Michelle McCraney - Academia.edu (original) (raw)
Papers by Michelle McCraney
Journal of Educational Research and Practice
Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic ... more Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how the power embedded in cultural climate marginalizes some while privileging others is vital to achieving equity.
Zenodo (CERN European Organization for Nuclear Research), Feb 8, 2023
Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patie... more Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patient outcomes, sometimes more so than specific physical therapy interventions when treating musculoskeletal (MSK) pain. However, physical therapists are often unaware or lack the skills to develop a TR. This lack of competence appears partly from inadequate entry-level education training. Considering that teacher beliefs play a substantial role in what and how content is taught, having an awareness of these beliefs may provide a deeper understanding of this problem. Fourteen MSK faculty from different physical therapy programs with varying levels of teaching and clinical experience. This basic qualitative design explored physical therapy MSK faculty's beliefs regarding TR using semi-structured interviews. Inductive thematic analysis focused codes and categories into themes. Emergent themes helped answer the study's research questions. Participants' perceptions of the TR were more detailed than others, but all fell within the confines of the conceptual framework. All believed that therapists needed to be intentional in developing a TR and should be considered a top priority when treating patients with MSK pain. All participants integrated the TR into the MSK curriculum at varying levels. Participants' understanding of pain science and the perceived importance of contextual factors like the TR led to an evolution in their curriculum. Participants reported decreasing the emphasis on specific factors while increasing the emphasis on the TR. Participants reported replacing specific factor content with teaching activities for the TR. These changes appear to be an appropriate response to what the evidence suggests about the TR's impact on MSK pain. However, it is uncertain whether these changes are mainstream or sufficient to improve physical therapists' abilities in this domain.
International Journal of Social Science and Human Research
Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patie... more Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patient outcomes, sometimes more so than specific physical therapy interventions when treating musculoskeletal (MSK) pain. However, physical therapists are often unaware or lack the skills to develop a TR. This lack of competence appears partly from inadequate entry-level education training. Considering that teacher beliefs play a substantial role in what and how content is taught, having an awareness of these beliefs may provide a deeper understanding of this problem. Fourteen MSK faculty from different physical therapy programs with varying levels of teaching and clinical experience. This basic qualitative design explored physical therapy MSK faculty's beliefs regarding TR using semi-structured interviews. Inductive thematic analysis focused codes and categories into themes. Emergent themes helped answer the study's research questions. Participants' perceptions of the TR were mo...
Global Journal of Health Science
Fuller Hamilton et al. (2015) review provided a suggested model to improve Career and Technical E... more Fuller Hamilton et al. (2015) review provided a suggested model to improve Career and Technical Education (CTE) equity so that this study could be replicated systematically. National resources examining CTE educational equity components did not exist. The problem addressed in the replication study was the need to explore educational inequity within the South Carolina CTE Health Science career cluster. No CTE educational equity research exists in South Carolina, so the purpose of the replication study was to explore educational inequity within the South Carolina CTE Health Science career cluster. Cultural Replication Theory was the conceptual framework used for this replication study. Four research questions were formulated to examine the CTE enrollment patterns in South Carolina concerning four demographic characteristics, namely sex, race/ethnicity, region, and socioeconomic status. Students enrolled in CTE within South Carolina during the 2018-19 school year was the population sel...
INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH
The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 i... more The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 is implemented using inquiry-based learning. However, there is a lack of understanding of primary international teachers’ perspectives about implementing inquiry-based learning in this setting. This basic qualitative study's purpose and research question addressed the identified lack of understanding about international IBPYP teachers’ perspectives in an urban setting in the International Baccalaureate Africa, Europe, and Middle East region about their implementation of inquiry-based learning. The Reggio Emilia approach served as the conceptual framework of this study. Data were gathered from 11 participants through semi-structured interview questions, triangulated through a researcher journal, audit trail, and thick descriptions during a deductive and inductive coding process. The results of this study indicated six themes emerging from the data: how teachers plan their units, traini...
