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This study investigated the impact of work overload on untenured faculty (n = 38) who teach, research, and serve in the colleges of education at two research intensive universities in the United States. Both of these colleges of education are moving toward a research focus. The transition has created an overload situation by establishing high research expectations while continuing to expect a high teaching load. Thus, the researchers investigated the following two guiding questions: (1) When a college establishes a stronger research focus, does it have a negative impact on untenured faculty? and (2) In what ways can a college (or institution) build support strategies for untenured faculty working an overload? The following ways were mentioned in regards to supporting untenured faculty: (a) make supporting untenured faculty members an institutional priority, (b) have a "point person" who would inform untenured faculty members about deadlines, tenure procedures, etc., (c) assign a research, publication, grant and/or tenure mentor, (d) find ways to reduce high teaching loads if there are also high research expectations, and (e) receive constructive feedback about research.

This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings. Three projects are described. The first project involved "teleobservation" whereby professors co-taught with K-6 classroom teachers while preservice teachers observed. The second project focused on a middle-grades English Language Arts professor whose preservice teachers observed middle school students in real time. In the third project, a university professor served as a live audience for an elementary Reader's Theatre performance. The lessons learned through the evaluation of these three projects are discussed.

Background Limb-threatening lower extremity injuries often require secondary bone grafting after soft tissue reconstruction. We hypothesized that there would be fewer wound complications when performing secondary bone grafting via a remote surgical approach rather than direct flap elevation. Methods A retrospective cohort study was performed at a single Level 1 trauma center comparing complications after secondary bone grafting in patients who had undergone previous soft tissue reconstruction after open tibia fractures between 2006 and 2020. Comparing bone grafting via a remote surgical incision versus direct flap elevation, we evaluated wound dehiscence requiring return to the operating room as the primary outcome. Secondary outcomes were deep infection and delayed amputation. Results We identified 129 patients (mean age: 40 years, 82% male) with 159 secondary bone grafting procedures. Secondary bone grafting was performed via a remote surgical approach in 54% (n = 86) and direct flap elevation in 46% (n = 73) of cases. Wound dehiscence requiring return to the operating room occurred in one patient in the flap elevation group (1%) and none of the patients in the remote surgical approach. The odds of deep wound infection (OR, 1.77; p = 0.31) or amputation (OR, 1.43; p = 0.73) did not significantly differ between surgical approaches. No significant differences were found in complications between the reconstructive surgeon elevating and re-insetting the flap and the orthopaedic trauma surgeon performing the flap elevation and re-inset. Conclusion Direct flap elevation for secondary bone grafting after soft tissue reconstruction for open tibia fractures did not result in more complications than bone grafting via a remote surgical approach. These findings should reassure surgeons to allow other clinical factors to influence the surgical approach for bone grafting. [ABSTRACT FROM AUTHOR]

This article serves to contextualize and problematize reflexivity as a construct for restorying the truths told by doctoral students in qualitative dissertation research. First, it gives an overview of Webster University's EdD program and its inception of requiring qualitative research coursework for contextualizing the importance of qualitative framing in doctoral research. Then, the authors review and examine the definitions of reflexivity as a construct in qualitative research, the logic-of-inquiry required in dissertation research, the connections of reflexivity to the program ethos, global perspectives on worldview and knowledge construction, and the reframing of ontological and epistemological truths in the literature. The EdD Director and five doctoral candidates recount their positionality and intersectionality, and contest the status quo framings of worldview and knowledge construction in educational research. Their resistance to the traditional ontological and epistemological truths and advocacy for restorying via reflexivity is a manifestation of their dedication to transforming the status quo ontology and epistemology in educational research. [ABSTRACT FROM AUTHOR]

This high-need high school study focuses on the perceptions of teachers from one southeastern state. An online survey was conducted asking teachers who currently teach in high-need high schools what they perceive as the most important characteristics of successful high-need teachers. Teachers in the study offered ideas about how to attract, support, and retain teachers in high-need high schools. Results from this study support previous research in suggesting teachers would be more attracted to high-need high schools (HNHS) if provided more money. Yet, participants reported caring was the most important reason for them staying in their current high-need schools. Teachers indicated caring, greater exposure to high-need schools in teacher preparation programs, and other non-pecuniary factors were essential characteristics for successful HNHS. Study results suggest while policymakers focus on financial measures for retaining teachers in hard to staff schools, teachers working in HNHS characterize their jobs outside of monetary accruement once they are employed. (Contains 1 table and 6 figures.)

Thousands of teachers across the nation have sought and achieved National Board Certification, which expires after 10 years. Prior to the expiration of the certification, teachers must decide whether they plan to renew. Many teachers choose to renew their certification. The intent of this research was to examine the data regarding why some teachers choose not to renew their certification.

Since the inception of mandated testing in reading and mathematics, social studies instruction has been marginalized in elementary and middle schools. After the genesis of several state-mandated testing programs and nearly a decade after the launch of the No Child Left Behind legislation, the effects of limited K-8 social studies instruction are being recognized at the high school level, specifically in high school test score data. This article reveals the obstacles generated by marginalizing social studies in the elementary and middle schools and offers a model for helping teachers understand their role in offsetting the problems associated with early social studies marginalization. The article also provides a way to help teachers collaboratively fill the social studies content gaps. (Contains 1 table and 1 figure.)

