Educational Research: Theory and Practice
NRMERA 2022 Conference Proceedings Issue
Volume 34, Issue 2, 2023
Editor: Bob Ives
ISSN: 2637-8965
COVID Carving New Lenses: Transformation in Global Educators
Jean Kirshner — University of Northern Colorado, Colorado, USA
Abstract: This article examines how the crisis of COVID-19 became a crucible, or a means of transformation, for global educators. How teachers leverage their lived experience of teaching through the implications of COVID-19 to transform identity and practice is a new phenomenon, a merits examination. Through a collection of interviews, the ways in which the life experiences of teaching through COVID-19 worked to create new identities in teachers and new practices within the classroom is examined. Data was gathered through informal interviews from eleven educators teaching through the crisis of COVID-19 across the world, including four continents and six countries. Drawing on simple thematic analysis, a narrative approach was utilized to examine the process of transformation in teachers across the globe. The findings and analysis of this research will help those working with teachers better understand how teachers leverage a crisis be it COVID-19, or another disruptive force, as a crucible for transformation.
Reference:
Kirshner, J. (2023). COVID carving new lenses: Transformation in global educators. Educational Research: Theory and Practice, 34(2), 1-5.
License: Attribution 4.0 International
Do Elementary Preservice Teachers have Cultural Humility? An Investigation into Elementary Preservice Teacher Beliefs about American Indian Culture
Amanda Obery — Central Washington University, Washington, USA
Katherine Lawless — Central Washington University, Washington, USA
Timothy Lawless — Central Washington University, Washington, USA
Khodi Kaviani — Central Washington University, Washington, USA
Abstract: The passage of Washington State Senate Bill 5433 made the teaching of state tribal history, culture, and government mandatory in Washington’s public schools and teacher preparation programs; requiring teacher candidates to show competence in demonstrating the intersection of cultural competence, equity, and pedagogy. This survey study aims to uncover elementary preservice teachers’ cultural humility and perspectives on American Indian culture, leading to development of critical awareness and humility throughout their teacher preparation program. Findings show that preservice teachers self-report high levels of cultural humility, yet many open-ended responses point to a different story.
Reference:
Obery, A., Lawless, K., Lawless, T., & Kaviani, K. (2023). Do elementary preservice teachers have cultural humility? An investigation into elementary preservice teacher beliefs about American Indian culture. Educational Research: Theory and Practice, 34(2), 6-10.
License: Attribution 4.0 International
Assessing a Teacher Candidate’s Preparedness from the College Supervisor and Cooperating Teacher During Student Teaching
Darolyn Seay — Peru State College, Nebraska, USA
Sara Westerlin — Peru State College, Nebraska, USA
Abstract: This study specifically examined the candidates’ dispositions as assessed by both their college supervisor and cooperating teacher during their student teaching semester. If the teacher education candidate is to reflect, change, and grow then the feedback they receive needs to be consistent. The results of this study provided a clear picture of whether there is a difference in the assessment of the teacher education candidate. By comparing the assessment of both college supervisors and cooperating teachers, we can determine if their expectations are consistent and thereby providing meaningful feedback to the teacher education candidates. This information is critical in moving forward in making decisions about the effectiveness of the institution and the teacher education program, including adding more opportunities that allow for growth in developing effective teacher education candidates.
Reference:
Seay, D. & Westerlin, S. (2023). Assessing a teacher candidate’s preparedness from the college supervisor and cooperating teacher during student teaching. Educational Research: Theory and Practice, 34(2), 11-15.
License: Attribution 4.0 International
Focus Groups with Rural Youth Provide Interesting Insights
Elaine Westbrook — Montana State University Billings, Montana, USA
Abstract: Rural youth may have a distinct vantage point on STEM issues in their community, and if STEM interest is developed at a young age, the likelihood of solving these in adulthood may occur. Therefore, a place-conscious informal STEM program was developed to be delivered to youth ages eight to twelve in rural communities. Qualitative methods, including focus groups, were used to study interest development. These focus groups provided subtle details of how the interest developed. The results indicated an increase in participants’ STEM interests.
Reference:
Westbrook, E. (2023). Focus groups with rural youth provide interesting insights. Educational Research: Theory and Practice, 34(2), 16-22.
License: Attribution 4.0 International
“We Didn’t See That the Same Way”: A Dyadic Analysis of a Cross-Cultural Student Teaching Experience
William J. Davis — Southern Utah University, Utah, USA
Jamie H. Hamblin — Southern Utah University, Utah, USA
Jiazhen Yan — Southern Utah University, Utah, USA
Abstract: The growth of Utah’s dual language immersion (DLI) program has led to situations where student and mentor teachers teach in settings far different from their home countries’ schools, while supervisors observe lessons in unfamiliar languages. This study examined critical incidents in a cross-cultural student teaching experience consisting of a student teacher teaching in a Chinese DLI classroom and supported by a Chinese mentor and a non-Chinese speaking university supervisor. We collected and analyzed audio from dyad meetings, from a triad meeting, and also audio from one-on-one interviews. Our findings raise questions about differences in how teaching is discussed between triad members, as well as whether such student teaching arrangements inhibit student teacher growth due to language or cultural barriers.