Journal of Education & Social Policy, 2020
In suburban school district, the gap in mathematics performance between students considered econo... more In suburban school district, the gap in mathematics performance between students considered economically disadvantaged and economically no disadvantaged was slowly widening as evidenced by state test scores. The purpose and research questions of this instrumental case study were designed to: (a) identify what Grades 6, 7 and 8 mathematics teachers perceive the role socioeconomic status plays in ability to learn mathematics and to (b) understand what teachers believe affects their perceptions of students' ability to learn mathematics. Participants were middle school mathematics teachers from a small, diverse, suburban school district. Data was gathered through semistructured interviews; and publicly available aggregated demographic data. Identified themes were used to understand how teacher perceptions affect mathematics instruction and student success. The results indicated that a position paper outlining a course of action intended to increase teachers' understanding of the needs of students from low socioeconomic backgrounds, be created and presented to the district leadership.
Journal of Education and Practice, 2021
Teachers' support in implementing the standards for mathematical practice has been an area of stu... more Teachers' support in implementing the standards for mathematical practice has been an area of study since the implementation of the Common Core state standards initiative. The research problem had a gap in the literature regarding what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. The Common Core initiative's standardized educational reform goal is to better prepare students for career and college readiness in the United States. Fidelity in implementation is essential to the success of the reform. The purpose of this qualitative research was to explore what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. Twelve middle school mathematics teachers participated in semistructured interviews to provide data on their use of the standards and their perception of support needs. The conceptual framework of this study was the interconnected model of professional growth. The results of the study indicated a reported gap in practice regarding the use of the standards from the teachers' account. They further identified the need for formal training to understand better and use the standards. The support teachers seek is to have training that can allow them to learn more about the purpose of the standards and training that can be adapted to their needs based on their current practices and experiences. The research findings can help with the fidelity of implementation, and possibly influence social change by assisting teachers in using best practices to prepare students for college and career readiness in mathematics.
International Education and Research Journal, 2020
Teachers at a middle school in a Southeastern U.S. state were not implementing project-based lear... more Teachers at a middle school in a Southeastern U.S. state were not implementing project-based learning (PBL) as mandated by the district. The purpose of this qualitative case study was to examine the perspectives of teachers concerning PBL implementation and how their self-efficacy shaped their perspectives. Bandura’s self-efficacy theory provided the framework for the study. Data were collected through interviews with 11 participants and examination of PBL artifacts. Data were analyzed using thematic, open and axial coding to discover patterns and themes. Findings indicated that teachers shaped their perspectives regarding PBL through their experiences while implementing PBL, collaboration among teachers is imperative when implementing new strategies such as PBL, and training before and during implementation is essential. Self-efficacy had a positive effect on PBL implementation. A recommendation was given to provide time for collaboration and to implement a professional development...
CERN European Organization for Nuclear Research - Zenodo, Nov 8, 2022
A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passi... more A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers' Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that GritS scores were higher in participants who attempted to complete the BOC exam more than once. GritS scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the GritS score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of GritS assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.
Global Research in Higher Education, 2022
Given the rise in mental health needs in children and adolescents and the historical roots of occ... more Given the rise in mental health needs in children and adolescents and the historical roots of occupational therapy in psychiatry, occupational therapists may be well-equipped and well-suited to offer expert contributions on school-based mental health teams. Occupation-based assessments and interventions for schoolchildren with mental health conditions are essential but are often overlooked because occupational therapy is traditionally solicited to support children with physical health concerns. The research problem for this study was that it was unclear how school-based occupational therapists perceive pediatric mental health treatment preparedness and confidence. The purpose of this basic qualitative study was to explore school-based occupational therapists’ perceptions of their preparedness and confidence to offer pediatric mental health treatment. Semistructured interviews were conducted through video conferencing. Self-efficacy and adult learning theories were used as guiding fr...
