• A HERMENEUTIC PHENOMENOLOGICAL APPROACH TO EXPLORING THE LIVED EXPERIENCES OF PARTICIPANTS IN GEORGIA’S P-20 COLLABORATIVES

      Maple, Carol Willyn; Gamble, Phyllis; McCoy, Felina; Department of Advanced Studies and Innovation (Augusta University, 2020-04)
      This research effort used a hermeneutic phenomenological approach to investigate 1) What are the lived experiences of participants in Georgia’s P-20 Collaboratives? and 2) How are regional P-20 Collaboratives using mutual resources and continuous professional development to meet the needs of all stakeholders? Data provided by representatives from school systems (P-12s), colleges and universities (IHEs), Regional Education Service Agencies (RESAs), and State Education Agencies (SEAs) via a qualitative questionnaire, online discussion boards, contextual documents, and convening observations were analyzed to explore the perceived benefits and challenges of participation in Georgia’s P-20 Collaboratives and to examine the effectiveness of the regional Collaboratives in meeting the mission statement. Three emergent themes derived from the data were: 1) Mutually beneficial outcomes are derived from networking and sharing resources, but are hindered by low and inconsistent attendance by participants, 2) Diverse perspectives needed for effective reciprocal learning are limited by issues with focus, commitment, regular communication, and consistent participation by the right stakeholders, and 3) The majority of the respondents (68%) perceived that the regional collaboratives were effective in meeting the mission. However (14%) suggested improvements and (14%) felt that the mission statement lacked clarity.
    • A HERMENEUTIC PHENOMENOLOGICAL APPROACH TO EXPLORING THE LIVED EXPERIENCES OF PARTICIPANTS IN GEORGIA’S P-20 COLLABORATIVES

      McCoy, Felina Rae; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      This research effort used a hermeneutic phenomenological approach to investigate 1) What are the lived experiences of participants in Georgia’s P-20 Collaboratives? and 2) How are regional P-20 Collaboratives using mutual resources and continuous professional development to meet the needs of all stakeholders? Data provided by representatives from school systems (P-12s), colleges and universities (IHEs), Regional Education Service Agencies (RESAs), and State Education Agencies (SEAs) via a qualitative questionnaire, online discussion boards, contextual documents, and convening observations were analyzed to explore the perceived benefits and challenges of participation in Georgia’s P-20 Collaboratives and to examine the effectiveness of the regional Collaboratives in meeting the mission statement. Three emergent themes derived from the data were: 1) Mutually beneficial outcomes are derived from networking and sharing resources, but are hindered by low and inconsistent attendance by participants, 2) Diverse perspectives needed for effective reciprocal learning are limited by issues with focus, commitment, regular communication, and consistent participation by the right stakeholders, and 3) The majority of the respondents (68%) perceived that the regional collaboratives were effective in meeting the mission. However (14%) suggested improvements and (14%) felt that the mission statement lacked clarity. Keywords: P-20 collaboratives, collaboration, hermeneutic phenomenology, teacher preparation, regional partnerships, professional development, teacher quality
    • A HERMENEUTIC PHENOMENOLOGICAL APPROACH TO EXPLORING THE LIVED EXPERIENCES OF PARTICIPANTS IN GEORGIA’S P-20 COLLABORATIVES

      Gamble, Phyllis J.; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      This research effort used a hermeneutic phenomenological approach to investigate 1) What are the lived experiences of participants in Georgia’s P-20 Collaboratives? and 2) How are regional P-20 Collaboratives using mutual resources and continuous professional development to meet the needs of all stakeholders? Data provided by representatives from school systems (P-12s), colleges and universities (IHEs), Regional Education Service Agencies (RESAs), and State Education Agencies (SEAs) via a qualitative questionnaire, online discussion boards, contextual documents, and convening observations were analyzed to explore the perceived benefits and challenges of participation in Georgia’s P-20 Collaboratives and to examine the effectiveness of the regional Collaboratives in meeting the mission statement. Three emergent themes derived from the data were: 1) Mutually beneficial outcomes are derived from networking and sharing resources, but are hindered by low and inconsistent attendance by participants, 2) Diverse perspectives needed for effective reciprocal learning are limited by issues with focus, commitment, regular communication, and consistent participation by the right stakeholders, and 3) The majority of the respondents (68%) perceived that the regional collaboratives were effective in meeting the mission. However (14%) suggested improvements and (14%) felt that the mission statement lacked clarity. Keywords: P-20 collaboratives, collaboration, hermeneutic phenomenology, teacher preparation, regional partnerships, professional development, teacher quality
    • AN EXPLORATION OF ELEMENTARY STUDENTS' PERSPECTIVES ON PARTICIPATING IN A PROSOCIAL BEHAVIOR SUPPORT PROGRAM

