The Lived Experiences of Male Generation Z Collegians: Transcendental Phenomenological Approach

The purpose of this transcendental phenomenological study was to examine the academic experiences of 11 male Generation Z born between 1995-2012 and describe their undergraduate collegiate experiences by exploring their thoughts and perceptions. The central question is: What are the academic experiences of male undergraduate Generation Z college students? Intrinsic and extrinsic factors are sinuous in the lives of Generation Z males; therefore, sub-questions investigated the views of participants regarding the implications of generational shifts, motivations, societal trends, and technology within higher education. Purposive, criterion, and snowball sampling were used to select 11 participants. The educational theories of constructivism, sociocultural, and self-determination guided this study in understanding current generations in the college environment. A qualitative phenomenology model was used in data collection through the compilation of interviews, focus groups, and writing prompts to gain depth of understanding of perspectives. Data analysis was conducted using transcendental phenomenological approach through epoche\u27, reduction, imaginative variation, and meaning synthesizing. Systematic coding, triangulation, and description were employed. The study attempted to discover psychological phenomenology which is focused on the description of the essence of Northern Virginia male college experience. Effective examination was required to extract the data essential to create curriculum to meet this evolving need

Mental Health Literacy for Adolescents with Special Needs: A Pilot Occupational Therapy Curriculum in a Middle School

In school communities, addressing student mental health and establishing safe, supportive relationships have become part of our everyday work. National statistics currently report one in five children in the United States struggles with a mental disorder (One in Five Minds, 2020). Students are presenting with increasingly complex psychiatric, behavioral, and trauma experiences that impact their ability to access education and navigate the tasks of adolescence-with life-long health results. This doctoral project has explored youth mental health prevention and promotion interventions for the occupational therapy practitioner and contributing factors such as youth marginalization, social inequity, and youth health literacy deficits. Throughout my career, I have worked in diverse settings, serving in different roles. Each experience has taught me skills and built upon core professional values to shape my practice. I have worked collaboratively with patients, parents, and peers to create programs that expanded the role of occupational therapy in a given community and have been privileged to work with individuals who have experienced significant loss or trauma. Their stories have inspired me to develop professional competencies to create safe, supportive environments that teach skills and allow healing. Through facilitating successful occupation and engagement in community, I have helped individuals define and create their next chapter of meaningful living. My three knowledge translation projects apply the occupational therapy lens to maximize effectiveness and student engagement in implementation of mental health promotion programs in a school serving adolescents with special needs. The project aims are to improve mental health literacy of adolescent students with special needs by offering a pilot curriculum within the science class of a special education setting, to increase awareness of occupational therapy contributions to a school-based mental health program for adolescents with special needs through a professional presentation at an interdisciplinary national conference, and to introduce entry-level occupational therapy graduate students to the process and outcomes of a pilot mental health literacy curriculum for adolescents in a special education setting through completion of an educational module. The projects, themselves, and their outcomes have been significantly impacted by societal changes of the COVID-19 pandemic. The mental health literacy pilot, begun in a middle school classroom, was converted and successfully delivered through virtual learning. Despite changes, both students and staff consistently reported positive increases in knowledge of mental health with effective strategies for coping in everyday life. The interdisciplinary conference proposal is currently stalled as we await the conversion of the conference to a virtual format. The presentation for occupational therapy graduate students was successfully developed for virtual delivery. The questions and dialogue with the students were insightful and hopeful about the future of occupational therapy in addressing mental health needs in school-based practice. In reflection, I can identify two aspects of achievement in these doctoral projects. In the first, my clinical expertise has been honed into an innovative, successful intervention approach for youth-supported by science and implemented with creativity and flexibility. The second is the understanding that completion of an advanced practice degree comes with a responsibility to share one’s narrative, from both a scholarly and a clinical perspective, to guide and encourage others in their practice. If the work resonates, they carry it forward in multiple directions similar to a pebble that creates ripples in a pond

Qualitative Analysis of the Experience of Minnesota Somali Parents with Students with Disabilities in Distance Learning During the COVID-19 Pandemic

This qualitative analysis study uses phenomenology methodology to explore the experiences of Somali parents with K-12 students with special needs in distance learning during the COVID-19 pandemic. Research has shown that all K-12 students faced challenges during the COVID-19 pandemic distance learning (Pozas et al., 2021, p. 35). However, these challenges’ impact on specific communities and how they dealt with them was unknown. The use of interview data from parents with special needs children makes a case for addressing the issues within online learning. Access and inclusion for students with special needs in K-12 education have an implicit bias, specifically in marginalized communities during times of crisis. This phenomenological study details the strength and sacrifices parents with children with special needs endured and how they navigated the difficulties of online learning during the COVID-19 pandemic. In addition, this study explores the personal stories of Somali parents with K-12 children and how they navigated and made meaning of their new roles and responsibilities during COVID-19 distance learning. Finally, by using disability and stigma theories to unpack challenges and negative experiences, this study recommends that parents, practitioners, and policymakers acknowledge that online learning is a mutual responsibility between home and school. Online learning calls for a greater collaborative approach and understanding of what is needed to make distance learning effective for students with special needs and all students

The Nature of Informal Educators in Science Centers, Science Museums and Zoos: Case Studies of Personnel, Practices, Programs, Outreach and Organization