Education Journal, 2021
Administration and ministers of elementary schools located in the target district in the Caribbea... more Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer's learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.
Journal of Instructional Pedagogies, 2020
Whether the activity of creating digital art influences high school students’ attitudes toward sc... more Whether the activity of creating digital art influences high school students’ attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences attitudes toward science. In this study, ninthgrade high school students’ attitudes toward science were examined after participating in the creation of chemoscans in the science classroom. The theory of affective domain helped explain the process that leads to a person’s behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students’ attitudes toward science. Archival preand post-test data from the Test of Science Related Attitude was used to measure high school students’ attitudes toward science in 7 categories. Archived student preand post-test data were treated with multiple regressio...
In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start progr... more In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start programs are dual language learners. Although the number of dual language learners is increasing in the United States, there is a gap in educational practice about challenges Head Start teachers and education coordinators face in working with this population. An exploration of Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges working with dual language learners is presented. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners’ benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Using semi- structured interviews, results revealed that Head Start teachers realized they nee...
World Journal of Education, 2021
In an Eastern U.S. school district, little is understood about how elementary general education t... more In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers ...
Global Research in Higher Education, 2021
In a southeastern state, Grade 7 and 8 middle school general education teachers were not implemen... more In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to supp...
American International Journal of Contemporary Research, 2020
Research suggests that instructional coaching enhances a teacher's instructional quality, thereby... more Research suggests that instructional coaching enhances a teacher's instructional quality, thereby improving students' chances for academic success. Instructional Lead Teachers (ILTs) are positioned within a Northeastern school district to improve instructional quality via a coaching paradigm; however, it is unclear how ILTs influence teachers' instructional practices. The purpose of this bounded multi-site qualitative case study was to explore the perspectives of ILTs regarding their instructional support responsibilities and practices in improving instructional quality. Grounded in Bandura's social cognitive theory, the research questions addressed ILT perspectives of their influence on teachers' instructional practices and identified supports ILTs need to increase their effectiveness. Ten ILTs, who served in middle schools, participated in semi-structured interviews and 4 were selected for observations. Data were thematically analyzed using open and axial coding. ILTs believed they served as an authority to provide instructional support, their work was essential to improve student achievement, coaching strategies changed teachers' classroom management skills, and no instructional duties interfered with their coaching responsibilities. They identified support from administration, structure for the position, and more training are needed to be effective ILTs. The results of the study were used to create a coaching structure and 3-day professional development designed to address the specific needs of ILTs. These endeavors may contribute to positive social change by helping district administrators provide ILTs with the structure and training needed to effectively influence teacher practice, thus improving the educational outcomes of students.
World Journal of Education, 2020
Middle school reading scores throughout the state of California have been predominantly less than... more Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading progr...
American International Journal of Contemporary Research, 2020
African American women, especially those residing in the Southern United States (U.S.), are impac... more African American women, especially those residing in the Southern United States (U.S.), are impacted by multiple socioeconomic, behavioral, physical, and personal factors increasing their risk of contracting HIV. Pre-exposure prophylaxis (PrEP) is a novel, effective, individual-controlled pharmacological approach to prevent HIV. Although some African American women have expressed a desire to use PrEP, this method has been underutilized in this population. There is a lack of research examining factors that affect African American women's willingness to use PrEP. The present study evaluated factors to predict African American collegiate women's willingness to initiate PrEP. Results indicated that marital status, history of trauma, and intimate and partner violence were significant predictors of PrEP acceptability for African American collegiate women. Most participants did not know about PrEP and reported a willingness to use PrEP, especially if they thought they were at high risk or had a HIV-positive partner. Participants with a history of intimate partner violence were at higher risk for HIV and expressed more willingness to use PrEP. When optimizing PrEP implementation for women at risk for HIV, it is important to incorporate traumainformed care, safety planning, and psychological interventions within HIV prevention initiatives.
As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Educ... more As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the ...
World Journal of Educational Research
Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and pro... more Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case ...
