Teacher Residency as Alternative Pathway to Licensure

Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.

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Another Path to Belonging: A Case Study of Middle School Students’ Perspectives

The Educational and Developmental Psychologist ◽

10.1017/edp.2016.4 ◽

2016 ◽

Vol 33 (1) ◽

pp. 85-96 ◽

Cited By ~ 8

Author(s):

Marissa Green ◽

Alyssa Emery ◽

Megan Sanders ◽

Lynley H. Anderman

Keyword(s):

Sense Of Belonging ◽

Developmental Psychology ◽

Alternative Pathway ◽

Past Research ◽

School Belonging ◽

The United States ◽

Future Research ◽

School Students ◽

Academic Environments ◽

Sense Of School Belonging

This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.

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Challenges and Sustainability Practices of Frontier Schools in Montana

The Rural Educator ◽

10.35608/ruraled.v33i1.418 ◽

2018 ◽

Vol 33 (1) ◽

Cited By ~ 1

Author(s):

Claudette Morton ◽

Hobart L. Harmon

Keyword(s):

School District ◽

Small Schools ◽

School Facilities ◽

Future Research ◽

Way Of Life ◽

Community Members ◽

Grade Levels ◽

District Personnel ◽

Sustainability Practices ◽

Mixed Age

This article reports the findings of a study commissioned by the Montana Small Schools Alliance to explore the challenges and sustainability practices of frontier schools. A Montana frontier school is defined as a school district with 200 or fewer students with its attendant community located in a county with five or fewer people per square mile. The researchers surveyed teachers, administrators, and school board chairs in 141 frontier school districts and held six focus groups of community members. The top five most important challenges noted by school district personnel were low student enrollment, inadequate financial resources, unrealistic federal expectations, academically unmotivated students, and mixed grade levels of students in the classroom. School sustainability practices included operating mixed-age or multi-grade classrooms and using school facilities to serve critical community functions. Lay citizens, compared to persons employed by the school district, were more likely to view the school as necessary for maintaining a way of life associated with agriculture and related enterprises. Twelve research questions are offered for future research on issues of frontier schools.

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Collaboration of Researchers and Stakeholders: Transforming Educator Preparation

Journal of Curriculum and Teaching ◽

10.5430/jct.v9n3p182 ◽

2020 ◽

Vol 9 (3) ◽

pp. 182

Author(s):

Bobbette M Morgan ◽

Alma D. Rodriquez ◽

Irma Jones ◽

James Telese ◽

Sandra Musanti

Keyword(s):

Teacher Preparation ◽

Retention Rate ◽

The United States ◽

Teacher Preparation Program ◽

First Year ◽

Preparation Program ◽

Multiple Sources ◽

First Year Teachers ◽

Educator Preparation ◽

Educator Preparation Program

This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher’s perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years.

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Refining Evidence-Based Treatments for Late-Life Depression

GeroPsych ◽

10.1024/1662-9647/a000127 ◽

2015 ◽

Vol 28 (2) ◽

pp. 67-76

Author(s):

Grace C. Niu ◽

Patricia A. Arean

Keyword(s):

Older Adults ◽

Mental Illness ◽

Brain Plasticity ◽

Late Life ◽

Aging Population ◽

The United States ◽

Future Research ◽

Evidence Based ◽

Late Life Depression ◽

Evidence Based Treatments

The recent increase in the aging population, specifically in the United States, has raised concerns regarding treatment for mental illness among older adults. Late-life depression (LLD) is a complex condition that has become widespread among the aging population. Despite the availability of behavioral interventions and psychotherapies, few depressed older adults actually receive treatment. In this paper we review the research on refining treatments for LLD. We first identify evidence-based treatments (EBTs) for LLD and the problems associated with efficacy and dissemination, then review approaches to conceptualizing mental illness, specifically concepts related to brain plasticity and the Research Domain Criteria (RDoc). Finally, we introduce ENGAGE as a streamlined treatment for LLD and discuss implications for future research.

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A Silenced Population

Crisis ◽

10.1027/0227-5910/a000470 ◽

2017 ◽

Vol 38 (6) ◽

pp. 433-442 ◽

Cited By ~ 1

Author(s):

Kim Gryglewicz ◽

Melanie Bozzay ◽

Brittany Arthur-Jordon ◽

Gabriela D. Romero ◽

Melissa Witmeier ◽

...

