bluuebunny/crossref_metadata_2025 huggingface dataset:
Evolution of Physician-Centric Business Models Under the Patient Protection and Affordable Care Act
Authors: Nix Tanya , Szostek Lynn
Published: May 2020

For decades, the cost of medical care in the United States has increased exponentially. United States citizens spend twice as much as their European counterparts on medical care. Congress enacted the Patient Protection and Affordable Care Act (PPACA) to ensure affordable healthcare to the citizens of the United States. PPACA legislation is creating a new paradigm in healthcare delivery and provider business models. The purpose of this case study was to explore physicians’ perspectives regarding physician-centric business models evolving under the requirements of the PPACA legislation. Data were gathered through semistructured interviews and questionnaires with a purposive sample of 75 participants across 20 medical specialties within the United States. Three universal themes emerged including (a) use of midlevel practitioners, (b) changes to provider practices, and (c) enhanced business education. Healthcare leaders may use the findings to advance the evolution of physician business models that meet the needs of healthcare stakeholders.
E-Government Initiatives Case Study: New Models for Success
Authors: Smith Douglass P
Published: May 2020

This case study examines the efforts of a mid-tier, cabinet-level state agency to transform its constituency services to be more effective using information technology. The agency, based in a rural Midwestern state, faced increased scrutiny to raise accuracy, lower wait times, decrease expenditures, increase constituency satisfaction, and expand services to the state. To meet these challenges, the agency conducted a series of meetings to determine best possible opportunities for change and decided that technology solutions, which supported their business vision of the future, would be the foundation for that change. Redesigning core organizational processes—using several technologies such as e-commerce, content management system, data warehousing, and mobile technologies—would revolutionize how the agency delivers these services to its constituency. Along the way, agency encountered several challenges such as staff turnover, leadership issues, outsourcing issues, and implementation issues. At the heart of their experience lie four theories: the technology adoption model, task–technology fit model, Delone–McLean model of information systems success, and Leavitt’s model of organizational change. This case will not only examine the academic issues surrounding the aforementioned theories, but will also discuss how the agency navigated through real-world issues to meet these challenges. By increasing the quality and quantity of information that governmental bodies provide “Joe Citizen,” our populations are able to have opportunities to be more self-sufficient and are able to hold our public trust more accountable and responsive to the needs of an ever-growing, ever-changing society at large.
Strategies for Enhancing Small Business Owners' Success Rates
Authors: Turner Susan , Endres Al
Published: May 2020

Small-business owners represent 99.9% of all U.S. employer firms, employ 48% of the private sector employees, and provide 41.2% of the total U.S. private payroll. However, 50% of new small-business startups fail within the first 5 years of operation. The purpose of this multiple-case study was to explore strategies three small-business coffee shop owners in Duval County, Florida, used to succeed in business beyond 5 years. Three themes emerged from semistructured interviews and methodological triangulation via websites, social media, and site visits: (a) owner networking and designing the business site as a customer networking venue, (b) business plan effectiveness in identifying and addressing initial challenges and subsequent changes, and (c) achieving marketing differentiation.
Internal Strategies for Assessing Organizational Communication Channel Effectiveness
Authors: Murphy Melvin E , Campbell Douglas G
Published: May 2020

Evolving communication technology, the increased volume of information needed by businesses and the intensified competitive environment have made internal company communication more critical to business success. The purpose of this multiple case study was to explore strategies for assessing the effectiveness of internal communication channels used by managers and leaders of three law firms in the Commonwealth of Virginia. The participating firms were recognized by their peers as being exceptionally well managed. Data from interviews and company documents were analyzed through the conceptual lens of channel expansion theory and the use of software coding to identify patterns and themes. Three important themes emerged: informal assessment strategies, indirect assessment strategies, and efficient versus timely assessments. The first theme suggested the effectiveness of an informal assessment strategy, depending on the size and complexity of the organization. The second theme reflected the effectiveness of an indirect assessment for organizations that lack the resources to support a more direct and specific assessment process. The third theme reflected the participants’ perceptions of informal and indirect assessments may be more efficient, the feedback from the assessments are often less timely. Managers may consider these themes in formulating communication policies. Small professional service firms, such as legal firms, provide important services to individuals, families, and businesses in their community.
Strategies to Influence a Quality and Compliance Culture
Authors: Macht Betsy , Davis Anne
Published: May 2020

