CTE Teacher Retention: Lessons Learned from Mid-Career Teachers

2020 ◽  
Vol 45 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Laura Hasselquist ◽  
Nicole A. Graves
Keyword(s):  
Preservice Teachers ◽  
Focus Group ◽  
Teacher Retention ◽  
Administrative Support ◽  
Lessons Learned ◽  
Support Network ◽  
Professional Organizations ◽  
Highly Qualified ◽  
Teaching Resources ◽  
Factors Associated

Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included (N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus, (3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.

Characteristics of Physician Relocation Following Hurricane Katrina

2009 ◽  
Vol 95 (1) ◽  
pp. 6-12
Author(s):  
Kusuma Madamala ◽  
Claudia R. Campbell ◽  
Edbert B. Hsu ◽  
Yu-Hsiang Hsieh ◽  
James James
Keyword(s):  
Hurricane Katrina ◽  
Gulf Coast ◽  
General Medicine ◽  
The United States ◽  
Lessons Learned ◽  
Bivariate Analysis ◽  
Fisher Exact Test ◽  
Exact Test ◽  
Factors Associated ◽  
The Impact

ABSTRACT Introduction: On Aug. 29, 2005, Hurricane Katrina made landfall along the Gulf Coast of the United States, resulting in the evacuation of more than 1.5 million people, including nearly 6000 physicians. This article examines the relocation patterns of physicians following the storm, determines the impact that the disaster had on their lives and practices, and identifies lessons learned. Methods: An Internet-based survey was conducted among licensed physicians reporting addresses within Federal Emergency Management Agency-designated disaster zones in Louisiana and Mississippi. Descriptive data analysis was used to describe respondent characteristics. Multivariate logistic regression was performed to identify the factors associated with physician nonreturn to original practice. For those remaining relocated out of state, bivariate analysis with x2 or Fisher exact test was used to determine factors associated with plans to return to original practice. Results: A total of 312 eligible responses were collected. Among disaster zone respondents, 85.6 percent lived in Louisiana and 14.4 percent resided in Mississippi before the hurricane struck. By spring 2006, 75.6 percent (n = 236) of the respondents had returned to their original homes, whereas 24.4 percent (n = 76) remained displaced. Factors associated with nonreturn to original employment included family or general medicine practice (OR 0.42, 95 percent CI 0.17–1.04; P = .059) and severe or complete damage to the workplace (OR 0.24, 95 percent CI 0.13–0.42; P < .001). Conclusions: A sizeable proportion of physicians remain displaced after Hurricane Katrina, along with a lasting decrease in the number of physicians serving in the areas affected by the disaster. Programs designed to address identified physician needs in the aftermath of the storm may give confidence to displaced physicians to return.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

scholarly journals Assessment of Learning in Health Sciences Education: MLT Case Study

2017 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Christopher Byalusaago Mugimu ◽  
Wilson Rwandembo Mugisha
Keyword(s):  
Curriculum Design ◽  
Administrative Support ◽  
Healthcare Professionals ◽  
Clinical Laboratory ◽  
Critical Issue ◽  
Health Sciences ◽  
Assessment Tools ◽  
Highly Qualified ◽  
Health Sciences Education ◽  
Quantitative And Qualitative Research

Assessment in health sciences education has become an extremely critical issue in recent years, given the rapidlychanging disease patterns and behavioral changes in communities among diverse cultural and economic contexts ofpatients. Globally, there is increasing demand for highly qualified contemporary healthcare professionals.Subsequently, learner assessment regimes need to have the capacity to accurately evaluate the competences (i.e.attitudes, skills and knowhow) acquired during the training of healthcare professionals. This paper provides ananalysis of assessment of and for learning in health sciences education with a focus on clinical laboratory training atMLT in Uganda. This study utilized both quantitative and qualitative research designs. The program evaluationdesign principles were also utilized to measure the levels of compliance towards attainment of curriculum outcomes.The instruments used during data collection included checklists, questionnaires, indepth interviews, and focus groupdiscussions (FDGs). The findings of this study showed that learners were achieving the intended curriculumobjectives progressively. The assessment tools used were prepared through a rigorous process to ensure that the basicprinciples of assessment are identified and integrated during curriculum design and implementation. Results of thestudy also showed that adequate institutional administrative support available enhanced the teaching and learningprocesses and ensured that appropriate curriculum assessment schedules and strategies were strictly followed asstated in the elements of the curriculum structures.This contributed meaningfully in preparing competentcontemporary healthcare professionals (clinical laboratory technicians). It was recommended that all healthcareprofessional training institutions should take the use of aunthetic assessment of and for learning very seriously.

scholarly journals Factors Associated With Willingness to Use Oral Pre-exposure Prophylaxis (Prep) Among Fishing Communities in Peri-urban Kampala, Uganda

2021 ◽  
Author(s):  
Bashir Ssuna ◽  
Anne Katahoire ◽  
Mari Armstrong-Hough ◽  
Dennis Kalibbala ◽  
Joan N Kalyango ◽  
...  
Keyword(s):  
Focus Group ◽  
Fishing Communities ◽  
Key Populations ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Factors Associated ◽  
The Past ◽  
Willingness To Use ◽  
Exposure Prophylaxis ◽  
Oral Prep