Keyword(s):

At Risk ◽

Depressive Symptomatology ◽

The United States ◽

Future Research ◽

At Risk Youth ◽

Peer Relationship ◽

Student Records ◽

Cross Sectional ◽

Increased Risk ◽

Method Student

Abstract. Background: Given challenges that exceed the normal developmental requirements of adolescence, deaf and hard-of-hearing (DHH) youth are believed to be at elevated risk for engaging in suicide-related behavior (SRB). Unfortunately, little is known about the mechanisms that put these youth potentially at risk. Aims: To determine whether peer relationship difficulties are related to increased risk of SRB in DHH youth. Method: Student records (n = 74) were retrieved from an accredited educational center for deaf and blind students in the United States. Results: Peer relationship difficulties were found to be significantly associated with engagement in SRB but not when accounting for depressive symptomatology. Limitations: The restricted sample limits generalizability. Conclusions regarding risk causation cannot be made due to the cross-sectional nature of the study. Conclusion: These results suggest the need for future research that examines the mechanisms of the relationship between peer relationship difficulties, depression, and suicide risk in DHH youth and potential preventive interventions to ameliorate the risks for these at-risk youth.

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Towards an interdisciplinary knowledge exchange model

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.c09.116 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Santiago DE FRANCISCO ◽

Diego MAZO

Keyword(s):

Design Research ◽

Knowledge Exchange ◽

Academic Research ◽

Innovation Process ◽

The United States ◽

Design Environment ◽

Interdisciplinary Knowledge ◽

One Year ◽

The University ◽

Common Situation

Universities and corporates, in Europe and the United States, have come to a win-win relationship to accomplish goals that serve research and industry. However, this is not a common situation in Latin America. Knowledge exchange and the co-creation of new projects by applying academic research to solve company problems does not happen naturally.To bridge this gap, the Design School of Universidad de los Andes, together with Avianca, are exploring new formats to understand the knowledge transfer impact in an open innovation network aiming to create fluid channels between different stakeholders. The primary goal was to help Avianca to strengthen their innovation department by apply design methodologies. First, allowing design students to proposed novel solutions for the traveller experience. Then, engaging Avianca employees to learn the design process. These explorations gave the opportunity to the university to apply design research and academic findings in a professional and commercial environment.After one year of collaboration and ten prototypes tested at the airport, we can say that Avianca’s innovation mindset has evolved by implementing a user-centric perspective in the customer experience touch points, building prototypes and quickly iterate. Furthermore, this partnership helped Avianca’s employees to experience a design environment in which they were actively interacting in the innovation process.

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From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

Online Learning ◽

10.24059/olj.v15i2.181 ◽

2011 ◽

Vol 15 (2) ◽

Author(s):

Peter P. Smith

Keyword(s):

Higher Education ◽

Knowledge Economy ◽

Good Practice ◽

The United States ◽

The Other ◽

Secondary System ◽

Mass Higher Education ◽

Post Secondary ◽

One Year ◽

The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

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Pengaruh Independensi, Kompetensi, Dan Pengalaman Kerja Auditor Terhadap Kualitas Audit

Jurnal ULTIMA Accounting ◽

10.31937/akuntansi.v4i2.133 ◽

2012 ◽

Vol 4 (2) ◽

pp. 91-110

Author(s):

Caroline Sytha Sunarta ◽

Suhajar Wiyoto

Keyword(s):

Audit Quality ◽

Multiple Regression Model ◽

Future Research ◽

Survey Area ◽

Process Data ◽

External Auditors ◽

Job Experience ◽

Independent Variables ◽

One Year ◽

Public Accountant

The objective of this research is to examine the effect of auditor’s independency, competency, and job experience towards audit quality.This research is conducted by using method survey to public accountants (external auditors) that working settled in Public Accountant Firm (KAP) in Jakarta and Tangerang, in 2012 and have one year minimum experience, as respondents with type research of causality. Using likert scale as an instrument (questionaire) for measure auditor’s perceptions about the independency, competency, and job experience that influence audit quality. From 150 questionaire distributed, returned was 109 questionaire, and 24 not complete, so that only 85 questionaire could be process. Data analysis conducted with multiple regression model. The hypotheses tested are revealed as that independency, competency, and job experience have influence to audit quality as well as partially and simultaneously. The result of the test showed empirical testimony that auditor’s independency, competency, and job experience as well as simultaneously significantly influence audit quality. Partially, independency, competency, and job experience also have significant influence to audit quality. Future research expected can extend survey area coverage and add more independent variables that can have influence to audit quality. Keywords: independency, competency, job experience, audit quality.

