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Articles 1 - 30 of 205
Full-Text Articles in Social and Behavioral Sciences
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Journal of Educational Research and Practice
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 …
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
Employer Perceptions Of The Skills Gap In College Graduates’ Written Communication, Julie Minnaugh
Employer Perceptions Of The Skills Gap In College Graduates’ Written Communication, Julie Minnaugh
Walden Dissertations and Doctoral Studies
U.S. employers have reported that many college graduates are underprepared in written communication when hired and that lack of preparedness hinders these graduates’ employment success. Higher education institution (HEI) administrators need information regarding which writing skills should be taught across the curriculum to improve student outcomes. The purpose of this study was to investigate employers’ perspectives on the written communication skills gap that hinders college graduates from being successful in their professional practice. Swales’s six characteristics of a discourse community provided a conceptual lens for the study, as graduates commencing employment represent newcomers to a discourse community. A basic qualitative …
Community Advocate Perspectives On Addressing Equity Gaps In Florida’S Gifted Programs, Ashley Phelps
Community Advocate Perspectives On Addressing Equity Gaps In Florida’S Gifted Programs, Ashley Phelps
Walden Dissertations and Doctoral Studies
The problem for this study addressed the lack of community advocate perspectives related to efforts being made to improve bureaucratic representation for minority students who were underserved by gifted programs in Florida. The purpose of the study was to investigate the perceptions of community advocates about efforts to improve bureaucratic representation for students underserved by gifted programs in Florida. The study was conceptually framed around Kingsley’s theory of representative bureaucracy. The research questions focused on community advocates’ perceptions related to diversity in Florida’s public school gifted programs and their current efforts to improve representation of minority students in gifted education …
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
Employer Perceptions Of The Skills Gap In College Graduates’ Written Communication, Julie Minnaugh
Employer Perceptions Of The Skills Gap In College Graduates’ Written Communication, Julie Minnaugh
Walden Dissertations and Doctoral Studies
U.S. employers have reported that many college graduates are underprepared in written communication when hired and that lack of preparedness hinders these graduates’ employment success. Higher education institution (HEI) administrators need information regarding which writing skills should be taught across the curriculum to improve student outcomes. The purpose of this study was to investigate employers’ perspectives on the written communication skills gap that hinders college graduates from being successful in their professional practice. Swales’s six characteristics of a discourse community provided a conceptual lens for the study, as graduates commencing employment represent newcomers to a discourse community. A basic qualitative …
Secondary Teachers’ And Administrators’ Perceptions Of School Discipline Practices., Amity Camilla Pope
Secondary Teachers’ And Administrators’ Perceptions Of School Discipline Practices., Amity Camilla Pope
Walden Dissertations and Doctoral Studies
Teachers and administrators in an urban, suburban, and rural school district on the east coast of the United States faced challenges implementing effective discipline policy interventions to manage student misbehavior. The purpose of this qualitative study was to explore the perceptions of educators about the challenges of implementing discipline policy interventions and the support needed to increase implementation effectiveness. Positive behavioral interventions and supports (PBIS) a three-tiered framework of data, systems, and practices to affect student outcomes was used to guide this study. The research questions were used to elicit educator’s perceptions of the challenges faced and supports needed when …
Public-School Superintendents’ Perceptions Of Trauma-Informed School Assumptions And Principles, Denise Gay Presnell
Public-School Superintendents’ Perceptions Of Trauma-Informed School Assumptions And Principles, Denise Gay Presnell
Walden Dissertations and Doctoral Studies
Research shows that trauma-informed practices in schools can increase student performance and well-being. School social workers are well-suited to bring these practices to their system but are most successful when partnering with public-school superintendents. The purpose of this generic qualitative study was to understand public-school superintendents’ perceptions of trauma-informed school assumptions and principles. The study was guided by four assumptions for trauma-informed care, six principles for trauma-informed schools, ecological systems theory, and empowerment theory. Research questions were designed to ask participants about their experiences of trauma in their schools, their perceptions of the assumptions and principles, the benefits and challenges …
Public-School Superintendents’ Perceptions Of Trauma-Informed School Assumptions And Principles, Denise Gay Presnell
