732 research outputs found
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Implementation of the 4Cs of 21st Century Learning Skills within the Blended Coaching Model
No full textAs education continues to evolve and change, it is instrumental that the system be designed to meet the global needs of students so they can compete and be successful in a 21st century economy. To ensure this, school site administrators must be given the skills and training to establish systems and create a 21st century environment for teachers and students. As businesses evolve into global entities, the educational focus has shifted to ensure students are provided the opportunity to proficiently learn the top 21st century skills: collaboration, communication, creativity, and critical thinking, otherwise known as the 4Cs. It is of equal value for the instructional teachers and leaders to be provided the professional development to implement these skills. Therefore, the purpose of this ethnographic, qualitative study was to further explore leadership coaches who practice the blended coaching model with an emphasis placed on the 4Cs of 21st century learning skills. This study looked to explore additional recommendations by earlier researchers to build upon their studies and recommendations to further explore the influence of the blended coaching model within educational leadership. The data collection for this study consisted of conducting individual interviews, observations of workshops, and review of artifacts used within the Tier 2 credentialing program. The coaches who participated in this study focused on answering four questions regarding how the 4Cs of 21st century learning skills were implemented within their instructional coaching of their principal coachees, and then reflected upon how their principal coachees integrated the 4Cs into their leadership practice within their school sites. It appears coaches who practice the blended coaching model integrate collaboration and communication skills and strategies throughout the coaching process while integrating difference components of creativity and critical thinking in to support their coachee in the coaching process. Based on the results of this study, it is recommended that school districts and leaders continue to implement leadership coaching as an integral component of the professional development process within their educational system. Funding for leadership coaching needs to be a priority within the district, coaches need to be retained from within the district, and administrators, especially administrators who have recently exited the Tier 2 credential program, need to be given additional support systems in order to become successful school leaders
The STEM Teacher Shortage: A Case Study on Recruitment and Retention in Two California Counties
No full textPurpose. The purpose of this study was to explore the factors that influenced STEM graduates to seek employment as secondary math and science teachers in 2 Southern California county school districts, to explore what factors influence STEM secondary math and science teachers to remain in their teaching positions, and to explore what STEM secondary math and science teachers perceive as important strategies to recruit more STEM teachers into secondary teaching.
Methodology. A qualitative research design with purposeful, convenience sampling was used based on the following delimiting variables: (a) 5-12 years of middle or high school teaching experience in the content areas related to STEM, and (b) completed a bachelor’s or master’s degree in a STEM-related major or minor emphasis.
Findings. Exposure to classroom settings and having student interactions were the impetus for most of the teachers to consider pursuing a teaching career, and 70% of participants decided to become teachers based on encouragement from other individuals with teaching experience. The majority of participants proposed that offering more financial incentives would attract more STEM teacher candidates.
Conclusions. STEM teachers perceive increased exposure to classroom settings and students as a key component for improved interest and awareness of a teaching career. Also, STEM teachers perceive individuals who are mentors, former teachers, or current teachers as having the capability of recognizing the teaching potential in their mentees or students. In addition, positive student-teacher interactions create a more productive and effective learning environment. Lastly, providing greater financial incentives would result in an increased number of STEM graduates being attracted to teaching.
Recommendations. Universities should provide internships, tutoring jobs, or classroom observations of a mentor teacher for current undergraduate and graduate STEM students. Universities must offer classes on the application of STEM in education, and local school districts should sponsor STEM in Education job fairs. A teacher-student mentorship program for students who show potential in STEM should be created. Pay raises should also be offered to teachers who hold or obtain degrees in STEM. The last recommendation is that policymakers and universities must consider offering lower cost teaching credential programs or providing a stipend to teaching credential students
The Correlation Between Emotional Intelligence and Decision Making Among Military Police Officers
No full textThe purpose of this quantitative study was to examine the correlation between emotional intelligence and decisions made among Army military police officers. In addition, its purpose was to examine the degree to which emotional intelligence influenced the decisions made by Army military police officers. Finally, the purpose was to explore whether emotional intelligence has any effect on problem solving
The Role of the Secondary Principal as a Transformational Leader in High Performing, Project Based Learning Schools in California
No full textABSTRACT
The Role of the Secondary Principal as a Transformational Leader in High Performing, Project Based Learning Schools in California
by Daniel Ching
Purpose: California (CA) schools are facing increased pressure to implement new content standards and perform well on the California Assessment of Student Performance and Progress (CAASPP). The new standards focus on higher level thinking skills, technology, and skills that cross multiple content areas. These expectations are aligned with project based learning (PBL) as an instructional model. However, there are very few models for PBL schools that are considered high performing. To implement PBL in high schools requires transformational leadership from the principals of the schools to ensure that the framework for PBL is implemented at a high academic level. Therefore, the purpose of this study is to examine Transformational Leadership (TL) amongst principals as it relates to high academic achievement and implementation of CA content standards.