Reference:
Davis, W. J., Hamblin, J. H., & Yan, J. (2023). “We didn’t see that the same way”: A dyadic analysis of a cross-cultural student teaching experience. Educational Research: Theory and Practice, 34(2), 23-29.
License: Attribution 4.0 International
Development and Evaluation of an Interdisciplinary Rotation for Anesthesia Residents in Laryngology
Cole J. Homer — University of Nebraska Medical Center, Nebraska, USA
Kristy Carlson — University of Nebraska Medical Center, Nebraska, USA
Faye Haggar — University of Nebraska Medical Center, Nebraska, USA
Chris Bingcang — University of Nebraska Medical Center, Nebraska, USA
Andrea Dutoit — University of Nebraska Medical Center, Nebraska, USA
TJ Lockhart — University of Nebraska Medical Center, Nebraska, USA
Evan Ryan — University of Nebraska Medical Center, Nebraska, USA
Jayme R. Dowdall — University of Nebraska Medical Center, Nebraska, USA
Abstract: The medical fields of anesthesiology and otolaryngology (ENT – ears, nose, throat) are defined by overlapping clinical expertise as it relates to the management of airway issues. As a result of this shared clinical domain, interdisciplinary educational experiences provide an opportunity for collaboration and a broadened experience for resident physician learning. Our institution developed a two-week rotation in otolaryngology for first-year anesthesiology interns with the goal of utilizing interdisciplinary coaching to develop both technical and non-technical skills in airway management. The purpose of this project is to perform a formal evaluation of this rotation and share our training methods and processes.
Reference:
Homer, C. J., Carlson, K., Haggar, F., Bingcang, C., Dutoit, A., Lockhart, T. J., Ryan, E., & Dowdall, J. R. (2023). Development and evaluation of an interdisciplinary rotation for anesthesia residents in laryngology. Educational Research: Theory and Practice, 34(2), 30-35.
License: Attribution 4.0 International
How Academic Support Affects Sense of Belonging Among LGBTQ+ Students
Leilani Contos — Montana State University, Montana, USA
Sarah Heller — Montana State University, Montana, USA
Bryce E. Hughes — Montana State University, Montana, USA
Sidrah MGWatson — Montana State University, Montana, USA
Abstract: Sense of belonging improves educational outcomes for students, especially for minoritized students, like lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and sense of belonging is experienced through students’ relationships with people on whom they rely for academic support. This study examined the relationship between sense of belonging, gender and sexual identities, and the role that key providers of academic support played for students in college. Students reported a high sense of belonging in their majors, and this experience did not vary much by LGBTQ status or role of academic support provider. LGBTQ students do rely on different people for support, however, which holds implications for how students should cultivate relationships to support their academic success.
Reference:
Contos, L., Heller, S., Hughes, B. E., & MGWatson, S. (2023). How academic support affects sense of belonging among LGBTQ+ students. Educational Research: Theory and Practice, 34(2), 36-42.
License: Attribution 4.0 International
Faculty Experiences of HyFlex: An Exploratory Study
Melissa Boehm — Montana State University Billings, Montana, USA
Samuel Boerboom — Montana State University Billings, Montana, USA
Abstract: Innovations in teaching and learning led to HyFlex, a new type of hybrid teaching modality that incorporates in-person learning options along with online learning (Beatty, 2019). In May and June 2022, faculty at a regional comprehensive university were invited to participate in in-depth interviews or open-ended surveys regarding their experiences teaching HyFlex. Based on six in-depth interviews and six open-ended survey responses, this study’s three main findings related to themes of interaction, technological challenges, and increased workload. We conclude that teaching innovations like HyFlex can both enrich a faculty member’s sense of self-efficacy and contribute to additional stressors of work responsibilities (Leijon & Lundgren, 2019; McNaughton et al., 2014; Malczyk, 2019). These challenges will need to be addressed by institutions and faculty.
Reference:
Boehm, M., & Boerboom, S. (2023). Faculty experiences of HyFlex: An exploratory study. Educational Research: Theory and Practice, 34(2), 43-47.
License: Attribution 4.0 International
A Case Study of Chinese Teachers’ Professional Learning in a Chinese Dual Language Immersion Program
Jiazhen Yan — Southern Utah University, Utah, USA
William J. Davis — Southern Utah University, Utah, USA
Abstract: The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese-language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers’ work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers’ particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers’ needs.
Reference:
Yan, J., & Davis, W. J. (2023). A case study of Chinese teachers’ professional learning in a Chinese dual language immersion program. Educational Research: Theory and Practice, 34(2), 48-56.
License: Attribution 4.0 International
Exploring College Students’ Experiences Drawing a Journey Map
Sara K. Moon-Seo — Rogers State University, Oklahoma, USA
Mikela Campos — Rogers State University, Oklahoma, USA
Sonya E. Munsell — Rogers State University, Oklahoma, USA
Abstract: This study explored college students’ experiences drawing an educational journey map. The stories revealed students’ educational experiences from freshmen to junior/senior years. Five themes emerged through semi-structured interview questions. Through the students’ stories about their educational experiences, researchers could better understand students’ daily life, joyful moments, challenges, resilience, and wishful messages to their professors and university administrators.
