7,744 results on '"Taylor, P."'
Search Results
2. Talent Pipelines for the Fourth Industrial Revolution: How California PaCE Units Can Bridge Critical KSA Gaps. Research & Occasional Paper Series: CSHE.8.2024
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE), Tyler Reeb, Chris Swarat, and Barbara Taylor
- Abstract
This paper presents a rationale for using professional and continuing education (PaCE) units at post-secondary institutions throughout California to design and implement talent-pipelines, research and development collaborations, and other knowledge ecosystems where emerging and returning professionals can acquire the knowledge, skills, and abilities (KSAs), as well as the experience, they need to address the challenges of the Fourth Industrial Revolution (4IR). The paper provides an analysis of the reasons why PaCE units are uniquely positioned to address the needs of industry and job seekers, and on a timetable that keeps pace with 4IR velocity.
- Published
- 2024
3. Interim Report 2 on the Implementation, Impact, and Cost Effectiveness of Developmental Education Reform in California's Community Colleges
- Author
-
Research for Action (RFA), Texas Education Research Center, Kri Burkander, Dae Kim, Mark Duffy, Lindsey Liu, Taylor Stenley, Keerthanya Rajesh, and Sean Vannata
- Abstract
Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This second interim report, presented at the conclusion of year three of the study, focuses on gaining a deeper understanding of on-campus implementation through a faculty survey administered to math and English departments across our study sample, an Interrupted Time Series analysis with nine cohorts of FTIC student data, and preliminary data collection for our cost effectiveness study. Collectively, these data highlight significant changes that colleges have made on campus regarding shifting enrollments from developmental education into transfer-level coursework in both English and math, and providing additional supports to students to promote retention and completion. We find that AB 705 has demonstrated notable successes in improving enrollment and completion rates in transfer-level courses, particularly in math, among FTIC students in California's community colleges. While our survey results suggest that faculty believe additional resources and supports would be helpful, most faculty report that implementation supports have been adequate.
- Published
- 2024
4. Teacher Salary Raises and Turnover: Evidence from the First Year of the Arkansas LEARNS Act. EdWorkingPaper No. 24-972
- Author
-
Annenberg Institute for School Reform at Brown University, University of Arkansas, Department of Education Reform, Arkansas Department of Education, Gema Zamarro, Andrew Camp, Josh McGee, Taylor Wilson, and Miranda Vernon
- Abstract
Attracting and retaining high-quality teachers is a pressing policy concern. Increasing teacher salaries and creating more attractive compensation packages are often proposed as a potential solution. Signed into law in March 2023, the LEARNS Act increased Arkansas's minimum teacher salary from $36,000 to $50,000, guaranteed all teachers a minimum raise of $2,000, and added flexibility allowing school districts to deviate from seniority-based traditional salary schedules. To study school districts' adjustments to the new legislation, we collected information about districts' teacher compensation policies one year before and the first year of implementation. We also integrated this data with teachers' administrative records to study patterns of teacher retention and mobility. Our results reveal a more equitable distribution of starting teacher salaries across districts, with minimal variation. The LEARNS Act notably increased funding for rural and high-poverty districts, mitigating the negative association between starting salaries and district poverty rates. However, the initial effects on teacher retention and mobility were modest. While some positive trends emerged, such as reduced probabilities of teachers transitioning to non-instructional roles and increased new teacher placement in geographic areas of shortage, broader impacts on retention and mobility were limited in the first year of implementation.
- Published
- 2024
5. Employee Evaluation and Skill Investments: Evidence from Public School Teachers. EdWorkingPaper No. 22-686
- Author
-
Annenberg Institute for School Reform at Brown University and Eric S. Taylor
- Abstract
When employees expect evaluation and performance incentives will continue (or begin) in the future, the potential future rewards create an incentive to invest in relevant skills today. Because skills benefit job performance, the effects of evaluation can persist after the rewards end or even anticipate the start of rewards. I provide empirical evidence of these dynamics from a quasi-experiment in Tennessee schools. New performance measures improve teachers' value-added contributions to student achievement. But improvements are twice as large when the teacher also expects future rewards linked to future scores. Value-added remains at the now higher level after performance incentives end.
- Published
- 2024
6. Synthesizing Validity and Reliability Evidence for the Draw-A-Scientist Test
- Author
-
Julia Brochey-Taylor and Joseph A. Taylor
- Abstract
The purpose of this synthesis study was to assess the reliability and validity of the Draw-A-Scientist Test (DAST) and its variations across multiple studies, aiming to understand limitations and propose modifications for future application within and beyond the science domain. Given the existence of multiple DAST versions, this study quantified the frequency of validity threats across various DAST variations. Literature review results indicated that despite its widespread use, the DAST and its variations consistently encounter challenges related to construct validity and external validity. Additionally, this synthesis identified literature limitations in testing concurrent validity, predictive validity, and inter-rater reliability when applicable.
- Published
- 2024
7. Interim Report on the Implementation and Impact of Developmental Education Curricular Reform in California Community Colleges
- Author
-
Research for Action (RFA), Texas Education Research Center, Kri Burkander, Dae Kim, Lauren Schudde, Mark Duffy, Maja Pehrson, Nancy Lawrence, Taylor Stenley, Elizabeth Jackson, Wonsun Ryu, and Lindsey Liu
- Abstract
Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This report first offers a descriptive quantitative analysis of short-term outcome (enrollment and completion) trends in math and English at the state level. This descriptive analysis examines the relationship between AB 705 and course enrollment and completion, which will serve as the basis for the quasi-experimental study in subsequent project years. The second part of the report presents findings from institutional site visits aimed at understanding how institutions have implemented the reforms, who is involved in implementation, and how implementation is experienced by students.