Sales of defective or substandard products carry a potential risk of unintended effects on the consumer. The purpose of this single-case study was to explore the strategies to influence a culture of quality and compliance. Findings identified the value of weaving quality and compliance into a unified matrix to establish a holistic approach to endowing the organizational culture with the behaviors and habits that drive quality and compliance across business unit boundaries. To treat any aspect of quality and compliance as a separate element of the culture may undermine the overall effectiveness of quality and compliance programs, leaving room for employees to doubt the value top leadership places on these requirements.
Virtual Proximity to Promote Expatriate Cultural Adjustment, Innovation, and the Reduction of Stress Levels
Authors: Coughlan Tom , Fogarty David J , Fogarty Sara R
Published: May 2020

Given the dramatic increase in the number of expatriates living and working abroad, there is a need to advance the research into how to make sure these employees achieve success on their assignments. Often, these expatriates assume managerial roles and are intended to be the gatekeepers of information. Typically, this information is necessary for the success of their colleagues, in both their home country and their host country. The expatriate’s role is to facilitate the integration of organizational knowledge from both their home and host countries, as well as key sources in their host country’s local environment. However, historically, there has been an exceptionally high failure rate in expatriate engagements. There are various factors discussed in the literature related to this failure rate including the stress of cultural integration and isolation from family. This often interferes with the expatriate being able to perform of their key responsibilities, which is to innovate. This research will launch pilot studies to investigate the use of social media, and computer mediated communications, to develop virtual proximity, its effects on cultural integration, the maintenance of professional relationships on a global scale, and its effect on the reduction of stress and the innovation process.
The Promise and Limits of Service Learning for Aspiring Teachers
Authors: Gomez Mary Louise
Published: May 2020

This text explores how service learning may offer aspiring teachers’ (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators’ practices when mentoring university students conducting service in communities of which they are not a part are offered.
Identifying Evidence-Based Educational Practices: Which Research Designs Provide Findings that Can Influence Social Change?
Authors: Schirmer Barbara R. , Lockman Alison S. , Schirmer Todd N.
Published: May 2020

We conducted this conceptual study to determine if the Institute of Education Sciences/National Science Foundation pipeline of evidence guidelines could be applied as a protocol that researchers could follow in establishing evidence of effective instructional practices. To do this, we compared these guidelines, new drug development process, and our own research on major methodological designs and found that they show remarkable consistency in the process by which types of studies intended to answer different research questions build a body of evidence for practice, whether that practice is in the instructional environment or health care environment. However, none of the protocols offers a constellation of studies at each stage that would be essential for movement to the next stage or the indicators of quality for each type of study. The goal of this effort is to develop consensus in the educational research community about a pipeline of evidence protocol that provides educators with confidence that the instructional practices they employ have a high likelihood of success and will enable a positive impact on the student’s learning and, in the broader context, the student’s ability to contribute to society.
A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes
Authors: Curry Jennifer R , Webb Angela W , Latham Samantha J
Published: May 2020

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among researches, revealed five themes from the novices’ pictures: (a) concerns about students, (b) overwhelmed and struggling, (c) relationships with others, (d) concerns about education quality and excessive accountability, and (e) issues with administration. Implications are provided.
Experiences of Middle-Level Students, Teachers, and Parents in the Do the Write Thing Violence Prevention Program
Authors: Peterson Sarah E. , Williams R. Craig , Myer Rick A. , Tinajero Josefina V.
Published: May 2020