Reference:
Moon-Seo, S. K., Campos, M., & Munsell, S. E. (2023). Exploring college students’ experiences drawing a journey map. Educational Research: Theory and Practice, 34(2), 57-61.
License: Attribution 4.0 International
Impacts of a Global Pandemic on Student Engagement in Business Education
Sheri Grotrian — Peru State College, Nebraska, USA
Lisa Parriott — Peru State College, Nebraska, USA
Brad Griffin — Peru State College, Nebraska, USA
Gracie Wenzel — Peru State College, Nebraska, USA
Abstract: It is no secret when COVID-19 surfaced, students found themselves learning online as well as tending to other life disruptions simultaneously. Due to the pandemic stressors, it seems reasonable to believe that the COVID-19 lockdown has negatively impacted student engagement in higher education. Knowing student engagement has positive implications for students, the authors sought to examine this phenomenon regarding the negative impact, specifically in business education.
Reference:
Grotrian, S., Parriott, L., Griffin, B., & Wenzel, G. (2023). Impacts of a global pandemic on student engagement in business education. Educational Research: Theory and Practice, 34(2), 62-67.
License: Attribution 4.0 International
More Knowledgeable Others: Exploring Professional Development of Rural Reading Specialists
Rachael Waller — Montana State University Billings, Montana, USA
Kari Dahle-Huff — Montana State University Billings, Montana, USA
Abstract: Educators in rural settings experience many unique professional circumstances due to the rural context of their schools; one such unique circumstance is professional development opportunities that are unavailable locally. Rural reading specialists have limited opportunities for local professional development as well as limited opportunities for collaboration with other reading specialists. This qualitative case study explored the characteristics of effective professional development for rural reading specialists. Reading specialists located in rural, Eastern Montana were surveyed about their professional development opportunities. From the survey results, focus group participants were identified to further elaborate on professional development considerations and opportunities for rural reading specialists. A key finding was rural reading specialists relied on the More Knowledgeable Other.
Reference:
Waller, R., & Dahle-Huff, K. (2023). More knowledgeable others: Exploring professional development of rural reading specialists. Educational Research: Theory and Practice, 34(2), 68-74.
License: Attribution 4.0 International
Barriers for Non-Traditional Students in Higher Education
Naomi Beckwith — Rogers State University, Oklahoma, USA
Abstract: The purpose of this study is to examine the barriers non-traditional students experience in their attempt to complete their degree program. Semi-structured interviews revealed four key themes: family; support; generational-gaps, and community. These themes highlight areas in which non-traditional students feel they have experienced obstacles in reaching their educational goals. Results of this study may be used as a tool for institutes of higher education to recognize the unique challenges that non-traditional students face and use this knowledge to provide better resources and other forms of encouragement to help these students complete their degree program.
Reference:
Beckwith, N. (2023). Barriers for non-traditional students in higher education. Educational Research: Theory and Practice, 34(2), 75-79.
License: Attribution 4.0 International
Examining Higher Education Campus Climates and Student Sense of Belongingness
Carrigan P. Veach — Rogers State University, Oklahoma, USA
Abstract: The purpose of this research was to explore how individual students within different forms of higher education campuses experience their campus climate and hold different levels of belongingness and thriving, and to examine the relationship between thriving and belongingness. The Comprehensive Inventory of Thriving (CIT) and the General Belongingness Scale (GBS) were utilized to examine students’ psychological well-being, achieved sense of belongingness, and level of thriving attained in their higher education campus climate. Purposive, convenience, and snowball sampling methods were used to recruit participants. Online surveys were distributed for data collection. Correlational analyses were run to explore the relationship between thriving and belongingness, and additional analyses were run on the individual dimensions described within the CIT to explore the relationship between each dimension and the GBS. The results of this research are suggestive of the dimensions of Mastery and Meaning having a direct impact on student belongingness in higher education.
Reference:
Veach, C. P. (2023). Examining higher education campus climates and student sense of belongingness. Educational Research: Theory and Practice, 34(2), 80-85.
License: Attribution 4.0 International
The Need for Trauma-Informed Care in Higher Education
Shanon S. Taylor — University of Nevada Reno, Nevada, USA
Abstract: The lived experiences shared by the entire world community in the spring of 2020 due to the pandemic spread of the COVID-19 virus has already been identified as a mass trauma incident by mental health professionals specializing in trauma treatment (Galea et al., 2020). Yet there are disturbing anecdotal examples in social media of higher education faculty dismissing student requests for help and support. How should higher education implement trauma-informed practices, especially in response to the impact of the pandemic?
Reference:
Taylor, S. S. (2023). The need for trauma-informed care in higher education. Educational Research: Theory and Practice, 34(2), 86-94.
License: Attribution 4.0 International