- Published
- 2024
8. An Annotated Bibliography of Select Literature on the Child Care and Early Education Workforce: A Supplement to the BASE Knowledge Review Series. BASE Knowledge Review Series. OPRE Report 2023-243
- Author
-
Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), MDRC, MEF Associates, Chapin Hall at the University of Chicago, and Harrison Taylor
- Abstract
To develop a deeper understanding of who Child Care and Early Education (CCEE) educators are--and what influences impact the entry, retention, turnover, and advancement (that is, the workforce dynamics) in this industry--the Building and Sustaining the Child Care and Early Education Workforce (BASE) research team identified and documented existing literature about the CCEE workforce and strategies that are intended to strengthen it. The team conducted a literature review (among several other research activities) to identify, review, and synthesize relevant literature and the evidence base on both multilevel influences that may shape CCEE workforce dynamics and the effectiveness of strategies that aim to build a sustained, qualified CCEE workforce. The team also conducted an environmental scan--a review to identify strategies currently being implemented to build, advance, and sustain the CCEE workforce. This annotated bibliography contains a comprehensive list of the publications that were formally included in the literature review to provide researchers, practitioners, and policymakers with a quick guide to understanding the recent research landscape of the CCEE workforce. This annotated bibliography details the methods that were used to review the published literature and summarizes elements of the publications.
- Published
- 2024
9. Influences on the Recruitment, Retention, and Advancement of the Child Care and Early Education Workforce. A Conceptual Framework. BASE Knowledge Review Series. OPRE Report 2023-191
- Author
-
Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), MDRC, MEF Associates, Chapin Hall at the University of Chicago, JoAnn Hsueh, Harrison Taylor, Michelle Maier, and Sydney Roach
- Abstract
Child care and early education (CCEE) are essential resources for families and children across the country. Yet qualified educators are choosing to leave their positions, and young professionals are choosing not to enter the field. This instability has been a long-lasting issue and is thought to be driven largely by structural and systemic forces that shape the everyday experiences of the CCEE workforce. These issues have been exacerbated by the COVID-19 pandemic. This report lays out a conceptual framework to serve as a guide for researchers, policymakers, and administrators who are conducting research on the CCEE workforce and who are designing and implementing strategies to improve entry, retention, turnover, and advancement of the workforce. This report is also intended to inform how the field can work to build and sustain this critical workforce. The conceptual framework consists of three main components that are intended to provide a clear understanding of factors that can disrupt the stability of the CCEE workforce pipeline. By articulating the main components, the conceptual framework encourages researchers, policymakers, and administrators to consider a range of multilevel influences on workforce dynamics when designing strategies and when evaluating whether strategies are working as intended. This framework also aims to underscore that the individuals who make up the workforce--many of whom have been marginalized due to race, ethnicity, social class, and gender--interact with broader social, political, and cultural contexts that shape economic and educational policies, structures, and opportunities.
- Published
- 2024
10. Exploring the Changing Modes of Learning and Teaching in Campus-Based Curricula during and Post-COVID-19
- Author
-
Aisling Keane, Kathyrn McFerran, Blaise Acton, Samantha Taylor, and Declan McLaughlin
- Abstract
The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the COVID-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the COVID-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students' ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.
- Published
- 2024
11. Design and Implementation of the ESSA Resource Allocation Review: Lessons Learned in Utah
- Author
-
Region 15 Comprehensive Center, WestEd, Tia Taylor, and Alicia Bowman
- Abstract
The provisions in the Every Student Succeeds Act (ESSA) reauthorization of the Elementary and Secondary Education Act (ESEA) include (1) the requirement for states to periodically review resource allocation in local education agencies (LEAs) serving a significant number of schools identified for comprehensive support and improvement (CSI), targeted support and improvement (TSI), and additional targeted support and improvement (ATSI) and (2) the requirement that CSI and ATSI plans both identify and address local resource inequities. ESSA requires states to periodically review resource allocation to support school improvement in schools that qualify for comprehensive and targeted support. In 2019, the Resource Allocation Review Community of Practice (RAR CoP) of the United States Department of Education (the Department) provided a useful foundation. The RAR CoP calls upon state agencies to connect the additional resource inequity provisions outlined in ESSA and align resource allocation reviews with the comprehensive school improvement. Building on the guidance offered by the RAR CoP, Utah, with the support of WestEd's Region 15 Comprehensive Center (R15CC), was among the first states to design and implement an RAR process. This report shares some discoveries and lessons learned during the design and implementation process.
- Published
- 2024
12. Identifying Resource Inequities
- Author
-
Region 15 Comprehensive Center, WestEd, Tia Taylor, and Alicia Bowman
- Abstract
This document provides state education agency (SEA) leaders with a systematized approach to identifying and defining elements, major tasks, and deliverables for conducting a meaningful resource allocation review (RAR). Based on the findings of an intensive four-year design process, field research, and recommendations from the pilot audit of the RAR process conducted by the U.S. Department of Education, this document: (1) offers education leaders at the state and local level with concrete examples of resource inequities; (2) presents considerations for decision-making around resources, and (3) proposes ways to reduce the burden on LEAs and schools by streamlining the RAR completion process.