      Cason, Natalie Michelle; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      Children who lack prosocial skills and exhibit social-emotional deficiencies tend to have more behavior problems in school. Chronic behavior problems negatively affect students’ academics, attendance, and ability to develop relationships. Aggression, bullying, and mental health problems have also been linked to social-emotional deficiencies. Children’s prosocial skills and emotional intelligence correlate to children’s social-emotional competence. The researchers investigated students’ perspectives of their experiences with and their perception of the impact a prosocial behavior intervention, Skillstreaming the Elementary School Child (McGinnis & Goldstein, 2012), had on their behavior through focus groups and field observations. Participants were consenting and assenting second through fifth-grade students who were identified through the behavior RTI process in Rural County. Researchers also analyzed quantitative, descriptive data from a Skillstreaming Student Checklist, to investigate how students self-rated their own prosocial skills. The researchers found that the participants were able to identify prosocial skills but did not always choose to apply the prosocial skills they learned to social situations with teachers and peers. All participants communicated positive feelings towards the intervention and liked having the opportunity to escape and process their emotions. Many felt it provided them with tools they could recall and apply to their school settings. Students emphasized the importance of relationships in relation to their behavior, and students interpreted their relationships based on attributes of fairness and care. In discussion of findings, research supported the importance of relationship between teachers and students and supported the finding that students often know prosocial skills and expectations in the school setting but choose their behavior based on the relationship between the student and the teacher. Keywords: prosocial intervention, elementary students, behavioral challenge, school discipline, prosocial skills, emotional intelligence, social-emotional competence, social-emotional learning, RTI, PBIS, Skillstreaming, student perspectives
    • AN EXPLORATION OF ELEMENTARY STUDENTS’ PERSPECTIVES ON PARTICIPATING IN A PROSOCIAL BEHAVIOR SUPPORT PROGRAM

      Aycock, Jeana; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      Children who lack prosocial skills and exhibit social-emotional deficiencies tend to have more behavior problems in school. Chronic behavior problems negatively affect students’ academics, attendance, and ability to develop relationships. Aggression, bullying, and mental health problems have also been linked to social-emotional deficiencies. Children’s prosocial skills and emotional intelligence correlate to children’s social-emotional competence. The researchers investigated students’ perspectives of their experiences with and their perception of the impact a prosocial behavior intervention, Skillstreaming the Elementary School Child (McGinnis & Goldstein, 2012), had on their behavior through focus groups and field observations. Participants were consenting and assenting second through fifth-grade students who were identified through the behavior RTI process in Rural County. Researchers also analyzed quantitative, descriptive data from a Skillstreaming Student Checklist, to investigate how students self-rated their own prosocial skills. The researchers found that the participants were able to identify prosocial skills but did not always choose to apply the prosocial skills they learned to social situations with teachers and peers. All participants communicated positive feelings towards the intervention and liked having the opportunity to escape and process their emotions. Many felt it provided them with tools they could recall and apply to their school settings. Students emphasized the importance of relationships in relation to their behavior, and students interpreted their relationships based on attributes of fairness and care. In discussion of findings, research supported the importance of relationship between teachers and students and supported the finding that students often know prosocial skills and expectations in the school setting but choose their behavior based on the relationship between the student and the teacher. Keywords: prosocial intervention, elementary students, behavioral challenge, school discipline, prosocial skills, emotional intelligence, social-emotional competence, social-emotional learning, RTI, PBIS, Skillstreaming, student perspectives
    • AN EXPLORATION OF ELEMENTARY STUDENTS’ PERSPECTIVES ON PARTICIPATING IN A PROSOCIAL BEHAVIOR SUPPORT PROGRAM

