An Analysis of the T.E.A.C.H. Early Childhood Project: Factors Related to Perceptions of Teachers’ Knowledge, Skills and Confidence

Having highly qualified staff with training in early childhood education can increase the likelihood for young children to receive developmentally appropriate care. The National Institute for Early Education Research reports that 80% of all American families have their child in some form of early care and education program (Doggett, 2006). According to the US Department of Labor (2004), more than 62% of the labor force is working women with children under 6 years old. As more women are entering the workforce, there is an increased demand for childcare, thereby raising questions about whether early childcare providers are adequately trained to meet the needs of the children in their care (Doggett, 2006; McMullen, 1999; Peck, 1994; Vandell, 2004). In order to investigate which characteristics of the teachers participating in the Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood Project predict perceived learning outcomes, the researcher conducted quantitative research through secondary data analysis. The analyses were based on the collection of quantitative data from the T.E.A.C.H. Scholarship Program Evaluation developed by Child Care Services Association (CCSA) of North Carolina. The survey used in his study provided information on the perspectives of participants (program directors and the teachers they supervised) of the T.E.A.C.H. Early Childhood Project in 2006. The researcher was able to specifically analyze data for 740 learners and 644 directors, linking 208 learners with their directors. The researcher was unable to conclude that the independent variables had an effect on the dependent variables. Level of education of the learner and age group taught did not influence the perceptions of learners and directors in the areas of knowledge and skills, instructional techniques and practices, and relationships with children and their families. The exception in the results is that age group taught, specifically three, four, and pre-k five year olds, did influence confidence in teaching abilities. Years of experience of the learner did influence relationships with children and their families. The learners’ response indicates that course offerings influenced relationship with children and their families

Women’s experiences of maternity care in the United Kingdom during the COVID-19 pandemic:A follow-up systematic review and qualitative evidence synthesis

Background: Maternity care services in the United Kingdom have undergone drastic changes due to pandemic-related restrictions. Prior research has shown maternity care during the pandemic was negatively experienced by women and led to poor physical and mental health outcomes in pregnancy. A synthesis is required of published research on women's experiences of maternity care during the latter half of the COVID-19 pandemic. Aim: To update a previous systematic review of maternity care experiences during the pandemic to June 2021, exploring experiences of maternity care specifically within the United Kingdom and how they may have changed, in order to inform future maternity services. Methods: A systematic review of qualitative literature was conducted using comprehensive searches of five electronic databases and the Cochrane COVID Study Register, published between 1 June 2021 and 13 October 2022, and further updated to 30 September 2023. Thematic Synthesis was utilised for data synthesis. Findings: Of 21,860 records identified, 27 studies were identified for inclusion. Findings included 14 descriptive themes across the five core concepts: (1)Care-seeking and experience; (2)Virtual care; (3)Self-monitoring; (4)COVID-19 vaccination; (5)Ethical future of maternity care. Discussion: Our findings in the UK are consistent with those globally, and extend those of the previous systematic review, particularly about women's perceptions of the COVID-19 vaccine during pregnancy. Conclusion: Our findings suggest the following are important to women for future maternity care: personalisation and inclusiveness; clear and evidence-based communication to facilitate informed decision-making; and achieving balance between social commitments and time spent settling into motherhood.</p

Women's experiences of maternity care in the United Kingdom during the COVID-19 pandemic: A follow-up systematic review and qualitative evidence synthesis

Background: Maternity care services in the United Kingdom have undergone drastic changes due to pandemic-related restrictions. Prior research has shown maternity care during the pandemic was negatively experienced by women and led to poor physical and mental health outcomes in pregnancy. A synthesis is required of published research on women's experiences of maternity care during the latter half of the COVID-19 pandemic. Aim: To update a previous systematic review of maternity care experiences during the pandemic to June 2021, exploring experiences of maternity care specifically within the United Kingdom and how they may have changed, in order to inform future maternity services. Methods: A systematic review of qualitative literature was conducted using comprehensive searches of five electronic databases and the Cochrane COVID Study Register, published between 1 June 2021 and 13 October 2022, and further updated to 30 September 2023. Thematic Synthesis was utilised for data synthesis. Findings: Of 21,860 records identified, 27 studies were identified for inclusion. Findings included 14 descriptive themes across the five core concepts: (1)Care-seeking and experience; (2)Virtual care; (3)Self-monitoring; (4)COVID-19 vaccination; (5)Ethical future of maternity care. Discussion: Our findings in the UK are consistent with those globally, and extend those of the previous systematic review, particularly about women's perceptions of the COVID-19 vaccine during pregnancy. Conclusion: Our findings suggest the following are important to women for future maternity care: personalisation and inclusiveness; clear and evidence-based communication to facilitate informed decision-making; and achieving balance between social commitments and time spent settling into motherhood

I\u27mpossible: A Phenomenological Study of Factors Contributing to African American Women\u27s Successful Ascension to Senior Leadership in Corporate America

African American women are actively advancing to senior leadership across various business sectors in the United States. Many extraordinary Black women have strategically navigated and overcome barriers to occupy influential positions in some of the country\u27s most well-known companies. Although increasing numbers of African American women and other minority females are breaking through the proverbial glass ceiling or concrete wall, literature on African American women leaders primarily focuses on organizational and institutional barriers. This qualitive, phenomenological study focuses on 13 African American women leaders who successfully climbed the corporate ladder to senior or executive positions within their fields\u27 professional leadership contexts. By learning from their unique, lived experiences, this study identified facilitators that contributed to their successful ascension. These facilitators were categorized by contextual and individual factors, and key themes that emerged from this study included (a) race and gender barrier and asset, (b) career success and motivation, (c) family influences, (d) cultivating a community, (e) investment in professional development, (f) personal brand management, and (g) personal board of directors and advocates