- Published
- 2024
13. Moving Forward to Creating Supports for PBI Mentors and Mentees
- Author
-
Isabella DeLeon, Megan Lindsey, Susannah Muscott, Taylor Whitney, Mandi M. Collins, and Megan Beckam
- Abstract
Preservice teachers engage in clinical experiences with in-service teacher mentors to observe and apply theories being learned in coursework in classroom settings. Among the obstacles with clinical experiences is that mentor teachers may lack knowledge of theories being practiced by preservice teachers and may struggle to provide mentorship supports. This convergent mixed-method study engaged four undergraduate student researchers in exploring how a clinical-based course supports the development of the preservice teacher and how professional learning and mentoring experience support the development of the in-service mentor teacher. Findings indicate increases in knowledge and applications of PBI for preservice teachers and mentor teachers and increases in confidence from the in-service teachers to serve as mentors.
- Published
- 2024
14. Utilizing the NANT Core Competencies to Guide the Occupational Therapy Doctoral Capstone Experience and Project in the NICU
- Author
-
Kate N. de Castro Mehrkens and Taylor Bateman
- Abstract
The occupational therapy doctorate degree requires a capstone experience and project to be completed within a specific occupational therapy (OT)-related setting. The doctoral capstone experience and project can be difficult to complete in the highly specialized Neonatal Intensive Care Unit (NICU). This paper provides a sample outline of the doctoral capstone experience and project in the NICU. The NANT Core Competencies, written by the National Association of Neonatal Therapists Professional Collaborative, were utilized as a guideline to track student progress and ensure understanding of neonatal therapy topics. This paper follows one student's doctoral capstone experience and project in the NICU while mentored by an occupational therapist. Learning objectives related to utilizing the NANT Core Competencies, gaining clinical skills, and participating in program development were created. The site mentor trained, supported, and educated the student in the NICU while monitoring her progress during the fourteen weeks. Overall, the student successfully completed all objectives. This paper provides an example of the doctoral capstone experience and project in the NICU utilizing the NANT Core Competencies to support the mentor-student relationship and student learning with educational topics provided in the competencies guiding the capstone experience. With details including student progress, weekly mentor-student meetings, and roles/responsibilities of the student and mentor, this paper serves as a resource and guideline for OT faculty as well as potential mentors of occupational therapy doctorate students in the NICU setting. Additionally, this paper highlights the feasibility of the completion of the OT doctoral capstone in the NICU.
- Published
- 2024
15. 'Is It Bad I Don't Know This Yet?': At-Promise College Students, Financial Aid Knowledge, and Retention
- Author
-
Z. W. Taylor and Elizabeth A. Rainey
- Abstract
Extant literature about the history and impact of federal financial aid is robust, however, financial aid eligibility and its connection to persistence for continuing students is an area less understood. As a result, this study describes how at-promise students articulate their knowledge of federal financial aid policy during COVID-19. We interviewed 14 students who were on financial aid warning, a status defined by federal financial aid policy regulations, to examine what students understand about their financial aid standing and the criteria to keep their funding. Findings suggest students were often confused about financial aid eligibility criteria, even though they confidently expressed incorrect information about financial aid policies. Moreover, students were uncertain about how to connect with institutional financial aid resources and did not understand that financial aid advising extended beyond their first semester. This study fills multiple gaps in the literature and articulates how institutions can improve students' understanding of financial aid policy through multiple modes of communication, intentional interventions, and clearer policies. Implications such as the inclusion of Financial Aid counselors and departments in retention support are discussed. [The pagination cited on the .pdf (p1-24) is incorrect. The correct pagination is p2-24.]
- Published
- 2024
16. Why Teachers Integrate YPAR in Their Teaching: Cultivating Youth Wellbeing, Student Voice, and Social Justice
- Author
-
Mary Frances Buckley-Marudas, Rosalinda Godínez, Karmel Abutaleb, Gray Cooper, Margaret Rahill, Drew Retherford, Sarah Schwab, Taylor Zepp, and Adam Voight
- Abstract
In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.
- Published
- 2024
17. From Classroom to Clinic: The Influence of Medical Education on Physician Shortages in the United States
- Author
-
Lina M. Adwer, Taylor Nelson, and Kristy Carlson
- Abstract
The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.
- Published
- 2024
18. Transforming Student/Learning Supports & Enhancing Equity of Opportunity: 'A Journey of Lessons Learned'
- Author
-
Center for MH in Schools and Student/Learning Supports at UCLA, Howard S. Adelman, and Linda Taylor
- Abstract
The purpose of this monograph is to advance thinking about transforming how schools play their role in addressing barriers to learning and teaching. In the process, the authors discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. Part I of this monograph starts by briefly sharing the authors' journey in searching for a better way to address student and schooling problems. Then an analysis of what's wrong with how schools currently provide student/learning supports is highlighted. Part I concludes with discussion of a set of frameworks used as lenses to advance school improvement R&D for transforming how schools address barriers to learning and teaching and reengage disconnected students and families. Part II begins with discussion of four interrelated sets of problems involved in making major system changes in districts and their schools. From this perspective, the authors share how they have wrestled with: (1) reframing how interventions for student/ learning supports are conceptualized; (2) reworking operational infrastructures for initial and ongoing implementation; and (3) working toward large-scale replication and sustainability. It is underscored how essential policy support is related to making substantive and sustainable institutional improvements. Part III stresses that system improvement and implementation is all about intervention. The authors define intervention and highlight that improvement and implementation sciences are intertwined intervention concerns for R&D. The critical role of evaluation and accountability is underscored. Finally, controversies and ethical considerations related to interventions at schools are highlighted.
