Pathways to AP mathematics in an urban school district

This study was used to examine the results of secondary school students who followed one of two pathways to enrollment in Advanced Placement (AP) mathematics courses. Students completed algebra 1 in either the eighth grade (pathway 1) or ninth grade (pathway 2). The study took place in an urban district that uses an open enrollment process for entry to AP courses. Three types of mathematics achievement scores were collected from 131 students enrolled in AP mathematics courses. A chi-square test revealed that students who completed algebra 1 in the eighth grade had significantly higher AP scores than their peers. A 2x2 MANOVA provided comparative information for students based on gender and pathway type with respect to two standardized mathematics assessments. Students who completed algebra 1 in the eighth grade had significantly higher scores on both assessments as compared to their peers who completed algebra 1 in the ninth grade

Trauma-informed teaching practices: a case study of formal and informal teacher experiences

This exploratory qualitative study was used to analyze the implementation of Trauma-Informed Teaching Practices (TITP) by educators in a High School in the northeast that have not yet formally adopted TITP programs into their school’s pedogeological expectations. In addition, this study sought to understand the extent to which TITP instruction was supported through the participants’ professional experiences, personality traits, and administrative support. TITP is a student-supportive framework that provides school staff with the skills and tools to support all students’ social and emotional needs. As a result, educators can aid students’ engagement in their academic studies. While a TITP framework supports all students, the framework is meant to sustain students who are experiencing or have experienced adverse childhood experiences (ACEs). Participants were interviewed, observed, and completed reflective journal prompts to assess their knowledge and implementation of TITP within their classrooms. The data collected were used to investigate the teachers’ perspectives regarding TITP in secondary schools. This study found that teachers’ best practices, personality traits, and past professional experiences supported the four pillars of TITP within their instruction, while acknowledging that specific training on TITP would benefit the participants. Furthermore, this study found that school administrators’ collaboration supported teachers’ instruction when students had experienced ACE and had undergone a challenging time in their lives, yet all teachers wanted increased communication from administrators to better support teaching and students experiencing trauma

Faculty experiences of teaching substance use disorders: A qualitative phenomenological study

Substance use disorders (SUD) affect billions of individuals globally, yet the research shows that pre-licensure nursing programs have struggled to adequately incorporate SUD content into the curriculum. Further, the research demonstrates that nurses are not prepared to comprehensively treat patients with SUD diagnoses due to the presence of stigma and lack of education. The purpose of this study was to explore faculty experiences of teaching SUD in an effort to begin to understand perceived barriers and facilitators for this content within the curriculum. Using a qualitative phenomenological approach allowed for detailed insight into faculty experiences. Qualitative phenomenological analysis revealed that faculty noted the content to be adequate when the program prioritized the topic, however felt the content was siloed within the psychiatric/mental health nursing course. Faculty described the topic as ‘taboo’ for other faculty who either skipped over or glossed over the material in other courses and left it to be fully covered in the mental health course due to a lack of faculty expertise and experience with the topic. The findings indicate that faculty place high value on the affective component of teaching SUD and often integrate personal experiences into their teaching modalities. Clinical site accessibility and community partnerships enhanced the ability of faculty to teach the content, whereas a lack of accessibility or partnerships hindered faculty teaching

An exploration of the lived experiences of paraeducators

The demand for high quality paraeducators has increased the need to explore ways to recruit, train, and retain these educators. The purpose of this multi case study was to explore current roles of secondary school paraeducators using a qualitative case study design to examine their lived experiences. Responses to individual interviews and follow-up questions were analyzed using an open-coding system to develop codes, categories, and themes based on participants’ responses. The results provide an evidence-based reference to explore improvements for paraeducators’ growth and development as educators. Seven themes that evolved from this study state that paraeducators: want to make a difference in the lives of children, have a wide range of roles and responsibilities within their school, do not have enough contact with their administrators, need appropriate professional development and training throughout their careers, should be able to select the type of training and PD to meet their needs, become confident and competent in their roles over time, and need to be respected and valued within the school system to increase morale and job satisfaction

Organizational mindfulness in recognition schools: Mindful leadership practices of principals that build high reliability learning organizations