The de-valuing of social studies is becoming prevalent as schools shift emphasis to other subjects addressing national and state accountability. The teacher candidate perspective is presented from an original study regarding the de-emphasis of social studies in elementary schools (Author, et al, 2006). Data were gathered by teacher candidates during their clinical experiences, from five teacher preparation programs in North Carolina. Teacher candidates recognized difficulty in finding instructional time for the entire curriculum, conveyed social studies is de-valued in the elementary curriculum, stated integration is important to social studies instruction, and recognized it is their responsibility social studies is taught.

This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure-track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed-methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested. (Contains 3 tables and 5 figures.)

This article describes a study on the module-based online professional development project. The professional development model providing a basis for the Reading CEU (continuing education unit) Module Project involved four groups of stakeholders: master teacher instructors, module participants, module developers, and the university support team. Master teacher instructors, chosen based on existing collegial relationships with professors or module developers, co-developed and facilitated individual reading modules. Master teacher instructors interacted with participants by providing them with ongoing guidance and feedback about reading methodology implementation. Multiple data sources were analyzed in an effort to triangulate study data. Feedback from module participants was collected at the end of each month with an evaluation survey completed on a voluntary basis. Numerous themes emerged as data sources were analyzed, resulting in subsequent study findings. Benefits of the Reading CEU Module Project most frequently noted focused on the importance of practical implementation with students, student academic gains, participant growth and reflection, teachers' assumption of leadership roles, multiple resource availability, online accessibility and design, and consideration of "out of workforce" teachers. (Contains 1 table and 1 figure.)

In this article, the authors emphasize the role of elementary social studies teachers as citizen activists and reformers. The authors call upon all teachers to become AGENTS for change in order to strengthen the role of social studies in elementary schools, to guarantee that all students have an equitable opportunity to learn social studies, and to ensure the development of a citizenry who have the knowledge, skills, and dispositions needed to participate in a globally interdependent society. The authors have created the acronym AGENTS to inspire people who are willing to promote change for a greater purpose. Each letter of the acronym represents their interpretation of the leadership qualities and actions that one should aim for in this effort. They provide a description of each step in the process of becoming AGENTS for change, with suggested activities and resources. (Contains 14 notes.)

As the first National Board Certificate Teachers (NBCTs) reached the end of their initial ten-year certification, members of this group were surveyed to ascertain the impact National Board Certification has had on their careers and on their students' learning, as well as their intentions toward renewal. Respondents overwhelmingly reported that National Board Certification had positively affected their careers (98 percent) and their students' learning (94 percent). Fewer than 9 percent of the respondents reported that they did not intend to renew their certification for what was considered a negative reason. (Contains 4 tables.)

In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a longitudinal study in 2003 to examine elementary social studies education. This study is part of a statewide initiative among six universities in the North Carolina University system. The participating universities include: UNC Charlotte, UNC Asheville, Appalachian State University, A & T State University, UNC Wilmington, and East Carolina University. The purpose of this research was to gather data from practicing elementary teachers in North Carolina to identify (a) how often social studies is being taught, (b) how decisions are made regarding how instructional time is used, (c) how satisfied teachers are with the amount of instructional time devoted to social studies instruction, and (d) what barriers exist that might inhibit the teaching of the social studies curriculum. This study documents the current status of social studies in North Carolina elementary schools and adds to the growing national literature on the effects of NCLB on K-5 social studies education. The findings suggest that more solid actions (eg., research, advocacy, and professional development) must be taken to revitalize the social studies in the elementary school classroom. Discussion and recommendations for improving the status of elementary social studies in our schools are presented. The following are appended: (1) Use of Instructional Time in the Elementary School Social Studies Structured Teacher Interview; and (2) Tables. (Contains 7 tables.)

This study considers the enrichment of social studies methods through the integration of videoconferencing in a telecollaborative format. The purpose in developing this study was threefold: (a) to describe the perspectives of teacher candidates while participating in a telecollaborative social studies methods course experience, (b) to determine in what manner videoconferencing could enhance a methods course, and (c) to determine if telecollaboration could be successfully and seamlessly integrated within the course. Following a review of the literature, the program is described and teacher candidate perceptions are shared. Findings reveal limitations and challenges for social studies methods instructors. Suggestions for future telecollaborative experiences are provided.

The authors report on a teacher survey that was conducted in North Carolina to determine the wants and needs of teachers in North Carolina. The survey had Likert-scaled quesitons about administrative support and professional development needs as well as information about professional and personal characteristics. The research was conducted to give teachers a voice and then initiate dialogue with state decision makers to improve teachers' working conditions. The survey revealed that the top five professional needs for job success and satisfaction were: (1) more planning time; (2) support and respect as a professional; (3) adequate materials and supplies; (4) administrative support and leadership; and (5) time and financial support for professional development and study. The top five changes that teahers felt were needed to support their best efforts and to improve the teaching environment were: (1) smaller class size; (2) more planning timel; (3) less standardized testing; (4) adequate materials and supplies; and (5) principal's support with discipline. Regarding teacher retention, respondents indicated that they would leave the profession because of low salary, retirement, needing a change, lack of respect from administrators, students, and the community, or being burned out and overstressed. However, the primary reason teachers chose to remain in the profession was their love for the students and the teaching profession. The survey also examined differences in the wants and needs of National Board and non-Board Certified teachers. It found that National Board Certified teachers also wanted more autonomy in decision making about the curriculum, student needs, and classroom management. The findings supported the notion that the National Board Certification process does indeed identify teacher leaders in the classroom.