We examined experiences of participants in Do the Write Thing national violence prevention program for middle-level students. Using mixed methods, we conducted surveys and focus groups with students, parents, and teachers who attended the program’s National Recognition Week in Washington, DC. Results revealed important affective, behavioral, and cognitive impacts on participants, including improved relationships, increased understanding of violence, and commitment to reduce violence. Participants from cities where insufficient time and resources were devoted to the project did not experience significant change. Teachers reported developing greater empathy for their students and making substantial changes in their teaching, providing support for students and infusing activities addressing violence into their curriculum. Recommendations are made for increased program support and future research.
Using Variable Interval Reinforcement Schedules to Support Students in the Classroom: An Introduction With Illustrative Examples
Authors: Hulac David , Benson Nicholas , Nesmith Matthew C. , Wollersheim Shervey Sarah
Published: May 2020

When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This review helps define variable interval reinforcement schedules, uses the example of a strategy to manage thumb-sucking behavior to illustrate the implementation of these schedules, and describes potential applications in school and clinical settings.
Teaching Preschoolers to Self-Assess Their Choices in Pre-K
Authors: Warash Bobbie Gibson , Workman Melissa
Published: May 2020

Young children have the capability of making decisions, informed choices, and self-assessing their progress on their choices. In this classroom of 4- and 5-year-olds, children used pictorial contracts, rubrics, and various self-assessment techniques as a method for continuous learning. Gathering and reflecting on their own evidence about their accomplishments created a reflective loop by which the child evaluated their work, made revisions and ultimately applied the criteria to other conditions. Children in this prekindergarten classroom learned to reflect on their own knowledge. It is not only intrinsically motivating but offers young children a systematic approach to further their involvement in their learning in a developmentally appropriate and engaging environment.
Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students’ Reading Scores
Authors: Mitchell Ingrid , Nistor Nicolae , Baltes Beate , Brown Michelle
Published: May 2020

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike’s concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell’s 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a total of N = 679 Black students in Grades 6, 7, and 8 with 370 girls and 309 boys. An analysis of covariance showed significant effects for Grade 6, marginally significant effects for Grade 7, and nonsignificant effects for Grade 8. These findings suggest that the 12 Powerful Words are effective and that their effect decreases with students’ age. As a practical consequence, instructional leaders will be able to make more informed decisions regarding test preparation and potentially reduce the number of underperforming students in classrooms.
A Qualitative Study of Gender Issues Associated With Academic Mentoring in a Nigerian University.
Authors: Osezua Oghoadena Clementina
Published: May 2020

There is an upsurge in the establishment of private and public universities in Nigeria. The development has opened up the need for quality and seasoned academics, but minimal opportunities exist for mentoring of young academics. This article explores the mentoring opportunities and challenges of young female academics faced in a male dominant university system. From an exploratory qualitative design, this article generates empirical evidence through structured a face-to-face interview with purposively selected 36 female academics. The participants were recruited from the Obafemi Awolowo University, a first-generation, public-owned university in Nigeria. A thematic analysis of the data revealed common challenges in mentoring female academics as inadequate and non-availability of older female role models for upcoming female academics. Other factors include fear of being stigmatized by other colleagues when a female has a male as an academic model, unfriendly gender policies, and work environment that will not cater for women’s needs (especially those in their reproductive age). Based on these findings, the article calls for more formal mentoring relationship for younger women academics. Such step will create a sense of purpose and provide requisite information that will enhance their career progression.
A World Apart: How Distance Education Can Effectively Reach Around the Globe
Authors: Frantiska Joseph J
Published: May 2020

Distance education has revolutionized the field of education by giving faculty the ability to reach students anywhere on Earth. In many cases, the distances between faculty and students can be rather large with associated opportunities and challenges. An obvious challenge is the need for timely communications between faculty and students as well as among the students themselves. This can be compounded if the nature of the course requires widely dispersed students to work together as a group with the transfer of documents and frequent communications driven by deadlines as well as the desire to produce a complete document that adheres to all requirements.
Three Perspectives of Planning, Implementation, and Consistency in Instructional Coaching
Authors: Tanner Judith , Quintis Lisa , Gamboa Thomas
Published: May 2020