The purpose of this study was to explore mindful leadership practices of principals who represent Recognition Schools at the elementary and secondary level in New York State. School principals throughout the state are met with exhausting and extremely challenging tasks to achieve. They are responsible for the effective development, management, and sustainability of teaching and learning for all the teachers and students in their buildings. School principals are evaluated by a set of standards that represent the decisions they make with and among all the people they work with throughout the multilayered, interconnected educational system. They are the final decision makers as it relates to school building matters and are responsible for the promotion, management, and sustainability of the school they represent. This qualitative, multicase study explored the perceptions of six Recognition School principals, three who led elementary schools, and three who led secondary schools. Purposeful, criterion-based sampling procedures were utilized, in combination with pre-defined selection criteria, to triangulate the phenomena being studied. Data collection tools included demographic survey data, semi-structured interviews, and document review. Data were analyzed and resulted in three findings and six themes. Findings showed that principals described their mindful leadership experiences in high achieving, Recognition Schools by metacognitively acknowledging specific character traits or perceptions of self and identifying necessary leadership actions or techniques used throughout the building and district that contribute to student achievement. Principals suggested their mindful leadership experiences in high achieving Recognition Schools contributed to organizational success because they established personal and system-wide norms that directly influenced the growth, sustainability, and strategic decision making made by principals in schools. Finally, principals explained there are several barriers that exist in Recognition Schools that can negatively impact student achievement, limit professional development, and weaken the learning organization's alignment from its vision and mission

The characteristics of award-winning public school superintendents: their stories of leadership

This exploratory qualitative case study was used to identify leadership characteristics of award-winning public school superintendents through the telling of their stories. With superintendency longevity at an all-time low, there is a need for leadership qualities to be explored and used to inspire. Participants included 11 superintendents who received one or more state-wide awards for their leadership in a northeastern state in the past six years. Data collection tools included a demographic questionnaire, an observation at a district school board meeting, a review of artifacts, and a series of semi-structured interviews with each superintendent. A thematic approach was used to analyze the data. Finding 1 emerged as: Know yourself, use your strengths to enhance your understanding of the community and effectively communicate with each stakeholder group. Finding 2 emerged as: A superintendent sets and maintains the goals of the district using systematic organization to implement change and have an impact on the community. The results of this study provide suggestions to support and guide both aspiring and current leaders to enhance their leadership potential and effectiveness

Perceptions of Standards-Based Grading in Mathematics Among Middle School Educators

The focus of this study is on understanding the perceptions of middle school mathematics teachers about the implementation of standards-based grading (SBG). The study employs a multiple case design using four Connecticut middle schools where standards-based grading was in the process of being implemented. In each school, three mathematics teachers and the school principal were interviewed using semi-structured interview protocols. The interviews were coded in multiple iterations, developing categories and themes. This study found that teacher perceptions were influenced by the impetus for and method of implementation, the role of the principal, the teachers’ beliefs about mathematics and pedagogy, and school and parent cultures. Implications of this research and recommendations for future research are discussed

Demographic Analysis of the Northern Diamondback Terrapin (Malacelmys Terrapin (Schoepff 1793)) in Connecticut

Malaclemys terrapin terrapin (northern diamondback terrapin) is the only turtle species in North America that primarily occupies brackish habitat. It is recognized as a keystone species because it helps maintain a sustainable estuarine ecosystem. Very little is known about the population size, demographics, and distribution of M. t. terrapin across coastal Connecticut. Using intensive trapping, I explored the status and threats of the Connecticut population of M. t. terrapin. I sampled nine subpopulations of M. t. terrapin representing diverse habitats along the Connecticut coast. Baited hoop nets and opportunistic catches were used for M. t. terrapin mark and recapture sampling between May - August of 2022 and 2023. Location, sex, and morphological data were recorded for 1,809 M. t. terrapins. The population of M. t. terrapin in Connecticut has a greater abundance of females compared to males, and subpopulations of M. t. terrapin consist of varying estimated population size and variable morphological characteristics, including subpopulations with significantly smaller female shell length and body mass. This study explores possible explanations for this variation

Perceptions of Students of Color Enrolled in a Pre-Service Teacher Education Program

This study was used to explore the college experiences of students of color in an education program at a public university in the Northeast. More than ever, there is a need for teachers of color due to the continuous increase of students of color in the country. This study followed an exploratory qualitative case study research design. Data were collected during the Spring 2023 semester. The sample included 20 full-time undergraduate education students who self-identified as Asian American, Black/African American, or Hispanic/Latino at a teacher education university in the Northeast. The instruments included a student demographics questionnaire and an open-ended interview. A thematic analysis approach was used to analyze the data. Five themes emerged from the data: Characteristics of Educators of Color, Education Career Motivators, Education Program Pros, Career Deterrent for an Education Major, and Ideas to Recruit and Retain Pre-service Teachers of Color. The results of this study provided suggestions to recruit, support, and retain students of color in teacher education