Public-School Superintendents’ Perceptions Of Trauma-Informed School Assumptions And Principles, Denise Gay Presnell
Walden Dissertations and Doctoral Studies
Research shows that trauma-informed practices in schools can increase student performance and well-being. School social workers are well-suited to bring these practices to their system but are most successful when partnering with public-school superintendents. The purpose of this generic qualitative study was to understand public-school superintendents’ perceptions of trauma-informed school assumptions and principles. The study was guided by four assumptions for trauma-informed care, six principles for trauma-informed schools, ecological systems theory, and empowerment theory. Research questions were designed to ask participants about their experiences of trauma in their schools, their perceptions of the assumptions and principles, the benefits and challenges …
Teacher Perspectives Regarding Low Teacher Retention In Rural Primary Schools In Tanzania, Tumaini Urio Morgan
Teacher Perspectives Regarding Low Teacher Retention In Rural Primary Schools In Tanzania, Tumaini Urio Morgan
Walden Dissertations and Doctoral Studies
Tanzania, similar to other nations in Sub-Saharan Africa, has been experiencing a severe teacher shortage. The problem that was addressed is that factors influencing rural primary school teachers’ decision to continue teaching in Northeast Tanzania are unknown. The purpose of this qualitative descriptive study was to investigate teachers’ perceptions on teaching in rural primary schools in Northeast Tanzania and the reasons why they remain. This study was guided by self-efficacy theory, a subset of Bandura's social cognitive theory. This descriptive qualitative study explored how rural primary school teachers in northeast Tanzania describe the challenges that cause them to consider abandoning …
Community Advocate Perspectives On Addressing Equity Gaps In Florida’S Gifted Programs, Ashley Phelps
Community Advocate Perspectives On Addressing Equity Gaps In Florida’S Gifted Programs, Ashley Phelps
Walden Dissertations and Doctoral Studies
The problem for this study addressed the lack of community advocate perspectives related to efforts being made to improve bureaucratic representation for minority students who were underserved by gifted programs in Florida. The purpose of the study was to investigate the perceptions of community advocates about efforts to improve bureaucratic representation for students underserved by gifted programs in Florida. The study was conceptually framed around Kingsley’s theory of representative bureaucracy. The research questions focused on community advocates’ perceptions related to diversity in Florida’s public school gifted programs and their current efforts to improve representation of minority students in gifted education …
Secondary Teachers’ And Administrators’ Perceptions Of School Discipline Practices., Amity Camilla Pope
Secondary Teachers’ And Administrators’ Perceptions Of School Discipline Practices., Amity Camilla Pope
Walden Dissertations and Doctoral Studies
Teachers and administrators in an urban, suburban, and rural school district on the east coast of the United States faced challenges implementing effective discipline policy interventions to manage student misbehavior. The purpose of this qualitative study was to explore the perceptions of educators about the challenges of implementing discipline policy interventions and the support needed to increase implementation effectiveness. Positive behavioral interventions and supports (PBIS) a three-tiered framework of data, systems, and practices to affect student outcomes was used to guide this study. The research questions were used to elicit educator’s perceptions of the challenges faced and supports needed when …
Exploring Educators' Perception Of Remote Instructional Collaboration In Liberian Higher Education Classrooms, George Wah Williams
Exploring Educators' Perception Of Remote Instructional Collaboration In Liberian Higher Education Classrooms, George Wah Williams
Walden Dissertations and Doctoral Studies
Public higher education institutions in Liberia have employed various mitigating measures to improve instruction quality and increase learning outcomes; however, little was known about remote instructional collaboration as a strategic approach in Liberian higher education classrooms. This qualitative study, based on Everett Rogers’ Diffusion of Innovation theory, explored the Liberian educators’ perceptions of and disposition to RIC in public tertiary classrooms in Liberia. Seeking Liberian educators’ perception of and disposition to remote instructional collaboration in public tertiary classrooms drove this investigation. Two groups of 17 educators based in the United States and Liberia were interviewed using a semi-structured protocol facilitated …
Faculty-Student And Student-Student Connections Amidst The Covid-19 Pandemic, Fatma Ouled Salem
Faculty-Student And Student-Student Connections Amidst The Covid-19 Pandemic, Fatma Ouled Salem
Walden Dissertations and Doctoral Studies
