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1 – 10 of 61This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to…
Abstract
Purpose
This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.
Design/methodology/approach
The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.
Findings
The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.
Research limitations/implications
The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.
Practical implications
This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.
Originality/value
This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.
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Susanna Aba Abraham, Obed Cudjoe, Yvonne Ayerki Nartey, Elizabeth Agyare, Francis Annor, Benedict Osei Tawiah, Matilda Nyampong, Kwadwo Koduah Owusu, Marijanatu Abdulai, Stephen Ayisi Addo and Dorcas Obiri-Yeboah
The Joint United Nations Programme on HIV/AIDS (UNAIDS) goal to end the acquired immunodeficiency syndrome (AIDS) epidemic as a public health threat by 2030 emphasises the…
Abstract
Purpose
The Joint United Nations Programme on HIV/AIDS (UNAIDS) goal to end the acquired immunodeficiency syndrome (AIDS) epidemic as a public health threat by 2030 emphasises the importance of leaving no one behind. To determine progress towards the elimination goal in Ghana, an in-depth understanding of human immunodeficiency virus (HIV) care from the perspective of vulnerable populations such as persons living with HIV in incarceration is necessary. This study aims to explore the experiences of incarcerated individuals living with HIV (ILHIV) and on antiretroviral therapy (ART) in selected Ghanaian prisons to help inform policy.
Design/methodology/approach
The study adopted a qualitative approach involving in-depth interviews with 16 purposively selected ILHIV on ART from purposively selected prisons. Interviews were conducted between October and December 2022. Thematic analysis was performed using the ATLAS.Ti software.
Findings
Three themes were generated from the analysis: waking up to a positive HIV status; living with HIV a day at a time; and being my brother’s keeper: preventing HIV transmission. All participants underwent HIV screening at the various prisons. ILHIV also had access to ART although those on remand had challenges with refills. Stigma perpetuated by incarcerated individuals against those with HIV existed, and experiences of inadequate nutrition among incarcerated individuals on ART were reported. Opportunities to improve the experiences of the ILHIV are required to improve care and reduce morbidity and mortality.
Originality/value
Through first-hand experiences from ILHIV in prisons, this study provides the perception of incarcerated individuals on HIV care in prisons. The insights gained from this study can contribute to the development of targeted interventions and strategies to improve HIV care and support for incarcerated individuals.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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Michael DiCicco and Shawn A. Faulkner
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…
Abstract
Purpose
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.
Design/methodology/approach
The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.
Findings
Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.
Research limitations/implications
Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.
Practical implications
Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.
Originality/value
This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.
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Stephanie L. Savick and Lauren Watson
This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way…
Abstract
Purpose
This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.
Design/methodology/approach
The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.
Findings
The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.
Originality/value
This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.
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Nobuko Nishiwaki and Akitsu Oe
This study examines the case of an initial training, called “Dojo”, invented and implemented at a production site in the Czech Republic. It clarifies the initial training program…
Abstract
Purpose
This study examines the case of an initial training, called “Dojo”, invented and implemented at a production site in the Czech Republic. It clarifies the initial training program implementation process and offers a conceptual framework for cooperative management of subsidiary activities at the site and firm.
Design/methodology/approach
This study conducts an in-depth analysis of qualitative data from the Czech production site over a five-year period. The theoretical base is the theorization and labeling phase of management innovation (MI), the final phase of which legitimizes a new management practice. Interview data, archival data, pictures and financial data are used for the analysis.
Findings
To legitimize the Dojo in the operational flow controlled by the site and firm, the Czech production site acquires validation of the Dojo from employees and board members of the Japanese and European headquarters, helping the site build trustful relationships with them. Training programs, process standardization and skills standardization of the workers offer benefits to the trainees, production site and firm.
Originality/value
The authors offer theoretical insights into MI at the subsidiary-level, which past studies have not differentiated at the firm-level. The authors also provide details of the implementation and management of initial training for newly hired blue-collar workers at the production site. The findings complement related literature on human resource management and operational management.
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Niamh Griffin, Leah O’Sullivan and Ruth Usher
Ireland’s ageing population has resulted in an increasing number of older adults living with frailty. Despite growing attention towards older adults’ and health professionals’…
Abstract
Purpose
Ireland’s ageing population has resulted in an increasing number of older adults living with frailty. Despite growing attention towards older adults’ and health professionals’ perspectives of frailty, occupational therapy research is limited. This study aims to explore occupational therapists’ perceptions of frailty and how their perceptions impact their approach to the assessment and management of frailty.
Design/methodology/approach
Using qualitative descriptive design, 19 occupational therapists working with older adults participated in online focus groups. Data were analysed using thematic analysis.
Findings
Perceptions of occupational therapists were constructed into three main themes: conceptualising frailty; management of frailty; and advancing frailty practice. Findings indicate that occupational therapists perceived frailty as a multidimensional concept but highlight a reluctance to use frailty terminology with patients. Findings also suggest that although occupational therapists are involved in provision of care for older adults living with frailty, the profession’s scope is not optimised in the assessment and management of frailty.
Originality/value
Findings provide insight into occupational therapists’ perceptions of frailty. Development of a shared understanding of frailty between clinicians and patients and enhancement of undergraduate frailty education are recommended to progress occupational therapy’s role in frailty management.
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There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM…
Abstract
Purpose
There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.
Design/methodology/approach
This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.
Findings
Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.
Originality/value
The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.
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The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of…
Abstract
Purpose
The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.
Design/methodology/approach
The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?
Findings
The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.
Originality/value
The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.
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Oladosu Oyebisi Oladimeji and Ayodeji Olusegun J. Ibitoye
Diagnosing brain tumors is a process that demands a significant amount of time and is heavily dependent on the proficiency and accumulated knowledge of radiologists. Over the…
Abstract
Purpose
Diagnosing brain tumors is a process that demands a significant amount of time and is heavily dependent on the proficiency and accumulated knowledge of radiologists. Over the traditional methods, deep learning approaches have gained popularity in automating the diagnosis of brain tumors, offering the potential for more accurate and efficient results. Notably, attention-based models have emerged as an advanced, dynamically refining and amplifying model feature to further elevate diagnostic capabilities. However, the specific impact of using channel, spatial or combined attention methods of the convolutional block attention module (CBAM) for brain tumor classification has not been fully investigated.
Design/methodology/approach
To selectively emphasize relevant features while suppressing noise, ResNet50 coupled with the CBAM (ResNet50-CBAM) was used for the classification of brain tumors in this research.
Findings
The ResNet50-CBAM outperformed existing deep learning classification methods like convolutional neural network (CNN), ResNet-CBAM achieved a superior performance of 99.43%, 99.01%, 98.7% and 99.25% in accuracy, recall, precision and AUC, respectively, when compared to the existing classification methods using the same dataset.
Practical implications
Since ResNet-CBAM fusion can capture the spatial context while enhancing feature representation, it can be integrated into the brain classification software platforms for physicians toward enhanced clinical decision-making and improved brain tumor classification.
Originality/value
This research has not been published anywhere else.
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