      Ocak, Lauren A. W.; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      Children who lack prosocial skills and exhibit social-emotional deficiencies tend to have more behavior problems in school. Chronic behavior problems negatively affect students’ academics, attendance, and ability to develop relationships. Aggression, bullying, and mental health problems have also been linked to social-emotional deficiencies. Children’s prosocial skills and emotional intelligence correlate to children’s social-emotional competence. The researchers investigated students’ perspectives of their experiences with and their perception of the impact a prosocial behavior intervention, Skillstreaming the Elementary School Child (McGinnis & Goldstein, 2012), had on their behavior through focus groups and field observations. Participants were consenting and assenting second through fifth-grade students who were identified through the behavior RTI process in Rural County. Researchers also analyzed quantitative, descriptive data from a Skillstreaming Student Checklist, to investigate how students self-rated their own prosocial skills. The researchers found that the participants were able to identify prosocial skills but did not always choose to apply the prosocial skills they learned to social situations with teachers and peers. All participants communicated positive feelings towards the intervention and liked having the opportunity to escape and process their emotions. Many felt it provided them with tools they could recall and apply to their school settings. Students emphasized the importance of relationships in relation to their behavior, and students interpreted their relationships based on attributes of fairness and care. In discussion of findings, research supported the importance of relationship between teachers and students and supported the finding that students often know prosocial skills and expectations in the school setting but choose their behavior based on the relationship between the student and the teacher. Keywords: prosocial intervention, elementary students, behavioral challenge, school discipline, prosocial skills, emotional intelligence, social-emotional competence, social-emotional learning, RTI, PBIS, Skillstreaming, student perspectives
    • AN EXPLORATION OF ELEMENTARY STUDENTS’ PERSPECTIVES ON PARTICIPATING IN A PROSOCIAL BEHAVIOR SUPPORT PROGRAM

      Lott, Joe Henry; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      Children who lack prosocial skills and exhibit social-emotional deficiencies tend to have more behavior problems in school. Chronic behavior problems negatively affect students’ academics, attendance, and ability to develop relationships. Aggression, bullying, and mental health problems have also been linked to social-emotional deficiencies. Children’s prosocial skills and emotional intelligence correlate to children’s social-emotional competence. The researchers investigated students’ perspectives of their experiences with and their perception of the impact a prosocial behavior intervention, Skillstreaming the Elementary School Child (McGinnis & Goldstein, 2012), had on their behavior through focus groups and field observations. Participants were consenting and assenting second through fifth-grade students who were identified through the behavior RTI process in Rural County. Researchers also analyzed quantitative, descriptive data from a Skillstreaming Student Checklist, to investigate how students self-rated their own prosocial skills. The researchers found that the participants were able to identify prosocial skills but did not always choose to apply the prosocial skills they learned to social situations with teachers and peers. All participants communicated positive feelings towards the intervention and liked having the opportunity to escape and process their emotions. Many felt it provided them with tools they could recall and apply to their school settings. Students emphasized the importance of relationships in relation to their behavior, and students interpreted their relationships based on attributes of fairness and care. In discussion of findings, research supported the importance of relationship between teachers and students and supported the finding that students often know prosocial skills and expectations in the school setting but choose their behavior based on the relationship between the student and the teacher.
    • Evaluating the Impact of High Fidelity Patient Simulation on Clinical Reasoning in Undergraduate Nursing Students