- Published
- 2024
19. The Impact of the Online Learning Readiness Self-Check Survey with Australian Tertiary Enabling Students
- Author
-
Robert Whannell, Mitchell Parkes, Tim Bartlett-Taylor, and Ingrid Harrington
- Abstract
This study reports on two key aspects relating to the use of the Online Learning Readiness Self-Check (OLRSC) survey, which has been proposed as identifying non-traditional students' readiness for online learning, and their strengths and weaknesses in six key areas. The first aspect validates the use of the instrument based on data from 199 students engaged in an online tertiary enabling course at a regional university in Australia. Factor analysis verified the scale structure of the instrument; however, two items were removed prior to the final analysis due to low communality and/or high cross loading with other items. This is followed by an examination of whether the instrument might be useful for the early identification of students who are at risk of disengagement from the enabling program. While it was hypothesised that the instrument, which measured factors such as the quality of interaction with peers and instructors, their capacity to manage technology and how well they managed learning, should have been a useful tool to identify early disengagement, the hypothesis was not supported. No significant associations were identified between any of the instrument's scales and early withdrawal from the course or completion of the first unit of study. Future recommendations for educators are made with a view to improving student engagement.
- Published
- 2024
20. Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior
- Author
-
Kathleen M. Randolph, Samantha Riggleman, Matthew S. Taylor, Ji Hyun Oh, and Marla Lohmann
- Abstract
This article describes the significance of equipping preservice teachers with the knowledge and skills necessary to effectively approach behavioral challenges with early elementary students (i.e., kindergarten to third grade). Early elementary years are crucial for a child's academic and social development, and students who exhibit challenging behaviors early often face academic struggles and potential long-term negative effects. When educators are prepared to effectively manage challenging behaviors, they provide students with the support needed to succeed. This article also highlights the need for teacher preparation programs to include coursework and practical training emphasizing evidence-based practices in behavior management, effective communication, and behavioral supports. By doing so, teachers can create inclusive and supportive classrooms, reduce disruptive, unexpected behaviors, and improve students' overall well-being by intervening early and providing a foundation for positive behaviors in school. Early intervention and skill development in K-3 preservice teachers can lead to better academic outcomes, enhanced classroom dynamics, and a brighter future for students with challenging behavior. The authors share recommendations for classroom activities, learning materials, and applications for teacher educators.
- Published
- 2024
21. Igniting Resilience during Critical Times: Reflections of Women Superintendents
- Author
-
Janice L. Taylor, Sharon Ross, Kathryn Washington, and Kelly A. Brown
- Abstract
This qualitative study sought to explore the perceptions of women school superintendents in K-12 public schools in Texas about the challenges they face as leaders and how they endure these impactful challenges, particularly during critical times such as the COVID-19 pandemic. Using Polidore's Resilience Theory (2004) as the theoretical framework, the study sought to determine which of the nine resilience qualities, either innately possessed or through acquisition over time, helped to sustain the women superintendents during adverse situations associated with the highest level of leadership in a school district. The nine qualities of resilience include: religion, flexible locus of control, optimistic bias, autonomy, commitment, change, positive relationships, education viewed as important, and efficacy. Implications from this study are far-reaching and note-worthy for any position in educational leadership. The results from this study may positively enhance the experiences, retention, sustainability, effectiveness, and longevity of both women and men in one of the most important roles in a school district -- the superintendency.
- Published
- 2024
22. Educator Perceptions of Self-Efficacy and Preparedness to Work in High Poverty Schools
- Author
-
Kristen Carroll, Juliann Sergi McBrayer, Marlynn Griffin, Taylor Norman, Summer Pannell, and Mary Josephine Carney
- Abstract
This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support students in the high poverty setting in terms of problem solving when issues arise in the classroom. The implications for practice suggest that educators need support to ensure a high level of preparedness to work in high-poverty schools, as educators need to have a high level of self-efficacy to positively impact student success. Future research could help pinpoint specific areas of need within student learning and engagement to determine how to best develop professional learning opportunities that are purposeful, collaborative, and sustainable. Additional research should be conducted to determine if teachers' levels of self-efficacy and perceptions of preparedness are correlated to leadership style.
- Published
- 2024
23. This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy
- Author
-
Magdalena Denham, Lee M. Miller, Joyce K. Mccauley, Danica Schieber, Taylor L. Morrison, and Chuck Drumm
- Abstract
Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.
- Published
- 2024
24. A Process for Asset Mapping to Develop a Blue Economy Corridor
- Author
-
Emily Yeager, Beth Bee, Anjalee Hou, Taylor Cash, Kelsi Dew, Daniel Dickerson, Kelly White-Singleton, Michael Schilling, and Sierra Jones
- Abstract
Through a multistakeholder partnership, this research aims to catalyze the development of a blue economy corridor (BEC) through community-based asset mapping in the eastern portion of the Tar-Pamlico River Basin in North Carolina, a geographic area predominated by physically and culturally rural landscapes. Underpinned by appreciative inquiry, this project aims to counter a deficit model of community development in this portion of eastern North Carolina by increasing awareness of quality of life assets that communities currently possess and may leverage for sustainable economic, environmental, and social development through their inclusion in a digital interactive map freely available to the public.