Abstract Background: The World Health Organization (WHO) recommends the use of pre-exposure prophylaxis (PrEP) in key populations at elevated risk for exposure to HIV. If used effectively, PrEP can reduce annual HIV incidence to below 0.05%. However, PrEP is not acceptable among all communities that might benefit from it. There is, therefore, a need to understand perceptions of PrEP and factors associated with willingness to use PrEP among key populations at risk of HIV, such as members of communities with exceptionally high HIV prevalence. Objective: To examine the perceptions and factors associated with willingness to use oral PrEP among members of fishing communities in Uganda, a key population at risk of HIV. Methods: We conducted an explanatory sequential mixed-methods study at Ggaba fishing community from February to June 2019. Survey data were collected from a systematic random sample of 283 community members. We carried out bivariate tests of association of willingness to use PrEP with demographic characteristics, HIV risk perception, HIV testing history. We estimated prevalence ratios for willingness to use PrEP. We used backward elimination to build a multivariable modified Poisson regression model to describe factors associated with willingness to use PrEP. We purposively selected 16 participants for focus group discussions to contextualize survey findings, analysing data inductively and identifying emergent themes related to perceptions of PrEP. Key results: We enrolled 283 participants with a mean age of 31±8 years. Most (80.9%) were male. The majority of participants had tested for HIV in their lifetime, but 64% had not tested in the past 6 months. Self-reported HIV prevalence was 6.4%. Most (80.6%, 95%CI 75.5-85.0) were willing in principle to use PrEP. Willingness to use PrEP was associated with perceiving oneself to be at high risk of HIV (aPR 1.99, 95%CI 1.31-3.02, P= 0.001), having tested for HIV in the past 6-months (aPR 1.13, 95%CI 1.03-1.24, P=0.007), and completion of tertiary education (aPR 1.97, 95%CI 1.39-2.81, P<0.001). In focus group discussions, participants described pill burden, side-effects, drug safety, and accessibility as potential barriers to PrEP use. Conclusions and recommendations: Oral PrEP was widely acceptable among members of fishing communities in peri-urban Kampala. Programs for scaling-up PrEP for fisherfolk should merge HIV testing services with sensitization about PrEP and also address issues of access to drugs.

LESSONS FROM THE FIRST COVID WAVE AND STRAIN - A STUDY OF PSYCHIATRIC DISORDERS IN THE PANDEMIC - FACTORS ASSOCIATED AND PREVENTIVE STRATEGIES

2021 ◽  
pp. 22-28
Author(s):  
Ojas Unavane ◽  
Karishma Rupani ◽  
Kajal Makwana ◽  
Shilpa Adarkar ◽  
Upali Anand
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Past History ◽  
Psychiatric Morbidity ◽  
Working Hours ◽  
Causative Factor ◽  
Lessons Learned ◽  
Daily Routine ◽  
Snowball Sampling ◽  
Factors Associated

Background: The COVID-19 pandemic has affected people worldwide. Desperate times (SARS COV-2 being a novel virus) called in for desperate measures in that right from its containment strategies to failed treatment trials have had various ramications affecting various spheres of our lives. It has already been established that the pandemic has taken a toll on mental health, cutting across all strata of society. However, apart from the pandemic in it itself as a causative factor, there are various other factors contributing to the increase in the mental health burden; some of which are modiable. An in-depth understanding of these modiable risk factors is the need of the hour, so that policies and guidelines can be framed accordingly to salvage what can be; of the mental health of the population at large. Understanding these modiable risk factors are lessons learned which will help us mitigate the mental health morbidity during the subsequent waves of the Pandemic. Aim: To study the prevalence and factors associated with the psychiatric morbidity in the general population during the COVID - 19 pandemic. Methods: The data was collected by snowball sampling using an online form to collect the demographic and clinical variables with the DASS - 21 scale appended. Conclusion: The prevalence of depression and anxiety was found to be 25.3 % and 26.2 % respectively. The signicant factors associated with psychiatric morbidity ranged across the psychological biological and social domains, some non-modiable whilst others modiable risk factors. The modiable factors identied were substance use, past history of psychiatric illness, chronic physical illness, increased screen time use, watching news (online) about the pandemic, working hours, disruption of a daily routine and a change in the lifestyle of people

Russian aircrews in Africa (eyewitness narrative accounts)

2021 ◽  
pp. 69
Author(s):  
Natalya S. Ulanova
Keyword(s):  
Lessons Learned ◽  
Highly Qualified ◽  
Flight Crew ◽  
African Countries ◽  
Contract Work ◽  
Cultural Conditions ◽  
Doing Business ◽  
Civil Aircraft ◽  
Local Residents ◽  
Market Relations

The last decade of the 20th century saw another boom in the supply of Soviet-made civil aircraft to the countries of Africa. Hundreds of highly qualified aviation specialists from all post-Soviet states were involved in its operation and maintenance. Market relations, new for many of them, the aggressive way of doing business on the part of entrepreneurs, as well as the complicated military and political situation in some regions, have led to the formation of a certain type of business and personal relationships. Lessons learned over the thirty years of work in special economic and socio-cultural conditions are still actual. Nevertheless, this aspect of Russia-Africa relations remains one of the least studied. Analysis of the narratives of the eyewitnesses - pilots, flight engineers, translators - is still the only way to know more about some hallmarks of the African aviation market, which still has a significant shadow segment. For this study the narratives of a Russian flight engineer who has worked as a flight crew member in various African countries for more than ten years were collected. The recollections presented relate to the first organized trip to South Africa and Mozambique in 1992, and to the later period of private contract work in Angola and Rwanda, and are interesting because they trace the formation of psychological and ethnocultural aspects of business and personal contacts with the employers, local residents and co-workers.

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

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