The COVID-19 pandemic expedited the shift toward distance education by forcing institutions to adapt to the limitations of social distancing mandates. This resulted in a general sense of disconnection and isolation, compounding the other adverse effects of the pandemic. Since faculty-student and student-student connections are consistently identified as best practices in distance counselor education, the aim of this descriptive phenomenological study was to describe the lived experiences of counselor educators during the COVID-19 pandemic relating to faculty-student and student-student connections. A phenomenological framework was used to suspend presuppositions of the phenomenon and to describe the lived experiences of participants. In-depth …
Pandemic Issues: Faculty Value Alignment And Burnout, Eu Gene Chin, Brooke Hildebrand Clubbs
Pandemic Issues: Faculty Value Alignment And Burnout, Eu Gene Chin, Brooke Hildebrand Clubbs
Journal of Educational Research and Practice
Burnout among faculty members impacts physical, cognitive, and emotional functioning and has negative socioeconomic consequences downstream. Prior to the pandemic, faculty members were already reporting high levels of burnout, which is characterized by depersonalization, emotional exhaustion, and a lack of personal accomplishment. Previous research reported that value incongruence functions as one of the strongest predictors of depersonalization (and subsequently) turnover intention. This study provides a snapshot of the value alignment and burnout of faculty at a regional public university in the months following the pandemic-induced pivot to remote learning. Results from our survey of faculty members (N = 58) suggest …
Organizational Barriers To Effective University Student Mental Health Services, Felicia Evans-Edwards
Organizational Barriers To Effective University Student Mental Health Services, Felicia Evans-Edwards
Walden Dissertations and Doctoral Studies
This study was focused on organizational barriers to effective university student mental health services access in the department of student resources (DSR) at a for-profit university in the northeastern United States. Once such barriers are addressed, faculty may be more successful in reaching out to students needing mental health services who are not self-identifying as needing these services. The Baldrige excellence framework guided this descriptive case study to examine the organizational barriers that prevent university leadership from creating clear policies and procedures for faculty to refer students to mental health services. Data sources included interviews with the behavioral health leader …
Financial Aid Knowledge And Resources Among First-Generation College Students, Carmelitia J. Coleman
Financial Aid Knowledge And Resources Among First-Generation College Students, Carmelitia J. Coleman
Walden Dissertations and Doctoral Studies
AbstractFirst-generation, freshmen students struggle to complete the financial aid process at a 4-year private university in Louisiana, impacting their financial and academic well-being. The purpose of this basic qualitative study was to explore first-generation, freshmen student perceptions of how they construct knowledge about the financial aid process and resources needed to help them complete the process. The conceptual framework of the study was comprised of Piaget’s theory of constructivism, which is grounded in the idea of learners constructing their own knowledge based on experience. The first research question addressed how first-generation, freshmen students constructed knowledge about the financial aid process. …
Professional Dispositions And Perceptions Of Principals About Inclusion In Senior Secondary Schools, Desmond Prince, George Williams
Professional Dispositions And Perceptions Of Principals About Inclusion In Senior Secondary Schools, Desmond Prince, George Williams
Walden Dissertations and Doctoral Studies
AbstractProviding inclusive education for children with special educational needs and disabilities entails educating these students in general education classrooms. There are no consistent practices or regulations for administering programs for such students in general education classrooms in Sierra Leone. This problem is supported by the lack of literature about administrative inclusive education practices. This basic qualitative study was conducted to explore the professional dispositions, perceptions, and rules or regulations that school principals hold for administering programs for students with special educational needs and disabilities in general education classrooms. The conceptual framework of the study was based on moral leadership and …
Teacher And Administrator Perceptions Of Responsibilities During District-Mandated Changes To Curriculum, Hope Albritton-Terry
Teacher And Administrator Perceptions Of Responsibilities During District-Mandated Changes To Curriculum, Hope Albritton-Terry
Walden Dissertations and Doctoral Studies
Systemic changes to curriculum are an inevitable part of education; however, understanding how teachers and administrators perceive their responsibilities in implementing district-mandated changes to curriculum is unclear. The purpose of this qualitative case study was to determine teachers’ and administrators’ perceptions related to their responsibilities in effective implementation of district-mandated changes to curriculum. The conceptual framework for this study was change theory to explore how teachers and administrators process district-mandated changes to curriculum. Data were collected through semistructured interviews with eight teachers and seven administrators who have implemented district-mandated changes in a public school in the mid-Atlantic region of the …