Journal of Educational Research and Practice
Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic ... more Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how the power embedded in cultural climate marginalizes some while privileging others is vital to achieving equity.
Zenodo (CERN European Organization for Nuclear Research), Feb 8, 2023
Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patie... more Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patient outcomes, sometimes more so than specific physical therapy interventions when treating musculoskeletal (MSK) pain. However, physical therapists are often unaware or lack the skills to develop a TR. This lack of competence appears partly from inadequate entry-level education training. Considering that teacher beliefs play a substantial role in what and how content is taught, having an awareness of these beliefs may provide a deeper understanding of this problem. Fourteen MSK faculty from different physical therapy programs with varying levels of teaching and clinical experience. This basic qualitative design explored physical therapy MSK faculty's beliefs regarding TR using semi-structured interviews. Inductive thematic analysis focused codes and categories into themes. Emergent themes helped answer the study's research questions. Participants' perceptions of the TR were more detailed than others, but all fell within the confines of the conceptual framework. All believed that therapists needed to be intentional in developing a TR and should be considered a top priority when treating patients with MSK pain. All participants integrated the TR into the MSK curriculum at varying levels. Participants' understanding of pain science and the perceived importance of contextual factors like the TR led to an evolution in their curriculum. Participants reported decreasing the emphasis on specific factors while increasing the emphasis on the TR. Participants reported replacing specific factor content with teaching activities for the TR. These changes appear to be an appropriate response to what the evidence suggests about the TR's impact on MSK pain. However, it is uncertain whether these changes are mainstream or sufficient to improve physical therapists' abilities in this domain.
International Journal of Social Science and Human Research
Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patie... more Introduction. Contextual factors like the therapeutic relationship (TR) are shown influence patient outcomes, sometimes more so than specific physical therapy interventions when treating musculoskeletal (MSK) pain. However, physical therapists are often unaware or lack the skills to develop a TR. This lack of competence appears partly from inadequate entry-level education training. Considering that teacher beliefs play a substantial role in what and how content is taught, having an awareness of these beliefs may provide a deeper understanding of this problem. Fourteen MSK faculty from different physical therapy programs with varying levels of teaching and clinical experience. This basic qualitative design explored physical therapy MSK faculty's beliefs regarding TR using semi-structured interviews. Inductive thematic analysis focused codes and categories into themes. Emergent themes helped answer the study's research questions. Participants' perceptions of the TR were mo...
Global Journal of Health Science
Fuller Hamilton et al. (2015) review provided a suggested model to improve Career and Technical E... more Fuller Hamilton et al. (2015) review provided a suggested model to improve Career and Technical Education (CTE) equity so that this study could be replicated systematically. National resources examining CTE educational equity components did not exist. The problem addressed in the replication study was the need to explore educational inequity within the South Carolina CTE Health Science career cluster. No CTE educational equity research exists in South Carolina, so the purpose of the replication study was to explore educational inequity within the South Carolina CTE Health Science career cluster. Cultural Replication Theory was the conceptual framework used for this replication study. Four research questions were formulated to examine the CTE enrollment patterns in South Carolina concerning four demographic characteristics, namely sex, race/ethnicity, region, and socioeconomic status. Students enrolled in CTE within South Carolina during the 2018-19 school year was the population sel...
INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH
The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 i... more The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 is implemented using inquiry-based learning. However, there is a lack of understanding of primary international teachers’ perspectives about implementing inquiry-based learning in this setting. This basic qualitative study's purpose and research question addressed the identified lack of understanding about international IBPYP teachers’ perspectives in an urban setting in the International Baccalaureate Africa, Europe, and Middle East region about their implementation of inquiry-based learning. The Reggio Emilia approach served as the conceptual framework of this study. Data were gathered from 11 participants through semi-structured interview questions, triangulated through a researcher journal, audit trail, and thick descriptions during a deductive and inductive coding process. The results of this study indicated six themes emerging from the data: how teachers plan their units, traini...
