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Exploring the Perceptions of Citizens of the Impact of Community Policing in Two Ethnically Diverse, Low-Income Communities That Have National Safety Ratings Between 0% and 25% in San Diego County: A Phenomenological Study
No full textPurpose: The purpose of this qualitative phenomenological study was to describe citizen perceptions of the impact of community policing in 2 selected, ethnically diverse, low-income communities that have national safety ratings between 0% and 25%. The study explored the 8 pillars of community policing: partnerships, problem solving, procedural fairness, proscribed scope, protection, professionalism, purpose, and principles and their impact on citizens’ perception of their local law enforcement agencies.
Methodology: The study was qualitative with a phenomenological approach to research.
Findings: Findings from this study revealed that examination of study participant interviews, observations, and artifacts resulted in 22 themes and 689 frequencies among the 8 pillars of community policing. Ten key findings were identified based on the frequency of references by study participants.
Conclusions: Citizens who participate in community policing training programs perceived their local police department more favorable than citizens who did not attend a training. They referenced positive themes more than participants who did not attend a training. The perception of police department personnel is mostly favorable when police officers have positive interactions with the public.
Recommendations: Further research should be expanded regarding the perception of community policing in more affluent communities. A second consideration is a study of citizens’ perception of law enforcement agencies that do not ethnically reflect the population they serve. Additional research for further considerations should be a compare and contrast study of the impact of community policing on the philosophy that encourages citizens to avoid crimes
The Value of Interactive Multimodal Online Higher Education Classrooms: Examining the Impact of Interactive Multimedia-Based Instructional Design (IMBID)
No full textPurpose: Despite their affordability and convenience, online courses have higher student failure and dropout rates than ground based-courses. The purpose of this quantitative causal-comparative single-case study was to determine if there is a difference between interactive, multimedia-based online instruction and traditional text-based online instruction as it relates to the level of student performance, engagement, and satisfaction in higher education.
Methodology: This quantitative research design used inferential statistics to analyze the research questions. The researcher selected 13 text-based courses that were redesigned to become interactive, multimedia-based courses. Archival student performance, engagement, and satisfaction data was abstracted from both the text-based and interactive multimedia-based versions of each course pair. The researcher then compared data sets using a two-sample z-test with independent groups.
Findings: Analysis of the data indicated a significant statistical difference in the levels of student performance, engagement, and satisfaction between students who completed the text-based version and those who completed the interactive, multimedia-based version of the courses. Additionally, the study also found that courses designed to be interactive and multimedia-based had higher student completion rates for significant assessments and student opinion surveys.
Conclusions: Based on the literature and findings of this study, it is concluded that due to online attrition, practitioners must first address the different ways in which students learn and engage on the web. By thoughtfully and intentionally leveraging high-quality multimedia technology and building social interaction around this content, online educators are better able to replicate the multimodal, active, and connected nature of learning.
Recommendations: To better understand the impact of IMBID on student retention, continued research must include student attrition data. By examining IMBID’s impact among different content areas, degree levels, and teaching styles and by adding a control group, researchers will gain a deeper understanding of its implications across fields of study. Lastly, examining the impact of IMBID in other e-learning industries will determine the universal impact of course design on all web-based styles of learning
Interdisciplinary Collaboration in Exemplary Counseling-Enriched High School Programs: Integrating College & Career Readiness and Mental Health Wellness for Students with Emotional Disturbance
No full textPurpose: The purpose of this mixed methods multiple-case study was to describe how interdisciplinary collaborative teams support the college and career readiness and the mental health wellness of adolescents with emotional disturbance. A secondary purpose was to explore how team members describe and rate the importance of their interdisciplinary collaboration using the four essential elements (reflection, flexibility, newly created roles, and interdependence) based on the model established by Mellin (Mellin et al., 2010). Lastly, this study sought recommendations from team members on improved practices supporting adolescents with emotional disturbance.
Methodology: An explanatory sequential mixed methods multiple-case study design explored the interdisciplinary collaborative team process in three exemplary counseling-enriched programs in California. Quantitative survey data was collected and followed by qualitative interviews. Supporting documentary and archival data was also collected.