      Gee, Rebecca Mathews; Nursing (Augusta University, 2019-12)
      Introduction: Graduate nurses must enter nursing with clinical reasoning skills that will allow them to appropriately care for patients. With limited clinical sites, nurse educators are challenged to graduate clinically-competent nurses who possess clinical reasoning skills that will allow them to appropriately care for patients. The use of high fidelity patient simulation (HFPS) as an adjunct to clinical experiences may be a solution, but previous studies have shown limited evidence that HFPS improves clinical reasoning in nursing students. A variety of tools have been used to measure clinical reasoning (or one of its components). However, most of them were not specific to nursing. Without a consistent, nursing-specific tool, exploration of HFPS effects on clinical reasoning skills is challenging. The Nursing Specific Script Concordance Test (NSSCT), a validated nursing-specific tool measuring clinical reasoning, was used for this study. The purpose of this study was to examine the impact of HFPS on the clinical reasoning skills of first-semester, pre-licensure, Bachelor of Science in Nursing (BSN) students. Two specific aims were explored: 1) determine whether teaching with HFPS scenarios improved the clinical reasoning skills of pre-licensure, first semester BSN students, and 2) determine whether the NSSCT detected a significant difference in NSSCT mean scores before and after HFPS scenarios. Methods: This study used a two-group, randomized crossover design with 14 first-semester, pre-licensure, BSN students (n = 8; n = 6). Each participant took a baseline NSSCT, followed by the experimental group participating three simulation scenarios and the control group participating in the standard curriculum only. Then a second NSSCT was administered to each participant. Then, the control group participated in the three simulation scenarios while the experimental group participated in the standard curriculum only. Then, a third NSSCT was administered. NSSCT mean scores were compared between and within the groups after each administration. Results: There were no statistical differences (p = 0.494) in mean NSSCT scores in pre-licensure, first-semester, BSN, students after participating in HFPS scenarios, inferring that in this sample, HFPS did not significantly increase clinical reasoning. There were no statistical differences in mean NSSCT scores (p = 0.064) between the control group and experimental group after the second NSSCT administration, suggesting that the clinical reasoning skills were not different between students who completed the three simulation scenarios versus students who participated in the standard curriculum alone. Finally, there were no statistical differences (p = 0.596) between the control group and experimental group after all participants completed the three simulation experiences. Conclusions: The results from this study did not conclude that HFPS improved clinical reasoning in first-semester, pre-licensure, BSN students. However, due to the limitations of this study (small sample size [n = 14], test/retest reliability, and history) a replication study with modifications should be considered to fully examine the effect of HFPS on clinical reasoning in pre-licensure, BSN students.
    • Examining and Fostering Effective Reading Comprehension Instructional Practices in Smalltowne

      Lemacks, Natalie; Department of Advanced Studies and Innovation (Augusta University, 5/22/2018)
      This mixed-methods study examined reading instructional practices at Smalltowne Elementary, as almost 30% of their third grade students were not scoring proficient in the area of English Language Arts (ELA) on the state assessment. Smalltowne is a rural elementary school located in a southeast Georgia town with a population of just under 10,000. A total of 18 female participants included both second grade (n = 9) and third grade (n = 9) teachers. Participants completed an online survey of the Literacy Orientation Survey (LOS) containing 30 Likert type items to determine their teaching orientations as either traditional, constructivist, or eclectic. Researchers interviewed 14 participants and spent a total of 50.25 hours observing instructional practices in the areas of reading comprehension, vocabulary instruction, phonics, fluency, and literacy through technology. The teachers’ survey results were compared to the observed practice to determine alignment. Nine teachers identified as eclectic, eight identified as traditional and only one teacher identified as constructivist. Observed literacy practices matched self-selected LOS scores for 11 out of the 14 teachers. Observations were conducted to determine if research-based instructional strategies were being used in the classroom, including comprehension strategies, vocabulary strategies, fluency practices, and literacy through technology. Instructional concerns were noted with higher usage of teacher-directed practice and lack of authentic use of technology for literacy to incorporate more student-centered practice. After the analysis of data, a responsive product in the form of professional development was created by researchers with input from district school leaders to expand teachers’ use of higher level questioning and technology within the classroom. Keywords: teacher orientations, reading comprehension, instructional practices
    • Examining Math Teacher Efficacy: A Rural Georgia Elementary School