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The Development of an Online Tobacco Tracker Tool to Crowdsource Campus Environmental Reports for Smoke and Tobacco Free College Policies: A Mixed Methods Study (Preprint)

10.2196/preprints.26280 ◽

2020 ◽

Author(s):

Sabrina F. Loureiro ◽

Kim M. Pulvers ◽

Melissa M. Gosdin ◽

Keavagh R. Clift ◽

Myra J. Rice ◽

...

Keyword(s):

Mixed Methods ◽

Focus Groups ◽

Positive Reinforcement ◽

The United States ◽

College Campuses ◽

Policy Enforcement ◽

Sequential Mixed Methods ◽

Effective Policy ◽

Online Tracking ◽

One Year

BACKGROUND College campuses in the United States have begun implementing Smoke and Tobacco-Free policies to discourage the use of tobacco. Smoke and Tobacco-Free policies, however, are contingent upon effective policy enforcement. OBJECTIVE To develop an empirically-derived online tracking tool (Tracker) for crowdsourcing campus environmental reports of tobacco use and waste to support smoke and tobacco-free college policies. METHODS An exploratory sequential mixed methods approach was utilized to inform the development and evaluation of the Tracker. In October 2018, three focus groups across two California universities were conducted and themes were analyzed, guiding Tracker development. After one year of implementation, users were asked in April 2020 to complete a survey about their experience. RESULTS In the focus groups, two major themes emerged: barriers and facilitators to tool utilization. Further Tracker development was guided by focus group input to address these barriers (e.g. information, policing, and logistical concerns) and facilitators (e.g. environmental motivators, positive reinforcement). Amongst 1,163 Tracker reports, those who completed the user survey (n=316) reported the top motivations to using the tool were having a cleaner environment (79%) and health concerns (69%). CONCLUSIONS Environmental concerns, a motivator which emerged in focus groups, shaped the Tracker’s development and was cited by the majority of users surveyed as a top motivator for utilization.

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Fragments of the American Dream: Immigration, Race, and Medical Care in the Segregated South, 1929

Public Voices ◽

10.22140/pv.111 ◽

2016 ◽

Vol 13 (2) ◽

pp. 1

Author(s):

John R Phillips

Keyword(s):

United States ◽

American Dream ◽

Black Population ◽

The United States ◽

Single Woman ◽

Future Research ◽

Legal Doctrine ◽

Quarter Century ◽

History Of ◽

Sunflower County

The cover photograph for this issue of Public Voices was taken sometime in the summer of 1929 (probably June) somewhere in Sunflower County, Mississippi. Very probably the photo was taken in Indianola but, perhaps, it was Ruleville. It is one of three such photos, one of which does have the annotation on the reverse “Ruleville Midwives Club 1929.” The young woman wearing a tie in this and in one of the other photos was Ann Reid Brown, R.N., then a single woman having only arrived in the United States from Scotland a few years before, in 1923. Full disclosure: This commentary on the photo combines professional research interests in public administration and public policy with personal interests—family interests—for that young nurse later married and became the author’s mother. From the scholarly perspective, such photographs have been seen as “instrumental in establishing midwives’ credentials and cultural identity at a key transitional moment in the history of the midwife and of public health” (Keith, Brennan, & Reynolds 2012). There is also deep irony if we see these photographs as being a fragment of the American dream, of a recent immigrant’s hope for and success at achieving that dream; but that fragment of the vision is understood quite differently when we see that she began a hopeful career working with a Black population forcibly segregated by law under the incongruously named “separate but equal” legal doctrine. That doctrine, derived from the United States Supreme Court’s 1896 decision, Plessy v. Ferguson, would remain the foundation for legally enforced segregation throughout the South for another quarter century. The options open to the young, white, immigrant nurse were almost entirely closed off for the population with which she then worked. The remaining parts of this overview are meant to provide the following: (1) some biographical information on the nurse; (2) a description, in so far as we know it, of why she was in Mississippi; and (3) some indication of areas for future research on this and related topics.

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