Findings: Adolescents with emotional disturbance are supported in college and career by providing differentiated support systems, collaborating with an expanded team of stakeholders, and including student voice and engagement. Their mental health wellness is supported by expanding collaboration with stakeholders, fostering meaningful relationships, creating a safe and inclusive community, and providing coaching and counseling. Interdisciplinary collaboration teams exhibit flexibility in communication, interdependence through real-time communication, reflection and adjustments that are student-centered, and innovate through crossover in roles. Schoolwide wellness is recommended.
Conclusions: Collaboration with stakeholders is critical to supporting both college and career readiness and mental health wellness. Differentiated support systems provide the foundation for a self-sufficient adulthood. It is critical to engage adolescents as partners, and to build meaningful relationships with them. Team members must be flexible, interdependent, reflective, and innovative. Adolescents should be immersed in a schoolwide culture of wellness.
Recommendations: Future qualitative or mixed methods studies exploring other job roles on interdisciplinary teams are recommended. Quantitative comparative or casual studies of student data would add to the research base on outcomes. A longitudinal mixed methods study following adolescents served in exemplary programs from high school to young adulthood would be highly informative
Leadership Storytelling: How elementary school principals use storytelling to lead and make transformational change
No full textPurpose: The purpose of this phenomenological study was to understand and describe
how exemplary elementary school principals use storytelling to lead organizations
using Denning’s (2011) model. In addition, it was the purpose to understand how
exemplary elementary school principals use storytelling to create transformational
change in organizations. Denning’s The Leader’s Guide to Storytelling highlights eight storytelling narrative patterns: Storytelling to ignite action and implement new ideas Storytelling to build trust Storytelling to build brand Storytelling to transmit organizational values Storytelling to foster collaboration Storytelling to share knowledge Storytelling to neutralize rumor Storytelling to share your vision
Methodology: This phenomenological qualitative study described the lived experiences
of exemplary elementary school principals in West Michigan. The researcher was
part of a thematic research team of 3 peer researchers and 2 faculty advisors. Through
purposeful sampling, the researcher selected 10 exemplary elementary school principals who met at least 4 of 6 criteria identifying someone as exemplary. The collection of data included face-to-face semi-structured interviews. The interviews followed a protocol developed by the thematic research team. The researcher conducted observations and gathered relevant artifacts for data triangulation. From there, the data were coded, and emergent themes were identified.
Findings: The analysis of data resulted in 24 themes and 1,185 coded references across the eight narrative patterns and transformational change. From the 24 themes 6 key findings emerged.
Conclusions: Four conclusions were drawn from the data and findings that described the
lived experience of exemplary elementary school principals who lead through storytelling.
Exemplary elementary school principals must (a); elementary principals that use stories to create and share the vision will be more successful in igniting action and implementing school changes (b); elementary school principals that tell student success stories will more successfully navigate the complex role of the principal when transmitting organizational values and making transformational change (c); elementary school principals will more successfully navigate the complex role of the principal when they use social media to share knowledge, build brand, and tell positive stories (d); elementary school principals are more successful when they tell current reality stories to transmit organizational values and foster collaboration.
Recommendations: While this study lays the groundwork for leadership storytelling in elementary schools, further research still needs to be conducted on leadership storytelling in elementary schools. Replications of this phenomenological study should focus on other levels of schooling, such as middle and high school storytelling principals. Mixed-methods research studies should add a quantitative tool to draw further insight into the leadership storytelling practices of exemplary elementary school principals. Meta-analysis research studies should consider data from all 3 thematic team. Finally, a mixed-method study should be completed that analyzes how the stories impact stakeholders, such as parents, students, and the community
Taking Dissertation Writing to a New Level of Excellence
No full textClick on the link below to access presentation resources: https://padlet.com/drcindypetersen/mwl2jzr4up6
CR 07: Comprehending Community Colleges and the Art and Science of Applying
No full textThere are a myriad of misnomers and misconceptions about community colleges, whether we are talking about students, professional experience, or how to successfully obtain a position. We have found through personal experience and conducting hiring committees, that applying and landing a job in this college system is both art (skill) and science (knowledge). We will share insights about serving in a community college, and, walk you through a typical process beginning with the application, cover letter, resume/CV, and the interview processes
RE 06: Qualitative Research
No full textThis session provides an overview of how to set up a qualitative research study. Topics will include: qualitative methods, data types, the coding process and how to draw themes from the data. Bring your purpose statement and research questions for a hands on experience