      Gray, Mary Ann; Department of Advanced Studies and Innovation (Augusta University, 5/22/2018)
      The current study employed a mixed methods research design to examine differences in math teacher efficacy based on experience, factors influencing math teacher efficacy, and the impact of math teacher efficacy on pedagogical practice. Participants were nine math teachers of grades three through five in a rural Georgia elementary school. Bandura's construct of self-efficacy provided the theoretical framework for this study. Math teacher efficacy was assessed using the Math Teacher Survey, adapted from the Mathematics Teaching Efficacy Beliefs Instrument. Semi-structured interviews were utilized to gather information regarding participants' antecedent and professional experiences with math. Four themes emerged from interviews regarding factors influencing efficacy: (a) precursory experiences, (b) teacher preparation, training, and professional learning, (c) mathematical shifts, and (d) professional experiences. Teacher practices were captured using the Classroom Observation Protocol, adapted from Inside the Classroom Observation and Analytic Protocol, as well as lesson plans and field notes. No significant relationship was found between math teacher efficacy and years of experience or between math teacher efficacy and pedagogical practices. Implications for leaders of training and preparatory programs and staff development as well as others in education settings are explored.
    • Examining Math Teacher Efficacy: A Rural Georgia Elementary School

      Williams, Angela Michelle; Department of Advanced Studies and Innovation (Augusta University, 5/22/2018)
      The current study employed a mixed methods research design to examine differences in math teacher efficacy based on experience, factors influencing math teacher efficacy, and the impact of math teacher efficacy on pedagogical practice. Participants were nine math teachers of grades three through five in a rural Georgia elementary school. Bandura's construct of self-efficacy provided the theoretical framework for this study. Math teacher efficacy was assessed using the Math Teacher Survey, adapted from the Mathematics Teaching Efficacy Beliefs Instrument. Semi-structured interviews were utilized to gather information regarding participants' antecedent and professional experiences with math. Four themes emerged from interviews regarding factors influencing efficacy: (a) precursory experiences, (b) teacher preparation, training, and professional learning, (c) mathematical shifts, and (d) professional experiences. Teacher practices were captured using the Classroom Observation Protocol, adapted from Inside the Classroom Observation and Analytic Protocol, as well as lesson plans and field notes. No significant relationship was found between math teacher efficacy and years of experience or between math teacher efficacy and pedagogical practices. Implications for leaders of training and preparatory programs and staff development as well as others in education settings are explored.
    • Investigating Student and Faculty Perspectives Related to Predictors of Success: BSN Curriculum and NCLEX-RN Outcomes

      Cosper, Sharon M; Department of Advanced Studies and Innovation (Augusta University, 5/22/2018)
      The literature reports higher patient satisfaction when care is delivered from baccalaureate-prepared nurses (BSN); however, there is a significant shortage of BSN prepared nurses in the country (Schmidt & MacWilliams, 2015; Roa, Shipman, Hooten, & Carter, 2011). For institutions across the nation, there is a lack of understanding as to why certain students struggle academically throughout the program and on the board certification exam. In order to facilitate training, graduation, and success with NCLEX-RN outcomes for these critical healthcare providers, consideration for why students struggle with curriculum and passing the board certification examination is needed. This study utilized a concurrent embedded mixed methods design to gain a greater understanding as to what factors may be contributing to student difficulty. Participants included graduates (n = 75) and faculty (n = 25) within the College of Nursing in a university located in the southeast region of the United States. Data were collected through review of student records, survey responses, focus group participation, and use of the EQ-i 2.0 for descriptive purposes. Results indicate that the BSN GPA, HESI examination scores, and Adult Health II course grades were found to predict performance on the NCLEX-RN. The qualitative findings illuminate categories of external and interpersonal factors contributing to students’ success and first time pass rates on the NCLEX-RN. The themes of Curriculum, Test Methodologies and Preparation, Teaching and Instruction, Balance, Drive, Compassion and Respect, and Critical Thinking were all relevant for consideration to help nursing programs improve the first time pass rates of their graduates on the NCLEX-RN. Further research utilizing methods to understand emotional intelligence and implications for admission as well as successful outcomes on the NCLEX-RN are indicated based on the qualitative findings of this investigation.
    • Investigating Student and Faculty Perspectives Related to Predictors of Success: BSN Curriculum and NCLEX-RN Outcomes

