Browsing School of Education Faculty Research by Issue Date
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ItemThe World is Flat, Stanley: Globalization, Ethnocentricity, and Absurdity."(Routledge, 2016) Anderson, Anne W.; Rebecca L. PowellWhen his young sons asked one evening what would happen if the bulletin board on their wall fell on them during the night, New Yorker editorial staff writer Jeff Brown replied that they would not wake up because it would fall very slowly. However, he added, when they did wake up, they would probably be flat. From that absurd notion, Brown created other bedtime stories for his sons about a flat child sliding under doors, being flown like a kite, and being mailed to faraway places. In 1964, Brown published the adventures as Flat Stanley. In the 1990s, Flat Stanley became an internationally recognized character when Canadian and American schoolchildren began mailing cutout Stanley-figures to friends and family, asking them to document his journey. More recently, a digitized Stanley travels via email and cell phone. One new series of books sends Stanley on global adventures while another series of I Can … ItemJob Attainment and Perceived Role Differences of Cyberschool LeadersLeaders(International Forum of Educational Technology & Society (IFETS), 2016-01) Richardson, Jayson W.; Beck, Dennis; LaFrance, Jason A.; McLeod, ScottAs cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations. ItemOnline Schooling in the United States: A Response to Saultz and Fusarelli(Taylor & Francis, 2017) Beck, Dennis; LaFrance, JasonIn this paper, we discuss some concerns and recommendations of Saultz and Fusarelli (2017), offering nuanced and detailed views of online schooling from a different perspective. This includes addressing challenges regarding online learning such as fluctuating enrollments, financial concerns, quality assurance, and accountability. In addition, we propose recommendations related to funding, better quality data, and oversight and monitoring. We conclude with a short discussion of the need for differentiated research for specific online learning contexts. [For "Online Schooling: A Cautionary Tale" (Saultz and Fusarelli), see EJ1130469.] ItemDepartmentalized, Self-Contained, or Somewhere in Between: Understanding Elementary Grade-Level Organizational Decision-Making(KDP, 2017) Parker, Audra; Rakes, Lori; Arndt, KatieRecent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators' beliefs and practices regarding this phenomenon. Our findings suggest administrators base their decisions to organize grade levels on various factors, including their own experiences, contextual dynamics, and personal perceptions of outcomes for students and teachers. ItemLearner Self-Efficacy in K-12 Online Environments(Springer, 2018-10-25) LaFrance, Jason A.; Beck, DennisIn this chapter, we examine learner self-efficacy broadly in K-12 face-to-face classrooms, learner efficacy in K-12 online learning, and then specifically issues related to self-efficacy based on the demographic characteristics of the learners. We do this with the understanding that self-efficacy beliefs are context specific [Hodges, Performance Improvement Quarterly, 20(3–4), 7–25, 2008]. From there, we review the literature on the learners’ level of preparation and how self-efficacy can be improved in online contexts. ItemCHAIR AGENCY, CHAIR PREPARATION, AND ACADEMIC SUPPORTS IN EDUCATIONAL LEADERSHIP DOCTORAL PROGRAMS IN THE UNITED STATES(Informing Science Institute,, 2020) LaFrance, Jason A.; LaFrance, Diane; Melton, Teri DenleaAim/Purpose The purpose of this exploratory qualitative case study was to understand dissertation chair agency, chair preparation, and academic supports provided by experienced Educational Leadership Ed.D. dissertation chairs in the United States. Background Previous research has identified attrition rates of 50-60 percent in education doctoral programs. This research helps identify the faculty profiles and academic supports provided by Educational Leadership faculty who have served on successful dissertation committees. Understanding these findings may help to improve retention and completion in other doctoral programs. Methodology This was an exploratory qualitative case study. Ten doctoral faculty who have successfully chaired 419 Ed.D. Educational Leadership dissertations at accredited U.S. colleges and universities were interviewed. Data were analyzed using the constant comparative method. Contribution The findings from this study contribute to the body of knowledge on doctoral retention and dissertation completion by providing information on promising practices from the perspective of dissertation chairs. Findings While successful dissertation chairs exhibited expertise as researchers, seven of the ten participants reported that they had limited training for chairing dissertations. Academic supports included coursework that was organized coherently with a focus on opportunities for substantive feedback, writing support and research methodology. Recommendations for Practitioners Dissertation chairs should utilize their agency to ensure that the program has the proper resources to support doctoral education. This includes adequate writing support for graduate students, courses taught by faculty who are engaged in research and understand the requirements for completing a dissertation, and protecting faculty time so that they are able to provide students substantive feedback within coursework and at the dissertation phase. Recommendation for Researchers Researchers should continue to explore the causes of attrition in doctoral programs and identify specific actions that can be taken to improve program completion rates. Impact on Society Increasingly U.S. institutions