Promoting effective assessment for learning methods to increase student motivation in schools in India

This qualitative study explored how using effective assessment can engage learners and motivate student learning in the Dehradun, Noida, Delhi, and Trivandrum regions in India. The study randomly sampled 26 teachers from six private schools. Private schools were used in this study since such schools allot substantial funds to support ongoing professional development. Four core themes were identified from this study. The implications derived from this study suggest that educational leaders, stakeholders, and teachers can help improve student motivation in the classroom if they involve students in assessment practices. This study provides a clear understanding of reasons why assessment can benefit learners by helping them feel motivated to learn

Promoting effective assessment for learning methods to increase student motivation in schools in India

This qualitative study explored how using effective assessment can engage learners and motivate student learning in the Dehradun, Noida, Delhi, and Trivandrum regions in India. The study randomly sampled 26 teachers from six private schools. Private schools were used in this study since such schools allot substantial funds to support ongoing professional development. Four core themes were identified from this study. The implications derived from this study suggest that educational leaders, stakeholders, and teachers can help improve student motivation in the classroom if they involve students in assessment practices. This study provides a clear understanding of reasons why assessment can benefit learners by helping them feel motivated to learn

What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

With a recent increased focus on science, technology, engineering, and math (STEM) education nationally, more elementary schools are embarking on this path. However, the problem is that elementary teachers who provide STEM instruction require a level of professional development which may not be currently offered, which may shape the teacher’s self-efficacy and how the teacher perceives his or her role in STEM implementation. Professional development offerings need to be designed to adequately provide elementary teachers with the learning needed to be confident and successful at implementing integrated STEM education.  The purpose of the qualitative instrumental case study was to explore the experiences of fifth-grade science teachers in a large urban school district in Florida regarding STEM-focused professional development and the perceived impact of these experiences on teacher self-efficacy in implementing integrated STEM education in the classroom. Using semi-structured interviews, reflective notes, and surveys, 14 current elementary teachers were interviewed regarding experiences with STEM professional development and how those experiences shaped self-efficacy in effectively implementing integrated STEM education.  The study revealed the participating teachers had limited STEM professional development experiences, with the majority being self-directed. The study also revealed participating teachers felt increased creativity is necessary for successful STEM implementation. Additionally, the participants desired a personalized professional development approach combined with coaching and mentoring opportunities around STEM. Keywords: STEM instruction, professional development, self-efficacy, elementary STEM instruction, STEM professional development. DOI: 10.7176/JEP/10-21-14 Publication date:July 31st 201

An Examination of an Evidence-Based Literacy Program in Rural Georgia

A small rural school district in the southwestern part of the United States required teachers to provide highly effective literacy instruction by implementing an evidence-based reading program called Journeys. With consistently low reading achievement, it was unclear whether teachers were implementing Journeys as prescribed. The purpose of this qualitative case study was to explore teacher implementation of the Journeys program for students at an elementary school in the district. The theoretical framework used to guide the study was Clay’s emergent literacy theory. The conceptual framework included five strands of the Journeys reading curriculum, which was derived from Clay’s theory. A modified formative program evaluation case study was conducted. Nine teachers who had taught reading and two administrators who supervised reading teachers were purposefully selected for semi-structured interviews. Coding and analysis of interview data indicated that more than half of the teachers were not implementing Journeys with fidelity. Themes that emerged from the interviews were; inconsistent understanding of evidence-based literacy instruction, lack of collaborative planning, teacher’s use of an alternate phonics-based resource, focus on technology integration, lack of teacher buy-in, and lack of teacher training in implementation of the Journeys program. Based on findings, a 3-day professional development training was developed to provide training in implementing Journeys’ underlying evidence-based strategies. In regard to social change, the study findings could assist school leaders in determining guidelines for the implementation of evidence-based reading curricula. The study findings could assist school leaders and teachers in effective implementation of Journeys and providing quality literacy instruction to enhance student learning in the district. Keywords: Journeys, evidence-based reading, fidelity, reading achievement, reading levels DOI: 10.7176/JEP/11-2-09 Publication date: January 31st 202

