CBM Development from the County Perspective

4 pages

What Steps Countries Are Taking to Prevent Sex Trafficking: The Relationship Between Law Enforcement and Sex Trafficking

The International Labor Organization estimates that there are 4.8 million people currently trapped in sex trafficking at a global level. Human trafficking, which can also be referred to as modern-day human slavery, is an issue that never left the planet; only one that which adapted to the changing world. In this study, a large literature review has been complied to analyze the statistics gathered by government and non-federal organizations regarding the issue of sex trafficking, and how law enforcement is tackling this issue at a domestic and global level. Qualitative data collected in the form of interviews took place in Washington D.C. and New York City, and quantitative data gathered from Marshall University students was evaluated in regards to the general level of awareness of sex trafficking. The literature review found that although sex trafficking statistics are higher than ever, many federal law enforcement agencies and non-profit organizations are promoting awareness in new, engaging ways. The effects of this dedicated work are shown in the awareness data collected from Marshall University students in the Spring of 2019

CBM Development from the County Perspective

4 pages

Technology-Mediated Dot Talks

Visual Dot Card Number Talks are a classroom routine which allow students to recognize patterns, build number fluency, and consider others’ thinking. We explicate the use of technologies—Nearpod and Desmos—for Dot Talks reimagined for use in virtual, hybrid, or in-person settings

A longitudinal developmentally intentional leadership institute for teacher leaders: A case study of the experiences of 13 teacher leaders

The purpose of this study was to explore the experience of 13 informal teacher leaders who participated in a three-year (district-sponsored and job-embedded) developmentally intentional leadership institute (DILI) and to learn how, if at all, the DILI helped them develop and apply leadership skills, as they continued in their primary roles as teachers. The DILI at the center of my study aimed to develop leadership capacity as a way to overcome barriers to teacher leadership that are described in the literature. I found three features of the DILI that supported this: 1) Using best practices in professional development; 2) Administrators’ participation alongside their teachers; 3) A developmentally intentional curriculum based on Learning-Oriented Leadership. I utilized an exploratory case study methodology, including a district-wide survey of 67 teachers to understand the context of the research site and 34 hours of interviews with three sets of participants including the 13 teachers who completed the three-year DILI, 3 teachers who partially completed the DILI (i.e. completed one or two years), 3 principals and 3 district administrators who directly supervised the teacher leaders. I came to three clusters of findings. First, the DILI created a holding environment for participants (i.e., supported and challenged them, while remaining in place longitudinally) (13/13) which they utilized as a support to their learnings and leadership practice. Second, participants engaged in three perspective shifts [i.e., on themselves (13/13), on the nature of leadership (9/13), and on the utility of collaboration (13/13)]. Third, all 13 teachers transferred their learnings from the DILI to assume acts of leadership in their schools. This included assuming formal leadership responsibilities (13/13), feeling more empowered (13/13) and feeling less stress, even as they took on greater responsibilities (10/13). Moreover, the administrators reported that the teacher leaders positively influenced the district, as they created a “ripple effect” and “lifted the bar” to elevate expectations, professionalism, and practices of collaboration. Implications of my study address the use of this approach (i.e., DILI) by districts to foster teacher leadership, even amidst school cultures of egalitarian norms. These teacher leaders helped to shift culture by driving instructional improvement. Thus, districts can better address increased standards, greater expectations, and other challenges that place too many demands on school administrators to lead alone

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning

Nicole Fletcher (with Candace Joswick and Audrey Meador) is a contributing author, Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks, Chapter 20, pp. 402-422. The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century. The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.https://digitalcommons.fairfield.edu/education-books/1071/thumbnail.jp

Instructional Systems Design and the Diffusion and Adoption of Technology: (Volume 1)

Instructional designers, instructional systems designers, and other educational technologists are, by their nature, innovators. These professionals apply and extend the applied science of learning, systems, communication, and instructional design theory to help students learn. Technology in some capacity is used to make the connections between subject matter experts, teachers, instructors, and their learners. It is common for instructional designers to seek new tools, techniques, and innovations for the improvement of learning, access, quality, and student satisfaction. However, the adoption and diffusion of new educational technology and innovation is a complex process that depends on many variables. Understanding these processes and variables can help designers and technology leaders successfully implement positive change. This book serves as a brief summary of innovation diffusion models, organizational change models, and serves as an introduction to the work of a group of talented instructional designers who have explored specific aspects of educational technology adoption and diffusion. Together we hope that you find these cases, examples, and lessons learned insightful and help you plan for an innovation diffusion of your own.https://digitalcommons.odu.edu/distancelearning_books/1004/thumbnail.jp

Social Gerontology- Integrative and Territorial Aspects: A Citation Analysis of Subject Scatter and Database Coverage

To determine the mix of resources used in social gerontology research, a citation analysis was conducted. A representative sample of citations was selected from three prominent gerontology journals and information was added to determine subject scatter and database coverage for the cited materials. Results indicate that a significant portion of gerontology research, even from a social science perspective, relies roughly equally on medical resources as it does social science resources. Furthermore, there is a small but defined core of literature constituting scholarly “territory” unique to gerontology. Analysis of database indexing indicated that broad, interdisciplinary databases provide more comprehensive coverage of the cited materials than do subject-specific databases

Nurse Care Manager Impact on Type 2 Diabetes Mellitus at a Rural Primary Care Practice

Background: Type 2 Diabetes Mellitus is a common diagnosis managed in the primary care setting. Patients with an uncontrolled state of the condition are most vulnerable to develop complications from the disease. Consequently, type 2 diabetes remains as the leading cause of end stage renal disease and nontraumatic limb amputations. Objectives: To improve type 2 diabetes quality measures, improve documentation of quality measures, increase the continuity of care, and create a streamlined workflow and communication within an interdisciplinary team. Methods: Quality improvement project to establish multifaceted management of type 2 diabetes. Data on the management of care was gathered pre-/post-implementation and compared. Results: Multifaceted management of type 2 diabetes did not improve quality measures; however, an increase in documentation, communication, continuity of care, self-efficacy of care, staff satisfaction, financial incentives, and quality recognition was found. Conclusions: Multifaceted management of type 2 diabetes can provide an increase in patient outcomes, quality measures, and existing workflows. Implications: The use of a multifaceted management for type 2 diabetes can transcend all chronic conditions in the primary care setting. Further study is needed in multiple settings and applied to other chronic conditions