Methodology: Through methodology that included interviews with principals of high achievement PBL high schools in CA, this study was designed to answer the question: What is the experience of secondary principals who transformed their schools into high performing Project Based Learning School, as analyzed through the lens of the 10 transformational leadership domains of the Transformational Leadership Skills Inventory (TLSi)?
Findings: The findings from this study demonstrated how TLs of high performing PBL schools used practices based on the 10 domains of TL to create a culture of success on their campus. Some of the major themes in the study included shared leadership, common language for instruction, creating a culture of freely sharing ideas, structuring time and opportunities for collaboration, and empowering both students and teachers in the planning and design process. The findings indicated that these leaders invested a significant amount of time in reflection, assessment, culture building, and collaboration.
Conclusions: There were identifiable characteristics and themes shared by all participants in this study. More research should be conducted on the specific structures that TL use to train their staff in PBL. Additionally, more research should be conducted to focus on problem solving and decision making as well as personal and interpersonal skills since there were no major themes identified in this study
How Knowledge of Accountable Care Organization Requirements Impact Ability to Meet Patients Needs in Southern California-based ACOs
No full textIn 2010, President Obama enacted comprehensive healthcare reform in the United States, the Patient Protection and Affordable Care Act (ACA), which was designed to provide medical benefits to 4.3 million uninsured Americans and reduce healthcare expenditures while improving quality of care and patient outcomes. The law included the creation of the accountable care organization (ACO), a healthcare delivery and financial model with physicians at the center of the ACO who play a significant role in the success or failure of the model. The current study explored the physician’s level of knowledge about the ACO model’s Triple Aim goals and performance measures, as well, how the ACO requirements affected their ability to meet patient needs. The study employed a quantitative research design using original data collected through electronic survey from a sample of physicians in southern California ACOs. Analyses of the data showed a gap of knowledge of the Triple Aim goals, quality performance domains, and aspects of performance indicators of the current ACO model. Findings showed most aspects of the ACO requirements had a slightly positive impact on the physicians’ ability to meet patient needs inside southern California-based ACOs. The physician perspective also illuminated competing goals for delivering care while reducing costs under the model’s current design. Concluded by this study, improvements are needed in education and professional training to (1) close the knowledge gap among physicians, (2) implement the tenets of systems thinking, (3) outsource technology, (4) let physicians clinical experts, and (5) shift the ACO culture to a learning organization
The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Schools to Watch-Taking Center Stage Middle School Teachers
No full textPurpose: The purpose of this quantitative study is to identify the impact of principal leadership behaviors on the efficacy of new and experienced teachers in California STW-TCS middle schools.
Methodology: This quantitative study investigated leadership behaviors of principals that enhance the efficacy of teachers. Teachers from Bay Area – Sacramento STW-TCS middle schools were surveyed using the Teacher Sense of Efficacy Scale (TSES) and Principal Rating and Rating Scale (PRRS). Demographic information was obtained to compare principal behaviors and teacher efficacy in relation to teacher gender, teacher years of experience, poverty level of school, school size, and location of school community.
Findings: Examination of data from the 251 participants indicated that teacher efficacy was significantly affected by principal behaviors. Teachers with the least amount of experience identified the fewest amount of significant principal behaviors enhancing efficacy, whereas teachers with the most experience identified the most number of significant principal behaviors.
Conclusions: Efficacy among the least experienced teachers at STW-TCS middle schools is affected only by their principal’s influence on their own supervisor. As teachers gain more experience, the principal behavior of influencing supervisors remains important but becomes less so compared to giving teachers opportunities to make decisions and being involved in the school site (empowering staff), creating teams working towards a shared goal (inspiring group purpose), protecting instructional time (discipline), being aware of the campus happenings (situational awareness) and employing a variety of leadership behaviors dependent upon the situation (flexibility). For the most experienced teachers, all of the above principal behaviors are statistically significant in building teacher efficacy, with the exception of flexibility, and in the addition of communication, monitoring and evaluating instruction, and contingent rewards.
Recommendations: Further research is recommended to validate the results of this study, as well as expanding the knowledge of the impact of principal leadership behaviors on teacher efficacy. This includes replicating the present study with a sample population of other STW-TCS regions in California, as well as identified Schools to Watch middle schools throughout the country. Examination of the leadership behaviors of principals of these model middle schools could assist struggling schools
A Case Study of Latino Immigrant Employment in the California Central Valley
No full textThis purpose of this case study was to examine the employment experiences of Latino immigrants in the California Central Valley. The case study was conducted to determine why Latino immigrants in this location leave or stay in places of employment and whether federal and state immigration and employment laws and policies affected their employment status. The study included the obstacles Latino immigrants encountered during their search for employment. A qualitative case study research design was used gather detailed data from participants about their employment experiences in the California Cantal Valley. Four focus groups were conducted for this research to gain valuable insight into the experiences of Latino immigrant employment issues. Major findings revealed family employment, immigrations status and documentation were factors in the employment experiences of Latino immigrants in the California Cantal Valley. The conclusions of family, immigration status and documentation were pivotal in the employment experiences of Latino immigrants. Implications of the study presented the need for immigrant employment centers, California immigrant and employment policies and United States immigration and employment policies. Recommendations for further study included (a) a study of immigrant employment from other industries (b) a study of the effect of family on immigrant employment (c) a study of employer perspectives on immigrant employment (d) a study of the relationship of the California relationship and immigrant employment (e) a study of immigrant employment from different ethnic groups and (f) a comparison and contrast study of immigration statuses
Generational Learning Style Preferences Based on Computer-Based Healthcare Training
No full textPurpose. The purpose of this mixed-method study was to determine the degree of perceived differences for auditory, visual and kinesthetic learning styles of Traditionalist, Baby Boomers, Generation X and Millennial generational healthcare workers participating in technology-assisted healthcare training.