- Published
- 2024
25. Implementation Science and School Improvement
- Author
-
Center for MH in Schools and Student/Learning Supports at UCLA, Howard Adelman, and Linda Taylor
- Abstract
In this brief, we discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. From that perspective, we sketch out some basic considerations related to improvement and implementation research, practice, and policy.
- Published
- 2024
26. Co-Authorship Trends in Philosophy of Education Journals in the US and Canada
- Author
-
Rebecca M. Taylor, Seunghyun Lee, and Caitlin Murphy Brust
- Abstract
A variety of epistemic practices and norms influence how knowledge and understanding are advanced in academia. Co-authorship practices and norms, the focus of this paper, have implications for the epistemic resources that are brought into individual scholarly works and how the resources are distributed among networks over time. Although co-authorship is widely accepted in social scientific research in education, single authorship has remained predominant in philosophy of education. This paper is part of a project exploring co-authorship practices and norms in philosophy and, in particular, philosophy of education. We aim to develop an empirical understanding of co-authorship trends in four primary philosophy of education journals in the United States and Canada. We examine the frequency of co-authorship in these outlets over the last two decades, the participants in co-authored projects, and the philosophical topics that are being explored through co-authorship. Our findings indicate that these venues are publishing co-authored works with increasing frequency and that most co-authorship is happening among faculty collaborators and among scholars who share common disciplinary backgrounds. The observed increase in the practice of co-authorship in these philosophy of education journals points to the significance of exploring it in greater depth, including giving attention to questions of ethics and epistemology that co-authorship raises, as well as to comparative analyses of trends around the world.
- Published
- 2024
27. Interpretive Autoethnography in Medicine: An Accessible Way to Introduce Healthcare Professionals to the Craft of Critical Qualitative Writing
- Author
-
John Taylor
- Abstract
Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical qualitative inquiry to healthcare professionals because its underlying philosophy can seem at odds with the objectivist biological perspective emphasized in medical education. This is unfortunate because several social inequities are perpetuated by modern healthcare systems and critical qualitative inquiry is essential to the project of addressing them. This article argues that Norman Denzin's interpretive autoethnography is a promising method through which educators could introduce healthcare professionals to critical qualitative inquiry. In this method, the author uses the craft of writing creatively about their personal experiences as a tool for cultural interpretation and social justice activism. Such a creative analytic practice might seem alien to many medical professionals. On the other hand, the idea of analyzing their own experiences in detail is likely to feel familiar to them because of the prominence of reflective writing in healthcare professional development practice. This familiarity might make interpretive autoethnography accessible to healthcare professionals and practicing the method could help them to appreciate the value of interpretive writing as a way of investigating sociocultural meaning and promoting just change.
- Published
- 2024
28. Chemistry in the Museum: Elucidation of 1920s Medical Kits
- Author
-
Kerri L. Shelton Taylor
- Abstract
This project report describes the process of a team of undergraduate researchers (Chemistry and Nursing majors), who analyzed 20th-century medical kits housed at The Columbus Museum (Columbus, GA, USA). Curators and museum personnel were unfamiliar with the contents and needed assistance in identifying the various chemical contents. Items were identified by the Taylor Lab, which was followed by fully elucidating the chemical information in a chemical report and student-curated exhibit. The intent of this project was to help the museum be aware of how to properly curate and store the medical collections for an extended period. Laboratory analyses were executed to determine the composition of the aged items in the collections. The historical context of these kits and their contents provided knowledge of medicine to the community of Columbus, Georgia, in addition to explaining the use of medically related items in the 20th century.
- Published
- 2024
29. Investigating the Long-Term Impacts of 'Place-Rich' Community-Based Learning Experiences on University Students
- Author
-
Charlene A. VanLeeuwen, John A. VanLeeuwen, Jennifer Taylor, and Cornelia V. Gilroy
- Abstract
This study aimed to develop a deeper understanding of the longterm impacts of place-rich community-based learning on university students. This study was informed by transformative learning theory, which recognizes how learning experiences that expand the learner's worldview help develop autonomous thinking. A mixed-methods approach was used to explore the perspectives of graduates who participated in immersive community-based learning (CBL) experiences. Graduates from two programs at the University of Prince Edward Island between 2004 and 2017 completed the Civic-Minded Professional scale online. A subset of respondents were invited to participate in interviews. Students' experiences of dissonance, transformational learning moments, reflection, and civic engagement were also assessed. Key findings include participants' expanded and deeper appreciation for cross-cultural awareness, their more deliberate engagement with volunteer opportunities, and their emergence as advocates for the communities they worked with. Findings will be used to improve, diversify, and develop new CBL experiences for university students.
- Published
- 2024
30. The Power of Solidarity: The Effects of Professor-Librarian Collaboration on Students' Self-Awareness of Skill Acquisition
- Author
-
Christina Taylor Gibson and Elizabeth Massey
- Abstract
The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.