School administrators are choosing or required to implement instructional coaching on their campuses to improve student-learning opportunities. The school community must be aware that effective instructional coaching is job embedded, encourages teachers to become reflective practitioners, and requires time to commit to the implementation. School administrators must support instructional coaches by ensuring there is significant time allotted to provide coaches time in the classroom to observe, provide feedback, and support classroom teachers in their practice and reflection. Instructional coaches build trust and rapport with the instructional staff by implementing best-practice protocols, providing feedback, and planning the next steps. The instructional staff must be disposed to take the feedback and be willing to implement best practices and reflect upon the process. This article reflects each author’s personal experiences in their roles as a school administrator, instructional coach, and classroom teacher with the distinct focus on instructional coaching from the practitioners’ diverse perspectives. Current research on instructional coaching is examined and discussed. Best practices for classroom implementation of instructional coaching are reviewed. The article concludes that implementing instructional coaching in a school setting requires the school administrator to engage all stakeholders to understand the diverse perspectives of the individuals involved in the process. Implementing instructional coaching in a school setting must include the instructional process and student achievement as priorities.
Home as Workplace: A Qualitative Case Study of Online Faculty Using Photovoice
Authors: Stadtlander Lee , Sickel Amy , LaCivita Lori , Giles Martha
Published: May 2020

The present study examined how online faculty members structure their workspace in their homes and how their work situation affects their home environment. The case study’s goal, guided by an extension of Vischer's user-centered model of the work environment, was to address this research gap through interviews and using PhotoVoice, a technique in which participants take photos and are interviewed about them. Eighteen faculty members from a large online university were recruited through ads in the faculty newsletter. The inclusion criterion was that the individual must only work online. Interested individuals completed an email interview and emailed a photo of the area they considered work. Each participant was interviewed about his or her responses and photos for 15–20 min on the telephone. Many participants consciously separated their home and workplace through either utilizing a separate room/area or maintaining a work schedule that separated work and home through time management. However, the technology required for conducting their work (e.g., computer, printer, etc.) also played a strong role in the choice of maintaining a separate workspace; especially for full-time faculty. The use of PhotoVoice offered insights into how participants perceived and thought about their workspace. Of concern, for some faculty members was the surroundings within their defined workspace; having their books available and a beautiful view from their window were mentioned.
Dissertation Completion: Higher Education’s Invisible Problem
Authors: Marshall Sarah M. , Klocko Barbara , Davidson Jillian
Published: May 2020

Researchers agree that one in two doctoral students will not complete their degree, but there is little agreement on how to support and encourage these students in their scholarship. A qualitative inquiry was used to examine the reasons for delayed or expedited dissertation completion by doctoral students in an educational leadership program at a Midwestern university. Identified challenges of the dissertation process included imposter syndrome, writing anxiety, and overall productivity. Also identified were supports for the dissertation process, including the cohort model and strong mentorship. Findings indicated that doctoral candidates were highly influenced by personal or environmental factors and the perceived value of institutional support. Additionally, once delayed completers overcame their barriers and engaged in the dissertation process, their behaviors and strategies mirrored expedited completers.
Professional Development as a Process of Cultural Brokering: Positioning Coaches as Cultural Brokers
Authors: Wyatt Tasha R , Chapman de Sousa E. Brook , Mendenhall Sarah C.
Published: May 2020

Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms and curricula. Framing coaches as “cultural brokers” may be a useful metaphor for others assisting teachers with navigating the tension that emerges in implementing culturally relevant education.
Importance of Educating Girls for the Overall Development of Society: A Global Perspective
Authors: Somani Tabreek
Published: May 2020