Informal Science Centers provide educational experiences for people across the country daily. While the terminology is often similar, there are differences between institutions, often determined by mission, organizational structure, and experience. The purpose of this study was to identify shared experiences and unique characteristics of eight informal science centers around the country. The significance of the study was to add to the understanding of informal science educators\u27 responsibilities, organizational structure, decision-making process, and development. Data for the study was collected using qualitative measures through a researcher-created interview, sent to fifteen institutions, after the recommendation from two well-known informal science researchers. Eight organizations agreed to complete the interview process, which was done utilizing a digital platform. The interviews showed most institutions have similar expectations of their educators and their responsibilities. The data indicated educators have large say in determining programming and outreach direction, often based on interest, resources, and state standards. Additionally, the data showed there were significant differences in how institutions structured their educators organizationally. The results of this study show the need for informal science centers to continue to evaluate data to determine best practices. Some institutions seemed to have more efficiently and effectively determined best practices. There should be a continued emphasis on evaluations, both programmatically and personally, as several sites did not have a formal evaluative process

Participant observation of a teachers’ online community during the COVID-19 pandemic in Georgia

https://www.ester.ee/record=b5373409*es

It Takes a Village to Promote Children’s Digital Rights: A Comparative Study of Norway and Uganda

Children's online presence has grown rapidly. Today, one in every three internet users is a child, with 93% of children online by the age of 12. Children now have more opportunities to broaden their horizons and fully exercise their digital rights and freedoms because of digitalization. These rights include both protective and participatory rights and are based on UN General Comment No. 25, which advocates for children's rights in the digital environment. Street-level bureaucrats are government employees tasked with promoting both protective and participatory rights. The fulfillment of children's rights is shaped by bureaucratic promotion strategies and challenges to rights promotion. However, different countries have different state capacities, resources, and policy implementation strategies, all of which have an impact on rights promotion. As a result, this study sought to examine existing promotion strategies and challenges in advancing children's digital rights faced by street-level bureaucrats in a comparative context between Norway and Uganda. Six interviews were conducted with six bureaucrats who were purposively chosen based on their professions using a comparative qualitative collective case study design. Three bureaucrats in Norway (1 social worker, 1 teacher, and 1 police officer) and three bureaucrats in Uganda (1 social worker, 1 teacher, and 1 police officer). The theoretical framework of the study was Lipsky's street level bureaucracy theory and Pogge's institutional conception of human rights. The findings revealed that bureaucrats in both countries used education and empowerment of children with digital skills as common promotion strategies. Through their support, parents were seen as enablers of both protective and participatory rights. Norway strives for a balance of protective and participatory rights, whereas Uganda prioritizes protective rights. In terms of bureaucratic roles, the results show that police in both countries are concerned with risk and control, whereas social workers and teachers empower children with digital skills, knowledge, and support regarding online experiences. Both countries face challenges such as limited resources, a generational digital divide, and difficulties navigating international laws and frameworks. The study concludes with recommendations that call for collaboration and harmonization of promotion strategies by street-level bureaucrats, with the UN supporting rights promotion in low-income countries if children's digital rights are to be realized. It is also necessary to bridge the generational digital divide. This will be accomplished through digital literacy programs and the development of a multilingual digital environment that encourages active participation by all individuals

Global emergency remote education in secondary schools during the COVID-19 pandemic: A systematic review

The worldwide shift to emergency remote education in 2020 as a result of the COVID-19 pandemic impacted billions of students and teachers. A range of teaching and learning strategies were employed by schools as a result, despite confusing and sometimes contradictory government guidance, with systemic issues such as equity and access impacting heavily on disadvantaged students. In light of the findings of a recent IPPO evidence snapshot and roundtable event, and in order to gain further insight into how emergency remote education was experienced by secondary school students, parents and educators, a systematic review was conducted that collates and synthesises primary empirical studies across five key research questions focusing on student engagement, online assessment, peer collaboration, parent engagement, and future directions for online learning. Studies were searched for in May 2021 using Web of Science, Scopus, ERIC, Microsoft Academic Graph, ResearchGate and the COVID-19 living map, and were included if they focused on teaching and learning using blended or online approaches in secondary schools during the pandemic, that were published in English. Following quality assessment on scope and methodological rigour, 81 studies were included for narrative synthesis. The research studies were conducted in 38 countries, with 37% of studies from low or lower-middle income countries, and 63% from upper-middle income or high-income countries. Most of the evidence came from students (64%), followed by teachers (53%), with very few studies exploring the perceptions and experiences of parents (6%) or school leaders (5%). Findings reveal that self-regulation and understanding were the most frequently reported indicators of student engagement, with online assessment tools, learning management systems with collaborative tools, live synchronous lessons with peer and teacher interaction, and teacher-made videos considered particularly engaging. Social isolation was the most frequently reported indicator of disengagement, characterised by poor attendance in live lessons, a lack of opportunities to seek help with challenges and difficulties facilitating peer collaboration. Although many articles reported that assessment online was particularly challenging, 21 different types of online assessments strategies were identified, with online quizzes and formative online feedback the most frequently used. Live marking or recorded feedback and assessment were found to be particularly beneficial, as providing feedback during live lessons was sometimes challenging. Peer collaboration was facilitated through peer assessment, inquiry-based group work and experiments, aided by the use of collaborative software and combining multiple applications. Parental involvement and support contributed to student learning, although issues of equity impacted the extent to which they could engage with their children's learning, alongside gaps in family content knowledge and technological skills. Numerous implications for future policy relating to online and blended learning are provided