scholarly journals The United Status of Women: A Critical Reflection on the Impact of COVID-19 on Women in North Carolina

2022 ◽  
Vol 83 (1) ◽  
pp. 42-43
Author(s):  
Annette Taylor
Keyword(s):  
North Carolina ◽  
Critical Reflection ◽  
The Impact ◽  
Status Of Women

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

Critical reflections from the millennials on the global action against dementia legacy events

2015 ◽  
Vol 16 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Kristine Newman ◽  
Laura Booi
Keyword(s):  
Millennial Generation ◽  
Design Methodology ◽  
Critical Reflection ◽  
Content Type ◽  
Canadian Context ◽  
Global Action ◽  
Future Direction ◽  
The Impact ◽  
Share Information ◽  
Critical Reflections

Purpose – The purpose of this paper is to share information regarding the Global Action Against Dementia Legacy, to critically reflect on the views of the Canadian Young Leaders of Dementia and to strengthen the impact of their voices in the global discussion surrounding dementia. Design/methodology/approach – This offers a critical reflection and review of the innovative intergenerational discussions and solutions offered by younger Canadians – specifically, the Millennial Generation. Findings – The paper provides insights about how change and solutions in dementia actions may be established through intergenerational collaboration. Research limitations/implications – Researchers are encouraged to make room for the voices of younger, less established generations in both discussions and research related to dementia. The younger generations will provide future direction to the Global Action Against Dementia Legacy so it is time to hear their voice too. Originality/value – This paper draws on developments in the Canadian context to highlight the potential of encouraging a less-usual, intergenerational approach to developing engagement, research and solutions in dementia.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

The Impact on Resource Utilization of Supportive Care Consults on Patients at the University of North Carolina Hospital, 2010–2012

2018 ◽  
Vol 21 (2) ◽  
pp. 216-219 ◽  
Author(s):  
Kristen Westfall ◽  
Dominic Moore ◽  
Matthew Meeneghan ◽  
Sandra Jarr ◽  
John Valgus ◽  
...  
Keyword(s):  
North Carolina ◽  
Supportive Care ◽  
Resource Utilization ◽  
University Of North Carolina ◽  
The University ◽  
The Impact ◽  
North Carolina Hospital

scholarly journals The Use of Play and Inquiry in a Kindergarten Drama Centre: A Teacher’s Critical Reflection

2013 ◽  
Vol 38 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Laura Hope-Southcott
Keyword(s):  
Motor Skills ◽  
Classroom Environment ◽  
Critical Reflection ◽  
New Ideas ◽  
Kindergarten Classroom ◽  
The Impact ◽  
Children's Development ◽  
Successes And Challenges ◽  
Children’S Development

The kindergarten drama centre is a place where children recreate familiar play scenarios, explore new ideas and feelings, and engage deeply in learning (Schwartz & Copeland, 2010). Miller and Almon (2009) suggest that play is crucial to children’s development. However, play is often contested as parents question its relevance atschool (Ashiabi, 2007) and schools focus on academic achievementand readiness (Bodrova & Leong, 2003; Miller & Almon, 2009). Thispaper explores the author’s learning through reflecting on the successes and challenges of a bakery centre createdin her kindergarten classroom. The bakery became an excellent vehicle for strengthening students’ literacy and motor skills through play, but the impact varied greatly across students in the class. Further, assessment and planning enhancements to the bakery were significantly restricted by constraints on the time and attention the author could devote to them due to the dynamic classroom environment. The bakery also led to a rethinking of the learning agenda in the classroom.

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