Exploring Student Loan Borrower’S Financial Decisions After Florida Enacted Statute 1009.45, Vijantie Michelle Boodoo
Exploring Student Loan Borrower’S Financial Decisions After Florida Enacted Statute 1009.45, Vijantie Michelle Boodoo
Walden Dissertations and Doctoral Studies
Florida implemented Statute 1009.45 as of July 1, 2017, to require colleges and universities to provide annual student loan debt notifications to students to inform them about their student loan obligations. The purpose of this basic qualitative study was to examine how college students in the State of Florida make financial decisions about their education, focusing on the influence of the notifications and what additional supports would help them improve their decision-making. There was a gap in the literature in identifying what information students were using from the notification. Rational choice and human capital theories were used for the conceptual …
Disciplinary Practices Among High School Administrators, Stephanie Ganaway-Pasley
Disciplinary Practices Among High School Administrators, Stephanie Ganaway-Pasley
Walden Dissertations and Doctoral Studies
School administrators are responsible for the safety and physical well-being of the students. Although school disciplinary policies are in place, there is a problem with school administrators' practices and decisions when administering discipline for students' inappropriate behavior. The purpose of this mixed-method study was to explore the disciplinary processes used by school administrators when administering student discipline to determine the relationship between levels of offenses and the gender and race of students. Guided by the theory of justice, this study investigated the relationship between the level of offenses and disciplinary processes that reflect the level of offenses, as described in …
A Study Of The Comparison Between Teacher Perceptions Of School Climate And The Existence Of Professional Learning Community Dimensions, Ladwan Johnson
A Study Of The Comparison Between Teacher Perceptions Of School Climate And The Existence Of Professional Learning Community Dimensions, Ladwan Johnson
Walden Dissertations and Doctoral Studies
Research has indicated that there is a direct link between student academic achievement and school quality. Research has also indicated that the leadership style of school principals influence teacher attributes, from adeptness and job contentment to academic focus and engagement levels. Even though the research on professional learning communities (PLCs) is extensive, there is a gap in the study of the perceptions that teachers and teacher leaders have on the essential dimensions that make up a community of learners and on whether the existing climate has an influence on making such a community possible within a school. The purpose of …
High School Completion Categories And Post-High School Plans As Predictors Of Ged Certificate Attainment In A Virginia Alternative Education Program, Joseph Knight
Walden Dissertations and Doctoral Studies
AbstractA state-wide Individual Student Alternative Education Plan (ISAEP) seeks to assist high school (HS) students at risk of not graduating in completing HS credentials. The problem was that there was no formal state-wide process for monitoring the program to understand its impact. The purpose of this quantitative exploratory study was to determine whether the graduation variables that were published by the state could be used to predict ISAEP GED attainment. The Theory of Action proposed by McPartland and Jordan guided two main research questions to see if ISAEP GED attainment could be predicted by categories of HS completion, and if …
Influence Of An Afterschool Reading Program On Elementary Student Reading Achievement, Chapple Osborne-Arnold
Influence Of An Afterschool Reading Program On Elementary Student Reading Achievement, Chapple Osborne-Arnold
Walden Dissertations and Doctoral Studies
AbstractMany elementary school students require and may benefit from supplemental reading support and interventions that can be provided by afterschool programs. The problem addressed in this study was that it was not known if third grade students benefited from an afterschool reading program in one East Tennessee District. The purpose of this quantitative study was to compare end of year scale scores on the Standardized Test for the Assessment of Reading (STAR) of third grade students who attended the afterschool reading program for 30 or more days and those who did not attend the afterschool reading program while controlling for …
Urban School Board Members’ Perceptions Of Their Roles In Improving Student Achievement, Jacinto Arturo Ramos
Urban School Board Members’ Perceptions Of Their Roles In Improving Student Achievement, Jacinto Arturo Ramos
Walden Dissertations and Doctoral Studies
The problem explored in this study was that the state education agency recommended school board members of low-performing school districts participate in a governance training called student outcomes governance to address student achievement, yet no data suggested the training changed school board members’ understanding of how to create policies advancing student achievement. The purpose of this basic qualitative study was to understand how urban school board members perceive their roles in improving student achievement using the new model. General board theory and the theory of adaptive leadership informed this study. Six school board members who had completed the student outcomes …