Factors Affecting NCLEX-RN Success in an Associate Degree Nursing Program

An acute nursing shortage currently exists in the United States. It is important for nursing programs to prepare nursing students who are able to pass the NCLEX-RN. The purpose of this study was to determine whether a link exists between nursing student performance in program requirements and ultimate success or failure on the NCLEX-RN. A random sample of the nursing students at one community college who graduated in the calendar years of 2017 and 2018 were the population for this study. This comparative study examined data in existence to determine if there were academic factors relating to failure on NCLEX-RN. Chi-square was used to determine a relationship and phi-coefficient was used to determine the strength of that relationship between dependent and independent variables. A weak to moderate association was found between failure on NCLEX-RN and the independent variables: low score on the science portion of the TEAS test, need to repeat the first medical-surgical nursing course, and less than 850 on HESI exit. Future research should focus on the connection between mathematics scores and success in the nursing program and NCLEX-RN. Keywords: Nursing education, NCLEX-RN pass rates, nursing education readiness, healthcare education, student success. DOI: 10.7176/JEP/12-30-01 Publication date:October 31st 202

Teacher Perspectives of Professional Development and the Implementation of Instructional Practice for English Language Learners

An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students’ Zone of Proximal Development (ZPD). Vygotsky’s ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students’ ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore the perspectives of ELL teachers regarding the professional development trainings they received to teach ELL students within their ZPD. The two research questions focused on: (a) how elementary teachers implement instructional practices and resources to teach ELL students within their ZPD and (b) what their perspectives are of the professional development they were provided to teach ELL students. A purposeful sample of eight teachers of ELL students in the first through fifth grades participated in individual interview sessions. Using thematic analysis, data were analyzed using open coding and axial coding. The findings revealed participants’ concerns regarding their knowledge and preparation, as well as the professional development they were offered for teaching the ELL students. An in-service training project was created to provide teachers of ELL students with more information regarding strategies, accommodations, and instructional implementation. This study may contribute to positive social change by highlighting areas of concern for further research. Providing in-service training may equip teachers with the skills and knowledge that they need to teach ELL students within their ZPD, which may result in better educational outcomes

Improving Student Engagement in Nursing Education through Game-Based Learning

Educators have identified that engaging nursing students in their education increase retention rates in nursing education programs. As a pedagogical tool, using game-based learning activities allowed educators to create student-centered active learning opportunities to increase the engagement of the nursing student. The problem was that the effect of adding game-based learning to traditional lectures on student engagement behaviors in undergraduate nursing classes was unknown. The purpose of this mixed-methods study was to examine how adding game-based learning to traditional lectures affected student engagement behaviors in undergraduate nursing classes. The theoretical framework was based on the theory of Constructivism, which is the concept that students are lifelong learners who prefer to take an active role in their education. The research questions for this study explored the relationship and effect of adding game-based learning activities to traditional teaching methods and an improved student engagement level in nursing students. A Pearson Correlation Coefficient test was performed to monitor the correlation between the addition of game-based learning and improved student engagement for the quantitative section of this study. For the qualitative portion, in-person interviews were conducted with the participants, and a codebook was created to identify themes for final analysis. A convenience sample was used to recruit participants in a Bachelor of Nursing undergraduate entry level nursing course, resulting in 47 out of 72 students agreeing to participate. Quantitative findings from the study revealed that there was a minimal correlation between adding game-based learning activities to traditional teaching methods and improved engagement in nursing students. The qualitative analysis discovered that students preferred game-based activities. The participants found that the combination of both game-based activities and traditional teaching methods increased their enjoyment of the course and improved their engagement. The quantitative analysis did not find a strong relationship between adding game-based learning activities and increased student engagement. The findings suggested that student engagement in nursing education improved when game-based learning was combined with traditional teaching methods. This finding can potentially improve nursing education by providing educators with another pedagogical method to create a more active learning environment for nursing students to improve their engagement. Keywords:Nurse education, game-based learning, student engagement, engagement. DOI: 10.7176/RHSS/13-12-04 Publication date:June 30th 202

Embracing Common Core Standards for Mathematical in Secondary Mathematical Practice

