention plans.
Recommendation: It is recommended to replicate this convergent mixed methods study, but from the perspective of special education teachers of supporting and training paraeducators who implement behavior intervention plans for students with autism spectrum disorder
Phenomenological Study On The Impact of Servant Leadership For Establishing a Culture of High Performance As Perceived by Human Resource Administrators
No full textPurpose: The purpose of this phenomenological study was to explore and describe public school district human resource administrators’ perceived impact of servant leadership constructs developed by Patterson (2003) on establishing a culture of high performance.
Methodology: This qualitative phenomenological study explored and described human resource administrators’ perceived impact of Patterson’s (2003) servant leadership constructs on establishing a culture of high performance in public school districts in Northern California. Semi-structured interviews were conducted using an Interview Protocol developed by the thematic team. Responses from participants were organized coded, and emergent themes were identified.
Findings: The findings from this study show that all participants agreed that each of Patterson’s (2003) servant leadership constructs contribute to establishing a culture of high performance in a school district. Participants shared lived experiences of the seven constructs related to the culture of high performance in their respective districts. Findings included 16 identified themes representing all constructs and contributing to establishing a culture of high performance.
Conclusions: The findings and literature review support that servant leadership constructs greatly contribute establishing a culture of high performance. Results indicate that human resource administrators view all of Patterson’s (2003) seven servant leadership constructs as important and contributing factors. These findings concluded that relationships and connections, providing support and follow through, interplay of all constructs, service matters, making others a priority and development and growth mindset are essential for HR leaders to incorporate into their daily leadership practices.
Recommendations: The researcher recommends servant leadership training be provided to human resource administrators at ACSA and AASPA academies and boot camps, as well as at national and state conferences. Recommendations also include that all new human resource administrators be provided a coach or mentor during their first year as an administrator, with coaching focusing on servant leadership and a culture of high performance. Additionally, a servant leadership handbook and acuity questionnaire should also be developed to provide human resources administrator’s tools to better understand the impact of servant leadership in educational organizations and the important contribution they have in establishing that culture of high performance