      Callan, Richard S.; Department of Advanced Studies and Innovation (Augusta University, 5/22/2018)
      The literature reports higher patient satisfaction when care is delivered from baccalaureate-prepared nurses (BSN); however, there is a significant shortage of BSN prepared nurses in the country (Schmidt & MacWilliams, 2015; Roa, Shipman, Hooten, & Carter, 2011). For institutions across the nation, there is a lack of understanding as to why certain students struggle academically throughout the program and on the board certification exam. In order to facilitate training, graduation, and success with NCLEX-RN outcomes for these critical healthcare providers, consideration for why students struggle with curriculum and passing the board certification examination is needed. This study utilized a concurrent embedded mixed methods design to gain a greater understanding as to what factors may be contributing to student difficulty. Participants included graduates (n = 75) and faculty (n = 25) within the College of Nursing in a university located in the southeast region of the United States. Data were collected through review of student records, survey responses, focus group participation, and use of the EQ-i 2.0 for descriptive purposes. Results indicate that the BSN GPA, HESI examination scores, and Adult Health II course grades were found to predict performance on the NCLEX-RN. The qualitative findings illuminate categories of external and interpersonal factors contributing to students’ success and first time pass rates on the NCLEX-RN. The themes of Curriculum, Test Methodologies and Preparation, Teaching and Instruction, Balance, Drive, Compassion and Respect, and Critical Thinking were all relevant for consideration to help nursing programs improve the first time pass rates of their graduates on the NCLEX-RN. Further research utilizing methods to understand emotional intelligence and implications for admission as well as successful outcomes on the NCLEX-RN are indicated based on the qualitative findings of this investigation.
    • Leveraging Medical Simulation to Teach Interprofessional Education (IPE): A Pilot Study

      Hernlen, Kathleen; Department of Advanced Studies and Innovation (Augusta University, 2019-05)
      Interprofessional education (IPE) is a term used to describe an educational technique that involves two or more learners from various professions learning from each other and with each other to increase collaboration among the learners and improve health care for their patients. Medical simulation can be described as any type of aid that can simulate a technique that is used in a clinical setting. The goal of this pilot study was to develop, implement, and evaluate an IPE medical simulation faculty training program that employed an IPE teaching method using the example of medical simulation which was lacking on the health sciences campus. A mixed methods study was developed to explore whether medical simulation could be used as a delivery method for an effective IPE faculty training program, and the extent to which IPE knowledge and perceptions changed as a result. A pre- and post-survey was given to faculty participants to evaluate their knowledge and perceptions of IPE. Following the training, faculty participants participated in a focus group. Data analysis included coding of focus groups responses and consolidating the codes into themes, and statistical analysis of the pre- and post-survey data. The findings of the pilot study included a statistically significant increase in knowledge and perceptions of IPE by the participating faculty which was corroborated by the focus group responses.
    • The National Physical Therapist Assistant Examination's First Time Pass Rates and Their Relationships to Education Program Faculty Attributes