Methodology. This mixed-method research design used quantitative and qualitative data to analyze the research questions regarding generational learning style preferences. The study focused on quantitative data collection, through an online survey instrument that included two open-ended qualitative questions. The quantitative component (survey) was administered via a 24-question online survey. The results obtained from the qualitative component (interview questions) identified analyzable patterns and themes used to make general claims about generational preferences for visual, auditory, and kinesthetic learning. The population for this study included healthcare staff, who participated in computer-based healthcare training.
Findings. Statistical reporting provided quantitative and qualitative results showing the generations represented in this study utilize some degree of all three learning styles: visual, auditory, and kinesthetic. Interpretation of the data presented a significant difference for a visual learning style preference for Baby Boomers and Generation X. Among all generations, Generation X exhibited the most variation between learning style questions and intergeneration responses.
Recommendations. This study considered the learning style preferences of the current generational learners in the workplace who receive computer-based healthcare training. There are additional research opportunities to explore learning style preferences of Generation Z, clinical healthcare providers, healthcare trainers, secondary, or complimentary learning styles that influence learning outcomes for adult learners, or technology as the single driver for workplace success.
Conclusions. First, all generations represented in this study have varying degrees of visual, auditory, and kinesthetic learning style preferences. Second, generational studies have helped to uncover differences between the generational cohorts and the importance of understanding their values. Third, the concluding thought of this research is that vision is the primary learning source and is enhanced and/or complimented by a secondary learning style
Building Career and Technical Education Capacity in California\u27s Secondary Schools
No full textPurpose: The purpose of this study was to identify the barriers to building secondary career technical education (CTE) capacity and the best means of overcoming those barriers from the perspective of the California regional occupational centers and programs (ROCPs). Methodology: Using a Delphi method, a panel of 15 CTE experts provided input through 4 rounds of anonymous electronic surveys. Conclusions: Utilizing the resources within the state’s ROCP system helped to identify barriers not addressed in the current literature or research. The impact of funding fluctuations, the limitations of the traditional school schedule, and the need to be innovative in recruiting industry experts into the classroom were unique barriers identified in this study. Recommendations: Recommendations made by the panel to address the top 5 identified barriers demonstrated innovative approaches. Examples included an employee exchange program, legislation to guarantee minimum CTE funding limits, creating a CTE stakeholder group to advise the state, and the inclusion of CTE content in PPS programs. Participants also suggested a state-driven marketing campaign to promote the value of CTE on the state’s economy and elevate the image of CTE to the public. Collecting the opinions of these CTE experts to identify and address the barriers of building CTE capacity demonstrated how the resources within the ROCP system could be used to support the state’s efforts to improve the educational attainment and workforce development of its youth
Parents’ Expectations of Developmentally Delayed Children With Special Education Needs (SEN) When Transitioning Into and Out of the Public Middle School Environment
No full textTransitions occur at every stage during the educational experience. Transitions from preschool to adulthood affect students and their parents when entering or leaving each educational level. The most difficult transitions for any parent occur when students advance to the next level of their educational journey. Special education students’ transition experiences are unique and more formalized. The students’ identified special education needs (SEN) impact where and how they will transition. These needs are considered during the formalized individualized education plan (IEP) process, involving parents, educators, and other key stakeholders. Parents of special needs students rely on parent-teacher-administrative collaborations to assist students in successfully transitioning to new classroom environments. Research is needed to assess best practices related to transition planning for middle school youth. Little is known about transition planning and how parents of middle school SEN students feel about the process; each child with SEN is different due to the disability/disabilities he or she is diagnosed with, making each transition plan unique to the individual. The purpose of this qualitative study was to identify and describe the expectations of parents of developmentally delayed SEN middle school children regarding their children’s transition into and out of public middle school. In addition, it was the purpose of this study to identify the extent to which schools are meeting the needs of their students during the transition process as perceived by parents. The method chosen for this study was a collective case study using semistructured, one-to-one interviews to gather data-rich personal accounts of participating parents’ SEN children’s experiences