Educating girls is pivotal to the development of society. Despite many global declarations and development goals, and significant effort by the international community, gender disparity in education continues to exist. This article focuses on the first research question of Somani’s 2017 study titled “Girls Have a Right to Education Too” to better understand the importance and impact of educating girls and increase awareness. This qualitative research uses primary data from 38 respondents comprising 29 interviewees and nine participants in a focus group. Participants included 16 experts and leaders in academia and development, 13 educators, four students, three development professionals, and two parents. This broad spectrum of individuals provided real-life perspectives and contextual information for the findings and recommendations of the study. Contrary to some of the earlier studies, particularly in remote and rural contexts, this study reaffirmed the importance and vital impact of educating girls for the overall development of society and proposes various strategies to increase awareness and reduce gender disparity in education. The proposed strategies include: mentorship programs, summer projects, community service initiatives, training of educators, community engagement, and context-specific media campaign including effective use of social media.
Teacher Leaders’ Perceptions of Charter School Principals’ Instructional Leadership Practices
Authors: Davis Frednardo , Boudreaux Mary K
Published: May 2020

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. While teacher leaders may formally or informally fulfill different roles in the school, depending on the school’s needs and the principal’s vision. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals’ practices regarding instructional leadership. One overlooked presence in the research on instructional leadership practices is the charter school principal. To address this issue, our goal is to examine the instructional practices of the charter school principal from the lens of Mendel’s five effective leadership practices for instructional leaders as perceived by the teacher leader. Several concepts emerged from this phenomenological study indicating that teacher leaders perceive that effective charter school instructional leaders (a) use diverse communication styles with all stakeholders, (b) promote professional capacity, (c) employ varied data to inform instructional practices and decisions, (d) have a visual and resounding vision statement, and (e) maximize and preserve instructional time for teachers with few daily interruptions.
Science-Literacy Integration: Equity and Learning in First-Grade, Urban Instructional Contexts
Authors: Stefanski Angela J , Martin Nicole M. , Zurcher Melinda A.
Published: May 2020

Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students’ science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers’ science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy instruction without consideration of contextual factors perpetuated and concealed ongoing inequities in science education for students from the lowest income school. Further, this study adds to evidence from prior studies demonstrating that reading of science-related texts alone, as a substitute for instruction in science as a discipline, does not provide students with the resources needed to learn to think, talk, and act as scientists. Findings from this study require researchers and policy-makers to address the context-specific factors that shape instructional contexts in ways that limit or expand the potential of integrated science–literacy instruction in urban schools.
Departmentalization for Mathematics: Is It Beneficial for Teachers, Students, and Teacher Candidates?
Authors: Eichhorn Melinda S. , Lacson Courtney
Published: May 2020

Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.
Multiple Levels of Metacognition: Circumstances Interfering with Students’ Spontaneous Metacognitive Activities
Authors: Kim Young Rae , Moore Tamara J.
Published: May 2020

A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the reconceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this multiple-case study explores students’ spontaneous metacognitive activities while they collaboratively solve complex mathematical modeling tasks. This study used a series of model-eliciting activities—a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group—as an authentic method for analyzing verbal metacognitive actions. This study identified the circumstances facilitating or interfering with students’ spontaneous metacognitive activities. The findings of the study enrich our understanding of how to design metacognitive learning environments. The current study has the potential to guide teachers, teacher educators, and curriculum developers to create circumstances that support students’ spontaneous development of metacognitive abilities. It also has the potential to guide the development of effective instructional methods to integrate these circumstances into existing curricula.
School Personnel and Leadership Collaboration Model for Ideal Work Contexts
Authors: Ansley Brandis M , Blinder Melanie , Demere Josephine , Varjas Kris , Benson Gwendolyn , Ogletree Susan L.
Published: May 2020

This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader–member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top–down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.
Evaluation of an Afterschool Mentorship Program for Self-Efficacy
Authors: Mark Atia D , Wells Steve
Published: May 2020

Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of seven adult caregivers and the program’s instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle school students before and after program participation using the Children’s Hope Scale. Comparison of pre- and posttest scores did not show remarkable differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children’s self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle school students.
Conflict in the Multicultural Counseling Classroom: Counselor Educators’ Experiences
Authors: Milan Marsha J , Bridges Corinne W
Published: May 2020