      Novak, MK; Brown-Cross, Dawn; Echternach, John; Department of Physical Therapy (Nova Southeastern University, 2011-10)
      Background and Purpose. There is a paucity of published literature regarding the correlation between faculty attributes and education program pass rates on the National Physical Therapy Examination (NPTE) particularly regarding the physical therapist assistant (PTA). The purpose of this study was to 1) determine if there is a relationship between faculty attributes in PTA educational programs and program outcomes on the NPTE for Physical Therapist Assistants (NPTE-PTA) and 2) construct a prediction model for PTA program outcomes based on faculty attributes. Subjects. The 233 United States’ PTA programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) in 2006 were studied. Methods. Using a retrospective design, data were obtained regarding the PTA programs from the dataset of CAPTE’s PTA annual accreditation report and the Federation of State Boards of Physical Therapy’s pass rate database. Selected faculty attributes (designation of highest degree conferred, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to first time program pass rates. Backward deletion regression was used to predict the first time pass rate on the NPTE-PTA. Results. Based on data from 190/233 PTA programs, seven attributes had a statistically significant relationship to the outcomes on the NPTE-PTA. They were the number of: 1) full-time faculty; 2) adjunct faculty with an associate’s degree; 3) full-time faculty with a terminal degree; 4) core faculty with a terminal degree; 5) all faculty with a terminal degree 6) years of teaching experience of the full-time faculty; 7) years of teaching experience of the core faculty. Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTA accounting for 6.5% of the variance. Discussion and Conclusion. Faculty attributes of the institutions providing PTA programs are associated with first time pass rates of their graduates. This study provides a foundation for future studies by identifying some of the faculty attributes that relate to NPTE-PTA outcomes.
    • STRONGER TOGETHER: A CASE-STUDY ANALYSIS OF THE IMPLEMENTATION OF A SCHOOL-BASED MENTORING PROGRAM FOR MIDDLE SCHOOL STUDENTS

      Crouch, John Jeffrey; Department of Advanced Studies and Innovation (Augusta University, 2019-05)
      Mentoring has been shown to have a positive impact on student outcomes such as attendance, behavior, and overall connectedness to school. Through strengthening relationships with a non-familial adult, mentoring has also been shown to have a positive impact on student interactions with other adults within the school environment. However, there are many logistical considerations that can adversely impact the implementation of a school-based mentoring program. This study began as a mixed methods study intended to examine the impact of a community-based mentoring program on student discipline referrals and absences. During the course of the study, the scope and methods shifted to become a qualitative study that focused on the implementation of an after-school mentoring program for middle school students. The authors employed a case-study methodology using a variety of data collection methods including interviews with mentors and administrators, a focus group with the mentees, and repeated observations of the mentoring sessions. Thematic content analysis revealed six themes: goals, experiences, perceptions, relationships, challenges to implementation, and sustainability and improvement. Findings suggest that the faculty and staff had a high level of confidence in their leadership which was likely to positively impact the mentoring program, as they were more likely to trust his decisions and work diligently to ensure that his goals for the program were met. Should a mentoring program be implemented, our findings indicated that time and prioritization are imperative to its success. Keywords: mentoring, relationships, leadership, school-based, improvement
    • STRONGER TOGETHER: A CASE-STUDY ANALYSIS OF THE IMPLEMENTATION OF A SCHOOL-BASED MENTORING PROGRAM FOR MIDDLE SCHOOL STUDENTS

      Moody, Tamara NiCole; Department of Advanced Studies and Innovation (Augusta University, 2019-05)
      Mentoring has been shown to have a positive impact on student outcomes such as attendance, behavior, and overall connectedness to school. Through strengthening relationships with a non-familial adult, mentoring has also been shown to have a positive impact on student interactions with other adults within the school environment. However, there are many logistical considerations that can adversely impact the implementation of a school-based mentoring program. This study began as a mixed methods study intended to examine the impact of a community-based mentoring program on student discipline referrals and absences. During the course of the study, the scope and methods shifted to become a qualitative study that focused on the implementation of an after-school mentoring program for middle school students. The authors employed a case-study methodology using a variety of data collection methods including interviews with mentors and administrators, a focus group with the mentees, and repeated observations of the mentoring sessions. Thematic content analysis revealed six themes: goals, experiences, perceptions, relationships, challenges to implementation, and sustainability and improvement. Findings suggest that the faculty and staff had a high level of confidence in their leadership which was likely to positively impact the mentoring program, as they were more likely to trust his decisions and work diligently to ensure that his goals for the program were met. Should a mentoring program be implemented, our findings indicated that time and prioritization are imperative to its success. Keywords: mentoring, relationships, leadership, school-based, improvement
    • Stronger Together: A Case-Study Analysis of the Implementation of a School-Based Mentoring Program for Middle School Students