Teachers' support in implementing the standards for mathematical practice has been an area of study since the implementation of the Common Core state standards initiative. The research problem had a gap in the literature regarding what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. The Common Core initiative's standardized educational reform goal is to better prepare students for career and college readiness in the United States. Fidelity in implementation is essential to the success of the reform. The purpose of this qualitative research was to explore what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. Twelve middle school mathematics teachers participated in semistructured interviews to provide data on their use of the standards and their perception of support needs. The conceptual framework of this study was the interconnected model of professional growth. The results of the study indicated a reported gap in practice regarding the use of the standards from the teachers’ account. They further identified the need for formal training to understand better and use the standards. The support teachers seek is to have training that can allow them to learn more about the purpose of the standards and training that can be adapted to their needs based on their current practices and experiences. The research findings can help with the fidelity of implementation, and possibly influence social change by assisting teachers in using best practices to prepare students for college and career readiness in mathematics. Keywords: Common core, college readiness, fidelity, mathematics instruction, college career readiness DOI: 10.7176/JEP/12-8-02 Publication date:March 31st 202

Impact of Blended Learning on NCLEX Scores and Subscores

The nursing workforce shortage is the biggest crisis that demands increased qualified licensed graduate nursing students. The shortage of licensed professional nurses has tremendously affected the quality of health care delivery. Subsequently, nursing schools are challenged to educate nursing students faster. Undergraduate nursing colleges have been challenged to educate more nurses faster to meet the increasing demands of qualified nurses in the workforce. Successful completion of the NCLEX exam is an entry requirement to practice as a registered nurse in the United States. The purpose of this quantitative, correlational research study is to compare the NCLEX score rates and sub-scores of psychosocial integrity and safety using data from multiple cohorts of the pre-licensure nursing program to evaluate the impact of the sudden transition from face-to-face (F2F) learning to a blended learning format. The study participants included students from the 2019 Spring and 2019 Fall cohorts who completed nursing in a F2F setup and 2020 Fall and 2021 Spring cohorts who completed nursing in a blended format. The pre-existing data of NCLEX scores and subcategory scores were obtained from two hundred and eighteen students enrolled in the F2F track, and two hundred and twenty-one students enrolled in the blended track of the nursing program. The pre-existing data obtained were coded separately in three sets using '0' for fail grade and '1' for pass grade to assess the correlation. The chi-square test of independence and Phi were employed to test the null hypothesis. The statistical analysis reported a significant difference in the NCLEX scores of the students, p < .001. Findings of the NCLEX safety and psychosocial subsection scores showed no ranked significant difference, p < .133 and p < .355. This study's results will help modify appropriate teaching-learning platforms to foster successful student learning outcomes and NCLEX success rates. Suggestions for future research include qualitative research to erase certain limitations, correlational studies including demographic factors, and a comparative study using a diverse, larger sample size. Additionally, as the global pandemic impacts this study, a follow-up study is recommended in the future to analyze NCLEX scores with sub-scores after the COVID pandemic. Keywords: Nurse education, NCLEX, COVID-19, Blended Learning, Exam scores. DOI: 10.7176/RHSS/13-6-02 Publication date:March 31st 202

Campus Climate Experiences Associated with Ethnicity in a College of Health Sciences

The demand for various healthcare professionals is expected to increase along with the diversification of patient populations. Job security is promising in the future of healthcare. Still, less than 50% of college students persist through the STEM education necessary for professional degree programs, with higher attrition rates seen with minority students. The problem is the disproportionate ethnic representation in academic programs that precipitates the consequentially low distribution of minorities in clinical practice and higher education. Inadequate representation poses fewer opportunities for an initial sense of similarity for minority students, often needed for motivation during student-to-faculty interactions. The research study measured differences between ethnic minority and non-minority student perceptions of their academic climate through a quasi-experimental quantitative design. The dependent variables included a sense of belonging, academic and interpersonal validation. Likert scale data was collected to analyze total summed scores between participant groups. Question items from the Diverse Learning Environment Survey were extracted and used as the instrument. The participant group consisted of students from a Division II institution enrolled in an anatomy and physiology course. Data analysis consisted of independent t-tests and Mann Whitney-U testing. Statistically significant differences were found in the sense of belongingness between groups, with ethnic minority students scoring significantly lower. This study's findings help inform educators and clinicians about the needs of minority populations in efforts to retain students and diversify the same force that is assumed to be all-inclusive in clinical practice. Keywords:Academic climate, minority representation in health care education, student retention, mentorship, cultural competence DOI: 10.7176/RHSS/13-14-01 Publication date:August 31st 2023