We gathered data from counselor educators to study their experiences with emotionally charged exchanges while teaching multicultural counseling. We then used descriptive phenomenology and an ecological systems framework to reveal the emotions counselor educators experienced and the outcomes of the exchanges. We discuss the implications of our findings for counselor preparation programs and educators.
Exploring Ways to Support Preservice Teachers’ Use of UDL in Planning and Instruction
Authors: Lowrey K. Alisa , Classen Audra , Sylvest Anne
Published: May 2020

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.
Instructional Design and Strategies for Multicultural Education: A Qualitative Case Study
Authors: Janakiraman Shamila , Watson William R. , Watson Sunnie L. , Bawa Papia
Published: May 2020

With more people moving abroad for education and work, many countries are becoming multicultural in population. Hence, developing multicultural attitudes is becoming imperative to prevent negative thoughts and feelings toward minorities that may translate into discriminatory behaviors toward them. One way to ensure this is through multicultural education. The aim of multicultural education is to ensure that students from diverse racial, ethnic, and social-class groups will experience educational equality. This qualitative case study analyzes the course design and instructional strategies implemented by a professor in a multicultural education course offered in a U.S. university. We have examined how the professor taught about multicultural education, ensured educational equality in her class, and also successfully produced multicultural attitudes among her students.
Effect of Student Teams-Achievement Divisions and Think–Pair–Share on Students’ Interest in Reading Comprehension
Authors: Ugwu Eucharia Okwudilichukwu
Published: May 2020

The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of covariance was used to test the hypothesis. The results showed significant main effect of treatment on students’ interest in reading comprehension, F(1,51) = 3.743, p < .05. Students exposed to Student Teams-Achievement Divisions program performed better than those in the control group. Furthermore, Think–Pair–Share has significant effect on students’ interest in reading comprehension, F(1,51) = 18.018, p < .05). Thus, cooperative learning has shown to be effective in improving students’ interest in reading comprehension.
Fostering Motivation When Virtually Mentoring Online Doctoral Students
Authors: Jameson Crissie , Torres Kelly
Published: May 2020

Online learning in higher education has become commonplace as more working adults and nontraditional aged students return to pursue advanced degrees. Graduate education, specifically, has grown in recent years (Allen & Seaman, 2014), including doctoral degrees. Pursuing a doctoral degree requires writing a culminating paper (e.g., dissertation, doctoral study, capstone study). Writing and conducting such a study requires support and mentorship from faculty of the program. Establishing a positive relationship in which the student feels supported by the mentor is crucial to encourage dialogue and motivation throughout the process. In this case study, online doctoral students’ perceptions of autonomy, competence, and relatedness were investigated, along with how these connections with their dissertation chair influenced students’ motivation to make progress. Results show that feelings of relatedness were crucial to the students’ motivation to continue in the doctoral study and dissertation process. Also, internal locus of control motivated students to complete their doctoral study and dissertation.
Prejudice Reduction in Public Schools: A Dialogic Approach
Authors: Gonzalez Maru , Kokozos Michael J.
Published: May 2020

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.
How Generation Z College Students Prefer to Learn: A Comparison of U.S. and Brazil Students
Authors: Seemiller Corey , Grace Meghan , Dal Bo Campagnolo Paula , Mara Da Rosa Alves Isa , Severo De Borba Gustavo
Published: May 2020

The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.
Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA
Authors: Warren Jeffrey M , Goins Camille L
Published: May 2020

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.
Why Is This First? Understanding and Analyzing Internet Search Results
Authors: Ham Chris D
Published: May 2020