Journal of Education & Social Policy, 2020
In suburban school district, the gap in mathematics performance between students considered econo... more In suburban school district, the gap in mathematics performance between students considered economically disadvantaged and economically no disadvantaged was slowly widening as evidenced by state test scores. The purpose and research questions of this instrumental case study were designed to: (a) identify what Grades 6, 7 and 8 mathematics teachers perceive the role socioeconomic status plays in ability to learn mathematics and to (b) understand what teachers believe affects their perceptions of students' ability to learn mathematics. Participants were middle school mathematics teachers from a small, diverse, suburban school district. Data was gathered through semistructured interviews; and publicly available aggregated demographic data. Identified themes were used to understand how teacher perceptions affect mathematics instruction and student success. The results indicated that a position paper outlining a course of action intended to increase teachers' understanding of the needs of students from low socioeconomic backgrounds, be created and presented to the district leadership.
Journal of Education and Practice, 2021
Teachers' support in implementing the standards for mathematical practice has been an area of stu... more Teachers' support in implementing the standards for mathematical practice has been an area of study since the implementation of the Common Core state standards initiative. The research problem had a gap in the literature regarding what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. The Common Core initiative's standardized educational reform goal is to better prepare students for career and college readiness in the United States. Fidelity in implementation is essential to the success of the reform. The purpose of this qualitative research was to explore what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. Twelve middle school mathematics teachers participated in semistructured interviews to provide data on their use of the standards and their perception of support needs. The conceptual framework of this study was the interconnected model of professional growth. The results of the study indicated a reported gap in practice regarding the use of the standards from the teachers' account. They further identified the need for formal training to understand better and use the standards. The support teachers seek is to have training that can allow them to learn more about the purpose of the standards and training that can be adapted to their needs based on their current practices and experiences. The research findings can help with the fidelity of implementation, and possibly influence social change by assisting teachers in using best practices to prepare students for college and career readiness in mathematics.
International Education and Research Journal, 2020
Teachers at a middle school in a Southeastern U.S. state were not implementing project-based lear... more Teachers at a middle school in a Southeastern U.S. state were not implementing project-based learning (PBL) as mandated by the district. The purpose of this qualitative case study was to examine the perspectives of teachers concerning PBL implementation and how their self-efficacy shaped their perspectives. Bandura’s self-efficacy theory provided the framework for the study. Data were collected through interviews with 11 participants and examination of PBL artifacts. Data were analyzed using thematic, open and axial coding to discover patterns and themes. Findings indicated that teachers shaped their perspectives regarding PBL through their experiences while implementing PBL, collaboration among teachers is imperative when implementing new strategies such as PBL, and training before and during implementation is essential. Self-efficacy had a positive effect on PBL implementation. A recommendation was given to provide time for collaboration and to implement a professional development...
CERN European Organization for Nuclear Research - Zenodo, Nov 8, 2022
A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passi... more A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers' Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that GritS scores were higher in participants who attempted to complete the BOC exam more than once. GritS scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the GritS score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of GritS assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.
Global Research in Higher Education, 2022
Given the rise in mental health needs in children and adolescents and the historical roots of occ... more Given the rise in mental health needs in children and adolescents and the historical roots of occupational therapy in psychiatry, occupational therapists may be well-equipped and well-suited to offer expert contributions on school-based mental health teams. Occupation-based assessments and interventions for schoolchildren with mental health conditions are essential but are often overlooked because occupational therapy is traditionally solicited to support children with physical health concerns. The research problem for this study was that it was unclear how school-based occupational therapists perceive pediatric mental health treatment preparedness and confidence. The purpose of this basic qualitative study was to explore school-based occupational therapists’ perceptions of their preparedness and confidence to offer pediatric mental health treatment. Semistructured interviews were conducted through video conferencing. Self-efficacy and adult learning theories were used as guiding fr...