- Published
- 2024
31. 'I Have Never Wanted to Quit More as a Teacher': How 'Divisive Issues' Legislation Impacts Teachers
- Author
-
Sarah J. Kaka, Joshua Littenberg-Tobias, Taylor Kessner, Anthony Tuf Francis, and Katrina Kennett
- Abstract
Some state legislatures have introduced a rash of bills designed to control how K-12 teachers discuss so-called 'divisive issues,' such as racism, sexism, and privilege. This legislation has prompted substantial news coverage on the impact of these laws. Sidelined in this discourse are the perspectives of teachers. This mixed methods study seeks to understand the impact this legislation may have on teachers. We identified three themes salient to how teachers as 'gatekeepers' (Thornton, 1991) anticipate these legislative efforts influencing their practice: curricular autonomy, context, and institutional guidance. The paper concludes with the significance of these findings, including potential policy implications at the national, state, and local levels.
- Published
- 2024
32. Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators
- Author
-
Nick Lux, Rebekah Hammack, Paul Gannon, Sweeney Windchief, Suzi Taylor, Abigail Richards, and Douglas J. Hacker
- Abstract
This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to pre-program. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.
- Published
- 2024
33. Parental Accuracy of Reporting Child Sleep Duration: Examining Sleep and Childhood Obesity in Midwestern Latinx Youth
- Author
-
Joshua T. Christensen, Zoe E. Taylor, and Blake L. Jones
- Abstract
This study examined the relationship between the accuracy of parental reporting of children's sleep duration compared to objectively measured child sleep and tested whether any discrepancies were related to childhood obesity prevalence in a sample of Latinx families (N = 119). A paired sample t-test revealed that parents significantly overestimated their child's sleep duration by 1.33 hours, t(86) = 6.69, p < 0.001. Using a one-way ANOVA, no significant differences were found in children's BMI percentile when grouped by the parent's accuracy of their child's sleep duration F(3, 83) = 0.76, p = 0.52. A potential, although non-significant, trend regarding parent accuracy and child BMI may merit further examination. Future research should seek to determine if the discrepancy in parent reported child sleep duration is indeed linked with increased child BMI and if this knowledge could be used in targeted intervention efforts to reduce childhood obesity.
- Published
- 2024
- Full Text
- View/download PDF
34. Mediating Effect of Social Self-Efficacy and Self-Blame on the Longitudinal Relationship between Perceived Parent-Child Trust and Youth Mental Health
- Author
-
Taylor Ross, Xiaoqi Ma, and Jennifer L. Doty
- Abstract
Guided by social cognitive theory and past empirical findings, the study's conceptual model posited that parent-child trust promotes positive youth mental health through the pathways of social self-efficacy and self-blame. Using longitudinal data from 129 children aged 10-14 who participated over three waves of data collection in fall 2019, spring 2020, and spring 2021, this study extends current knowledge by examining potential mediators of the relationship between child-reported parent-child trust and youth mental health. Significant indirect pathways indicated that social self-efficacy fully mediated the association between perceived parent-child trust and youth mental health, and self-blame did not. Results of the study aligned with the social cognitive theory perspective that youth outcomes can be influenced by the acquisition of social skills through observational learning of healthy models, such as parents. Findings suggest that a tiered intervention model that utilizes social emotional learning and parent-based prevention could improve adolescent mental health.
- Published
- 2024
- Full Text
- View/download PDF
35. Mortality Risk among Autistic Children and Young People: A Nationwide Birth Cohort Study
- Author
-
Hien Vu, Nicholas Bowden, Sheree Gibb, Richard Audas, Joanne Dacombe, Laurie McLay, Andrew Sporle, Hilary Stace, Barry Taylor, Hiran Thabrew, Reremoana Theodore, Jessica Tupou, and Philip J. Schluter
- Abstract
Autism has been associated with increased mortality risk among adult populations, but little is known about the mortality risk among children and young people (0-24 years). We used a 15-year nationwide birth cohort study using linked health and non-health administrative data to estimate the mortality risk among Autistic children and young people in Aotearoa/New Zealand. Time-to-event analysis was used to determine the association between autism and mortality, controlling for sex, age, ethnicity, deprivation and rurality of residence. The participant population included 895,707 children of whom 11,919 (1.4%) were identified as Autistic. Autism was associated with a significantly higher mortality risk (hazard ratio = 2.35; 95% confidence interval = 1.80-3.06) compared to the general population. In addition, using stratified analyses, we found that this risk was significantly higher among females (hazard ratio = 5.40; 95% confidence interval = 3.42-8.52) compared to males (hazard ratio = 1.82; 95% confidence int
- Published
- 2024
- Full Text
- View/download PDF
36. Exploring Corequisite Developmental Education Models in the Lone Star State: A Third Report on Student Success and Corequisite Coursework
- Author
-
Toby J. Park-Gaghan, Christine Mokher, Taylor Burtch, and Morgan Danyi
- Abstract
Florida State University researchers spent the last year collecting and analyzing data on corequisite developmental education (DE) models in Texas as part of a four-year study that received a $1.5M grant from the U.S. Department of Education's Institute of Education Sciences. This study was proposed in response to Texas House Bill (HB) 2223, which requires all public colleges to implement corequisite DE wherein academically underprepared students receive DE support while enrolling in college-level English and math courses in the same semester. The third year of the study investigated how student success in integrated reading and writing (IRW)/English and math vary by precollege academic preparation and how corequisite strategies, including approaches to testing, vary by institutional context. [This report was published by the Center for Postsecondary Success (CPS).]