of higher learning are being called to validate their success and improve retention rates. Understanding the faculty profiles and academic supports utilized by successful doctoral faculty has the potential to improve retention and thereby increase completion rates and consequentially alleviate the stressors that ABD students experience. Future Research Future research could focus on expanding the findings of this study by exploring the perspectives of faculty based on institution type and examining how socio-emotional factors such as student-student and faculty-student relationships are intentionally established in programs with high graduation rates. Keywords doctoral dissertations, dissertation chair, doctoral attrition, doctoral retention, graduation rate, educational leadership programs, educational leadership faculty development INTRODUCTION Higher education institutions in the United States frequently discuss the quest for excellence (Bowen, Kurzweil, Tobin, & Pichler, 2005). However, in the US, education doctoral programs are reporting attrition [...] ItemNavigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions(Routledge, 2022) Rakes, Lori; Powell, Rebecca L.; Blevins, Bethany; Giordano, VictoriaIn this longitudinal study, we sought to better understand mentor teachers’ perceptions of their roles as school-based teacher educators. We studied 11 school-based teacher educators and 123 teacher candidates, and collected data from observations, interviews, and artifacts. Using content and thematic analysis, the six roles of school-based teacher educators were identified: (a) host, (b) tour guide to the profession, (c) cheerleader/encourager, (d) planner, (e) instructional advisor, and (f) teaching partner. School-based teacher educators self-identified in the various roles as they interacted with the teacher candidates in their classrooms. ItemFrom freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools(Lawrence Erlbaum Associates, 2022-01) DeMartino, Linsay; Fetman, Lisa; Tucker-White, DeAnne; Brown, AmandaSchools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are heavily adopted, this paper addresses the inequities present within them. That is, traditional and transformative SEL fail BIPOC: Traditional SEL perpetuates the status quo by further marginalizing BIPOC and transformative SEL is too conceptual for successful adoption in PreK-12 schools. This article provides a brief discussion of traditional SEL, transformative SEL, and abolitionist teaching frameworks, then highlights educational practitioner narratives that discuss SEL adoptions that have proven harmful. We assert that we must (re)imagine and formulate a transformative SEL based on abolitionist teaching structures, which requires fully engaging the voices of our educators by presenting Transformative Abolitionist Social Emotional Learning (TASEL) framework, a practitioner-friendly SEL alternative framed by the tenets of equity and justice. ItemCollege Student Communication Using Social Media(2022-03) Fowler, Melanie Ryan; Hernan, Mary (Florida Southern College Student); Freijo, Kira (Florida Southern College Student)The purpose of this study is to explore the levels of media richness of social media applications that are popular amongst college students. The greatest limitation to this study was sample size. Initially, we performed a repeated-measures ANOVA with the three most rated social media applications. However, the resulting sample size of 11 could not produce meaningful results (B = .03). We collected data for this study as the COVID-19 pandemic began. It is possible that the ways in which individuals used social media changed as the pandemic continued. ItemSystematic review and meta-analysis of changes in quality of life following initiation of buprenorphine for opioid use disorder(Drug and Alcohol Dependence, 2022-06-01) Golan, Olivia K.; Totaram, Rachel; Perry, Elizabeth; Fortson, Kennicia; Rivera-Atilano, Raul; Entress, Rebecca; Golan, Matthew; Andraka-Christou, Barbara; Whitaker, Daniel; Pigott, ThereseBackground: People with opioid use disorder (OUD) experience lower quality of life (QoL) than the general population, but buprenorphine treatment for OUD could help improve QoL of individuals with OUD. Thus, we conducted a systematic review and meta-analysis of the impact of buprenorphine on QoL among people with OUD. Methods: Seven databases were searched through August 2020. We included English-language studies with pre- and post- QoL assessments internationally. Standardized mean differences were calculated for five domains of QoL measures using a random effects model for correlated effect sizes with robust variance estimation. Meta-regression was used to assess variation in effect sizes based on QoL domain, treatment, and patient factors. Results: Twenty-one peer-reviewed studies from twelve countries were included. Only three studies included a no-treatment control group and five studies assigned groups using randomization. Improvements between baseline and follow-up were observed across all five domains of QoL measures (overall, physical, psychological, social, and environmental). The certainty of evidence was low for all domains of QoL, and very low for environmental QoL. We did not observe differences in the effect of buprenorphine on QoL by QoL domain, duration, dose, participant characteristics, or adjunctive counseling services. Conclusions: Buprenorphine treatment likely improves overall, physical, psychological, and social QoL, and may improve environmental QoL, for individuals with OUD. Findings are limited by study quality, including lack of control groups and incomplete reporting. Future studies with more rigorous methods and comprehensive reporting are needed. © 2022 Elsevier B.V.