Primarily due to their convenience, online search engines such as Google and Bing are becoming a central location for obtaining information. As a result, societies give search engines tremendous control over the spread of information to the public. Through a high-school-level sample lesson plan, the article was written to promote dialogue with teachers on the importance of teaching the intricacies of search engines. The sample lesson plan begins with fundamental knowledge on the functionality of search engines with emphasis on algorithms. With this instruction, students can understand not only search engines, but also their manipulation potential, which leads to ramifications. Using the manipulation potential as a catalyst, many societal concerns are raised, such as spread of misinformation, oppression of certain groups, and impact on behavior. Through this instruction and dialogue, practitioners will have a resource to integrate search engines into their curriculum in response to this new concern.
Environmental Explorations: Integrating Project-Based Learning and Civic Engagement Through an Afterschool Program
Authors: Farmer Rachel , Greene NaKayla , Perry Kristen H , Jong Cindy
Published: May 2020

This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the experience in the club influence students’ beliefs about math and literacy? During Community Super Investigators Club, participating second- and third-grade students chose the topic of improving the environment for animals. Students learned about the following topics: reducing waste and recycling, the amount of trash produced around the world, using recyclable items to build bird feeders, and how trash in the oceans affects animals. Researchers interviewed and surveyed students. Students reported that they could make a positive impact in their community by not littering, reusing materials to minimize waste, and turning off the water while brushing their teeth. As a final project, students selected an outlet or person (e.g. newspaper, governor) to write a postcard to voice their concerns about the environment by including at least one fact and one proposed solution. Implications for practice are integrated into the findings and discussion.
Religious influence in policy-making: a case of sexual education in Lithuania
Authors: Nalivaikė Augustė
Published: May 2020

The Lithuanian Ministry of Education adopted the sexual education and preparation for family life policy in 2016. Policy formulation stage became the centre of the conflict between secular reproductive health and sex education activists and religious civil society organizations as well as Lithuanian Catholic Church which exerts its informal political power and utilizes institutional opportunity structures in various stages of policy-making. These groups clashed not only in the chambers of the Lithuanian Parliament, but also in the media. Competing discourses were created and maintained in various public spaces. Non-governmental human rights organizations have tried to counter the discourse of oppositional conservative and religious political actors and actively participated in policy formulation, but these attempts did not prevent the Ministry of Education from adopting a family and abstinence-oriented sex education which favours religious values. This paper seeks to understand religious influence in sexual education policy formation in Lithuania. I utilize public media reports and anonymous in-depth interviews with various relevant actors involved. This case study also enriches theoretical literature on informal institutions and institutional opportunity structures in relation to religious actors influence in morality policy-making.
Women’s Political Participation and Leadership in India: Examining the Challenges
Authors: VARGHESE TITTY
Published: May 2020

Women's political participation regarded as an essential element in all forms of development; however, gender equality policies of India remain under scrutiny. After independence in 1947, there have been many initiatives to increase the political representation of women by decentralization of power in various local self-government institutions of India. The act of Panchayati Raj Institutions has increased the engagement of marginalized segments of society, including women, into the decision-making role in political institutions. Hence, this study is trying to explore the political leadership of women in Local Self Government institutions. Through the use of qualitative methods such as document analysis of the Panchayati Raj Institutions amendment act and the expert interviews with elected women representatives in one district of Kerala state, the paper seeks to identify the challenges of women in political leadership positions in India, the largest democratic nation. Findings from the study reveal that there is considerable progress in women’s equality in the leadership role; however, there are certain crucial obstacles still exist for women to be active in the political realm.
Transforming the Relations between State and Society in the Context of the 4th Industrial Revolution: Ukraine's Experience
Authors: Budryte Paulina , Chala Nina D. , Poplavska Oksana M.
Published: May 2020

The prerequisites and consequences of reformed relations between the state and society under the influence of the 4th industrial revolution and the requirements of sustainable development are reviewed in this article. The researchers offer to use the perception of governmental actions by society as a criterion to determine the role of the state in the conditions of digitalization. This allows identifying the features of various state aspects (monopolist, assistant and illusion). The authors identify the best tool which has acquired new social value in Ukraine, the dialogue. Having studied the features of public organizations, the authors structured the primary challenges and summarized the results (both positive and negative) of their activities in the context of digitalization. Special attention was paid to the adaptation of state administration to requirements of the 4th industrial revolution.