Educators’ Perception Of Their Psychosocial Support Of Elementary Students In Gabon, Africa, Michel Ikamba
Educators’ Perception Of Their Psychosocial Support Of Elementary Students In Gabon, Africa, Michel Ikamba
Walden Dissertations and Doctoral Studies
Although educators internationally have often provided care to vulnerable students who struggle to meet the needs of nutrition, health, protection, and access to essential social services, no formal social systems exist in Gabon to aid educators who work with these students. In the absence of relevant local research and drawing on Dewey’s theory of progressive education as a conceptual model, this basic qualitative study asked about educators’ perceptions in limited resource elementary schools in Gabon of the social needs and strategies employed with students who demonstrated signs of disengagement and alienation. Qualitative data collection included semi-structured recorded interviews with 12 …
An Exploration Of Medical Residency Program Managers Resolving International Medical Graduate Acculturation Challenges, Candice Melissa Love
An Exploration Of Medical Residency Program Managers Resolving International Medical Graduate Acculturation Challenges, Candice Melissa Love
Walden Dissertations and Doctoral Studies
AbstractInternational medical graduates (IMGs) undergo rigorous training and certification requirements for entry into medical residency programs in the United States. Despite having professional expertise and academic training, some IMGs experience acculturation challenges that negatively impact engagement and professional relationships during medical residency. Grounded in Berry’s Acculturation model and Portes and Zhou’s segmented assimilation model, the purpose of this qualitative narrative inquiry was to explore the best practices medical residency program managers developed while leading IMGs. The participants consisted of 22 U.S. medical residency program managers, directors, and coordinators who had at least 3 years of experience managing IMGs. Participants responded …
Investigating Why Alternatively Prepared Special Educators Frequently Depart The Classroom, Lorraine Renee Philyaw
Investigating Why Alternatively Prepared Special Educators Frequently Depart The Classroom, Lorraine Renee Philyaw
Walden Dissertations and Doctoral Studies
AbstractA quarter of special education teachers who have been trained through an alternative teacher preparation program have left assigned classrooms throughout the United States after 1 year, and almost half have left within 5 years. However, little is known regarding why special educators, alternatively prepared for the classroom, leave the classroom after 2-5 years of classroom experience. The purpose of this basic qualitative study was to understand why special education teachers enter school districts through alternative teacher certification programs but exit the classroom. The conceptual framework for this study was in the societal theory attributed to Maslow’s hierarchy of needs. …
Charter School Administrators' Perceptions Of Local Policies Regarding Transgender Student Access To School Facilities, Derrick Armstead
Charter School Administrators' Perceptions Of Local Policies Regarding Transgender Student Access To School Facilities, Derrick Armstead
Walden Dissertations and Doctoral Studies
Researchers have focused on the viewpoints of conventional public-school leaders regarding school policies and implementation that influence transgender pupil access to school facilities; the perceptions of charter school administrators are less known regarding this phenomenon. The purpose of this qualitative study was to explore the perceptions of charter school administrators regarding their school policies and implementation that influence transgender student access to school facilities that correspond to their gender identity. Raffo and Gunter's combination of leadership for inclusiveness and use of local setting knowledge when implementing policies provided the conceptual framework for this study. Data were collected through semistructured interviews …
Developing Shared Leadership And Trust Within School-Community Partnerships Serving Concentrated Poverty Communities, Tatiana Wells
Developing Shared Leadership And Trust Within School-Community Partnerships Serving Concentrated Poverty Communities, Tatiana Wells
Walden Dissertations and Doctoral Studies
School-community partnerships are critical for children and families in concentrated poverty neighborhoods. This basic qualitative study aimed to understand the dual leadership roles that are inclusive of the school and community leaders’ collective voice for building trustworthy relationships and equitable leadership to support families and children from communities with high poverty concentrations. The conceptual framework included elements from transformative leadership theory, the family interagency collaboration model, and the Ubuntu philosophy of humanism. Four community-based leaders and four school leaders with at least 5 years of experience in an eastern U.S. state addressed the research questions by describing how they foster …