      Young-Norris, Tiffany; Department of Advanced Studies and Innovation (Augusta University, 2019-05)
      Mentoring has been shown to have a positive impact on student outcomes such as attendance, behavior, and overall connectedness to school. Through strengthening relationships with a non-familial adult, mentoring has also been shown to have a positive impact on student interactions with other adults within the school environment. However, there are many logistical considerations that can adversely impact the implementation of a school-based mentoring program. This study began as a mixed methods study intended to examine the impact of a community-based mentoring program on student discipline referrals and absences. During the course of the study, the scope and methods shifted to become a qualitative study that focused on the implementation of an after-school mentoring program for middle school students. The authors employed a case-study methodology using a variety of data collection methods including interviews with mentors and administrators, a focus group with the mentees, and repeated observations of the mentoring sessions. Thematic content analysis revealed six themes: goals, experiences, perceptions, relationships, challenges to implementation, and sustainability and improvement. Findings suggest that the faculty and staff had a high level of confidence in their leadership which was likely to positively impact the mentoring program, as they were more likely to trust his decisions and work diligently to ensure that his goals for the program were met. Should a mentoring program be implemented, our findings indicated that time and prioritization are imperative to its success. Keywords: mentoring, relationships, leadership, school-based, improvement
    • STRONGER TOGETHER: A CASE-STUDY ANALYSIS OF THE IMPLEMENTATION OF A SCHOOL-BASED MENTORING PROGRAM FOR MIDDLE SCHOOL STUDENTS

      Mays, Andrew Stewart; Department of Advanced Studies and Innovation (Augusta University, 2019-05)
      Mentoring has been shown to have a positive impact on student outcomes such as attendance, behavior, and overall connectedness to school. Through strengthening relationships with a non-familial adult, mentoring has also been shown to have a positive impact on student interactions with other adults within the school environment. However, there are many logistical considerations that can adversely impact the implementation of a school-based mentoring program. This study began as a mixed methods study intended to examine the impact of a community-based mentoring program on student discipline referrals and absences. During the course of the study, the scope and methods shifted to become a qualitative study that focused on the implementation of an after-school mentoring program for middle school students. The authors employed a case-study methodology using a variety of data collection methods including interviews with mentors and administrators, a focus group with the mentees, and repeated observations of the mentoring sessions. Thematic content analysis revealed six themes: goals, experiences, perceptions, relationships, challenges to implementation, and sustainability and improvement. Findings suggest that the faculty and staff had a high level of confidence in their leadership which was likely to positively impact the mentoring program, as they were more likely to trust his decisions and work diligently to ensure that his goals for the program were met. Should a mentoring program be implemented, our findings indicated that time and prioritization are imperative to its success.
    • The Influence of Instructional Rounds on Teacher Metacognition in a Middle School Context: A Mixed Methods Study

      Scoggins, Katherine; Department of Advanced Studies and Innovation (Augusta University, 2020-05)
      This study investigated, quantified, and observed metacognitive transformation in middle school ELA and math teachers through the implementation of instructional rounds as a change agent in comparison to the traditional, one-stop workshop format of professional development. A mixed method design was utilized that addressed two research questions: How is teacher metacognition impacted through professional development, and what is the difference in teacher metacognition scores after receiving traditional professional development versus instructional rounds? The results of the study suggested that teacher metacognition is positively impacted by instructional rounds and there were positive attitudes towards instructional rounds as an alternative to traditional professional development. Additionally, the qualitative data indicated that instructional rounds did have a positive impact on instructional practices and supported a progressive maturation of teacher metacognition that could be ultimately transferred to the learner. First, the results elucidated that normal teaching practice is inherently metacognitive and embodies the metacognitive knowledge tenets: person, task, and strategy. Next, teacher collaboration supports the perpetuation of a metacognitive experience, which innately lends itself to reflection. Thirdly, teacher reflection fosters metacognitive goals, thereby resulting in regulation of actions or strategies. Finally, teacher action derived from goal setting is, by definition, metacognitive action. In summary, instructional rounds appeared to be an effective form of professional development that increased and matured teacher metacognition.