- Published
- 2024
37. Interview-Informed Synthesized Contingency Analyses on Challenging Problem Behavior: A Single-Case Meta-Analysis
- Author
-
Lauren N. Layman, Brad A. Dufrene, Meleah M. Ackley, Caitlyn M. Weaver, Delaney E. Schneider, Zachary C. LaBrot, Crystal N. Taylor, Javid A. Rahaman, Kortlyn N. Tawney, Tearny Hart, and D. Joe Olmi
- Abstract
The purpose of the current study was to conduct a thorough review of the literature on the interview-informed synthesized contingency analysis (IISCA) developed by (Hanley et al., Journal of Applied Behavior Analysis 47:16-36, 2014)) and its subsequent treatment outcomes. A total of 39 articles were identified with 235 participants participating in 293 synthesized contingency analyses (SCAs) and 111 treatment evaluations. Results indicated that 95.56% of identified SCAs were reported to be differentiated. Similarly, reductions in problem behavior were seen in all 111 treatment analyses. Results of the current review, including effect size measures (i.e., Tau-U and Hedge's g), indicate that the IISCA and function-based interventions developed from the results of IISCA produce statistically significant results. Limitations and future directions are also discussed.
- Published
- 2024
- Full Text
- View/download PDF
38. The Interdisciplinary Model of African American Students' Academic Profile
- Author
-
Taylor McGee
- Abstract
In recent years, researchers have shifted from pathologizing Black youths, when investigating the Black-White achievement gap, to focusing on factors contributing to their resilience and success. A critical review was conducted of three widely cited asset-based theoretical frameworks that are used to examine African American students' academic achievement. The review delineates the contributions and limitations of each model when studying African American students. In doing so, a new framework, linking the strengths of all three existing models, is presented as a tool to challenge existing educational practices and foster new theoretical and methodological contributions to this area of research.
- Published
- 2024
- Full Text
- View/download PDF
39. Sensitivity to Psychosocial Influences at Age 3 Predicts Mental Health in Middle Childhood
- Author
-
Cassidy L. McDermott, Katherine Taylor, Sophie D. S. Sharp, David Lydon-Staley, Julia A. Leonard, and Allyson P. Mackey
- Abstract
Children vary in how sensitive they are to experiences, with consequences for their developmental outcomes. In the current study, we investigated how behavioral sensitivity at age 3 years predicts mental health in middle childhood. Using a novel repeated measures design, we calculated child sensitivity to multiple psychological and social influences: parent praise, parent stress, child mood, and child sleep. We conceptualized sensitivity as the strength and direction of the relationship between psychosocial influences and child behavior, operationalized as toothbrushing time, at age 3 years. When children were 5-7 years old (n = 60), parents reported on children's internalizing and externalizing problems. Children who were more sensitive to their parents' praise at age 3 had fewer internalizing (r = -0.37, p = 0.016, p[subscript FDR] = 0.042) and externalizing (r = -0.35, p = 0.021, p[subscript FDR] = 0.042) problems in middle childhood. Higher average parent praise also marginally predicted fewer externalizing problems (r = -0.33, p = 0.006, p[subscript FDR] = 0.057). Child sensitivity to mood predicted fewer internalizing (r = -0.32, p = 0.013, p[subscript FDR] = 0.042) and externalizing (r = -0.38, p = 0.003, p[subscript FDR] = 0.026) problems. By capturing variability in how children respond to daily fluctuations in their environment, we can contribute to the early prediction of mental health problems and improve access to early intervention services for children and families who need them most.
- Published
- 2024
- Full Text
- View/download PDF
40. 'On a Risky Slope of Democracy': Racialized Logics Embedded in Community-School Board Interactions
- Author
-
Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, and Akua Nkansah-Amankra
- Abstract
As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.
- Published
- 2024
- Full Text
- View/download PDF
41. Crossing Boundaries between Research and Practitioner Communities: The Role of Research Use and Cross-Community Journal Authorship
- Author
-
Joseph A. Taylor, G. Michael Bowen, Marcus Kubsch, Ryan Summers, Asli Sezen-Barrie, Patricia Patrick, Cathy Lachapelle, AbdiRizak Warfa, and S. Selcen Guzey
- Abstract
This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner-focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner-focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner-focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.
- Published
- 2024
- Full Text
- View/download PDF
42. Building a Community of Practice: Insights from Vicarious Learning and Crowdsourcing
- Author
-
Sarah Woodside, Jennifer L. Eury, Phylicia G. Taylor, Brittany C. Buis, Kathy Lund Dean, Charles J. Fornaciari, John B. Stark, and E. James Flynn
- Abstract
A community of practice (COP) can offer learning and support as a group of people who come together to share concerns, best practices, or new knowledge about some shared interest or passion. However, creating or joining a COP may present challenges, especially for those whose networks are relatively undeveloped. In this article, we define a COP and share how vicarious learning and crowdsourcing, as pragmatic, relational, and information-gathering processes, offer important benefits to teaching and learning COPs. After discussing how vicarious learning and crowdsourcing can be extended within a COP, we offer specific theory-to-practice learning ideas and suggestions. We end the article with brief insights for other management educators about our own COP experiences.