Education Journal, 2021
Administration and ministers of elementary schools located in the target district in the Caribbea... more Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer's learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.
Journal of Instructional Pedagogies, 2020
Whether the activity of creating digital art influences high school students’ attitudes toward sc... more Whether the activity of creating digital art influences high school students’ attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences attitudes toward science. In this study, ninthgrade high school students’ attitudes toward science were examined after participating in the creation of chemoscans in the science classroom. The theory of affective domain helped explain the process that leads to a person’s behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students’ attitudes toward science. Archival preand post-test data from the Test of Science Related Attitude was used to measure high school students’ attitudes toward science in 7 categories. Archived student preand post-test data were treated with multiple regressio...
In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start progr... more In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start programs are dual language learners. Although the number of dual language learners is increasing in the United States, there is a gap in educational practice about challenges Head Start teachers and education coordinators face in working with this population. An exploration of Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges working with dual language learners is presented. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners’ benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Using semi- structured interviews, results revealed that Head Start teachers realized they nee...
World Journal of Education, 2021
In an Eastern U.S. school district, little is understood about how elementary general education t... more In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers ...
Global Research in Higher Education, 2021
In a southeastern state, Grade 7 and 8 middle school general education teachers were not implemen... more In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to supp...
American International Journal of Contemporary Research, 2020
Research suggests that instructional coaching enhances a teacher's instructional quality, thereby... more Research suggests that instructional coaching enhances a teacher's instructional quality, thereby improving students' chances for academic success. Instructional Lead Teachers (ILTs) are positioned within a Northeastern school district to improve instructional quality via a coaching paradigm; however, it is unclear how ILTs influence teachers' instructional practices. The purpose of this bounded multi-site qualitative case study was to explore the perspectives of ILTs regarding their instructional support responsibilities and practices in improving instructional quality. Grounded in Bandura's social cognitive theory, the research questions addressed ILT perspectives of their influence on teachers' instructional practices and identified supports ILTs need to increase their effectiveness. Ten ILTs, who served in middle schools, participated in semi-structured interviews and 4 were selected for observations. Data were thematically analyzed using open and axial coding. ILTs believed they served as an authority to provide instructional support, their work was essential to improve student achievement, coaching strategies changed teachers' classroom management skills, and no instructional duties interfered with their coaching responsibilities. They identified support from administration, structure for the position, and more training are needed to be effective ILTs. The results of the study were used to create a coaching structure and 3-day professional development designed to address the specific needs of ILTs. These endeavors may contribute to positive social change by helping district administrators provide ILTs with the structure and training needed to effectively influence teacher practice, thus improving the educational outcomes of students.
World Journal of Education, 2020
Middle school reading scores throughout the state of California have been predominantly less than... more Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading progr...
American International Journal of Contemporary Research, 2020
African American women, especially those residing in the Southern United States (U.S.), are impac... more African American women, especially those residing in the Southern United States (U.S.), are impacted by multiple socioeconomic, behavioral, physical, and personal factors increasing their risk of contracting HIV. Pre-exposure prophylaxis (PrEP) is a novel, effective, individual-controlled pharmacological approach to prevent HIV. Although some African American women have expressed a desire to use PrEP, this method has been underutilized in this population. There is a lack of research examining factors that affect African American women's willingness to use PrEP. The present study evaluated factors to predict African American collegiate women's willingness to initiate PrEP. Results indicated that marital status, history of trauma, and intimate and partner violence were significant predictors of PrEP acceptability for African American collegiate women. Most participants did not know about PrEP and reported a willingness to use PrEP, especially if they thought they were at high risk or had a HIV-positive partner. Participants with a history of intimate partner violence were at higher risk for HIV and expressed more willingness to use PrEP. When optimizing PrEP implementation for women at risk for HIV, it is important to incorporate traumainformed care, safety planning, and psychological interventions within HIV prevention initiatives.
As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Educ... more As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the ...
World Journal of Educational Research
Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and pro... more Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case ...