- Published
- 2024
- Full Text
- View/download PDF
43. Unpacking Legal Advancements for Asian American Students: A Political Discourse Analysis of Illinois's House Bill 376
- Author
-
Taylor Masamitsu
- Abstract
In 2021, Illinois became the first state in the United States to require that K-12 students learn about Asian American history. Illinois achieved this when lawmakers passed House Bill 376 (H.B. 376), colloquially known as the Teaching Equitable Asian American Community History (TEAACH) Act. H.B. 376 received praise for being the first legislation of its kind, and its passage inspired similar bills in New Jersey, Connecticut, and Rhode Island. Given the bill's influence, it is imperative to consider its language and utility. This critical policy analysis specifically investigates lawmakers' employment of the term "Asian American." The analysis ultimately argues that H.B. 376 is a necessary first step in breaking centuries of silence and dislocation for Asian Americans; however, the bill advances a social definition--or sociopolitical understanding--of "Asian American" that is potentially harmful.
- Published
- 2024
- Full Text
- View/download PDF
44. Using AI to Support Special Education Teacher Workload
- Author
-
Samantha R. Goldman, Juli Taylor, Adam Carreon, and Sean J. Smith
- Abstract
There is a nationwide shortage of special education teachers (SETs) due, in part, to unmanageable workload expectations, which has reached crisis level. SETs are expected to modify, adapt, and accommodate general education curriculum to meet the needs of their students, communicate and collaborate with parents and general education teachers, and progress monitor on IEP goals, to name a few. SETs, especially those in more restrictive self-contained settings, report spending almost half of their time completing non-teaching tasks. One emerging and innovative solution to help SETs accomplish these tasks is using Artificial Intelligence (AI). AI powers many popular educational tools, such as predictive text, adaptive learning platforms, and digital assistants. The launch of ChatGPT, Bard, and other generative pre-trained transformers (GPTs), provides an opportunity to support SETs with some of the paperwork requirements. This is due to the GPTs ability to craft human-like responses via drafting essays, emails, lists, and the like. In this article, we provide step-by-step directions to use ChatGPT. Additionally, we illustrate how GPTs can be used to operationalize, automate, and streamline many of the SET's non-teaching tasks through specific examples of its use in (1) collaboration; (2) adapting readings; and (3) developing progress monitoring assessments.
- Published
- 2024
- Full Text
- View/download PDF
45. Exploring the Involvement of Autistic Youth in Decision Making about Services
- Author
-
Meghan M. Burke, Megan Best, W. Catherine Cheung, Leann Smith DaWalt, and Julie Lounds Taylor
- Abstract
Although services are critical for many transition-aged youth, it is unclear the extent to which autistic youth participate in decisions about their services. By exploring the perceptions of autistic youth about their role in services, interventions can be developed to improve their participation. In this study, we interviewed 43 transition-aged youth with autism to explore their involvement in decisions about services. Most youth reported not being involved in decision making about the types and modalities of disability services. When youth were involved in decisions, the services were often related to education. Although youth reported that their parents typically spearheaded decisions about services, youth also reported that their parents often listened to their input. Implications for research, policy, and practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
46. Building French-as-a-Second-Language Teacher Candidates' Linguistic Confidence through Drama-Based Activities
- Author
-
Marika Kunnas, Gail Prasad, Taylor Boreland, and Shayna Brissett-Foster
- Abstract
French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a drop-in 1-hour session conducted over 5 weeks where participants conversed, played games, and participated in dramatic activities entirely in French. The findings from this pilot project demonstrate how linguistic confidence of FSL teacher candidates can be improved with only a few short sessions in French. Further, participants developed their pedagogical knowledge and skills through experiential learning by participating in activities that they could in turn implement in their FSL classrooms. Last, participants developed a social network of support. Findings support the benefit of implementing low-pressure, game-focused drop-in French-language support group within FSL teacher preparation programs to support FSL teachers' linguistic confidence and, potentially, FSL teacher retention. An outline of the club and suggestions for implementation are included in the appendices of this article.
- Published
- 2024
- Full Text
- View/download PDF
47. Models of Building a Faculty: Institutional Transformation and the Disruption of the Professoriate in Public Higher Education
- Author
-
Barrett Taylor and Karri Holley
- Abstract
This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012-2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.
- Published
- 2024
- Full Text
- View/download PDF
48. Variation in Broadband Access among Undergraduate Populations across the United States
- Author
-
Benjamin Skinner, Taylor Burtch, and Hazel Levy
- Abstract
Increasing numbers of students require internet access to pursue their undergraduate degrees, yet broadband access remains inequitable across student populations. Furthermore, surveys that currently show differences in access by student demographics or location typically do so at high levels of aggregation, thereby obscuring important variation between subpopulations within larger groups. Through the dual lenses of quantitative intersectionality and critical race spatial analysis alongside a QuantCrit approach, we use Bayesian multilevel regression and Census microdata to model variation in broadband access among undergraduate populations at deeper interactions of identity. We find substantive heterogeneity in student broadband access by gender, race, and place, including between typically aggregated subpopulations. Our findings speak to inequities in students' geographies of opportunity and suggest a range of policy prescriptions at both the institutional and federal level.
- Published
- 2024
- Full Text
- View/download PDF
49. Examining the Associations among Knowledge, Empowerment, and Advocacy among Parents of Transition-Aged Youth with Autism
- Author
-
Chak Li, W. Catherine Cheung, Meghan M. Burke, Julie Lounds Taylor, and Leann S. DaWalt
- Abstract
Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring's rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
50. 'Important Enough to Show the World': Using Authentic Research Opportunities and Micropublications to Build Students' Science Identities
- Author
-
Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, and Eric M. Rubenstein
- Abstract
Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to "recipe-driven" lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure "micropublications" has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.
- Published
- 2024
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.