Education Dissertations

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The Doctor of Education in Educational Leadership program at Southern New Hampshire University is designed for pre-K-12 leaders, higher education administrators, curriculum specialists and executive directors seeking to lead in a variety of system-level organizations such as school districts, state departments of education, policy organizations, nonprofits, foundations or institutions of higher education. All candidates will be prepared to shape education policy, build public-private partnerships and understand the steps necessary to lead 21st century schools, colleges, universities or community organizations. The program seeks to produce a new generation of transformational leaders, focused on student learning and able to engage with and lead others in large-scale systemic change. The dissertation will support this focus and contribute important research to the scholarship on organizational behavior, leadership and school reform.

To support candidates in their development as educational leaders, the Doctorate in Educational Leadership program is built upon the national standards found in the Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium Standards (ISLLC).

Experienced candidates from various fields in education are encouraged to apply. SNHU is committed to enrolling talented individuals who reflect the full spectrum of society, with respect to race, ethnicity, gender identity, religion, political beliefs and other personal characteristics. Most importantly, all candidates must show evidence of having the moral, emotional and ethical dispositions necessary to become effective leaders.

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Now showing 1 - 20 of 44
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    NURSE EDUCATORS’ BELIEFS AND PERCEPTIONS OF GIVING FEEDBACK IN ONLINE RN-BSN PROGRAMS
    (Southern New Hampshire University, 2018-05-23) Allen, Carol M.; Ford, Margaret; Kanyongo, Gibbs; Merrow, Sherry
    This exploratory quantitative study investigated nurse educator beliefs and perceptions regarding giving feedback in online RN-BSN programs. The survey was developed to discover trends among nurse educators (N=76) in attitudes towards feedback and students, use of feedback strategies for learning, and perceived characteristics of feedback used in practice. Hattie’s (2009) model of feedback provided the framework. Key Findings: Nurse educators value the importance of feedback for student learning and success. Preferences for choice of tools to use for providing feedback trended to more traditional choices of shared documents, asynchronous tools, and email. Positive attitudes about students and feedback were identified related to student involvement and engagement, application and interest, as well as agreement with feedback. Positive attitudes regarding practice were identified including role, efficacy at the application of feedback strategies, and formatting styles. Minimum differences in beliefs and perceptions were identified when compared to education, experiences, and employment status. Limitations: Potential sample bias as the participants were identified as educators registered to teach within Shadow Health’s RN-BSN assessment modules. The newly developed survey requires further testing for validity. Discussion and recommendations: The results suggest that there has been movement to improve feedback practices in nursing education. Faculty development opportunities that center on strengthening use of feedback strategies and use of supportive technology will contribute to further improvement in feedback practices. Improvement in feedback strategies will contribute to the education of RN-BSN nurses to prepare them to thrive in practice within complex healthcare delivery systems.
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    Teachers' Perceptions of Relational Trust, Leadership, and Culture In a New England Middle School
    (Southern New Hampshire University, 2023-04-25) McDonald, Stephen; Littlefield, Charles; Richardson, Irving; Truebridge, Sara
    Trust in schools has emerged as a foundational component and an extensively studied phenomenon, particularly as it relates to school improvement efforts. Research findings have suggested that collaboration and the establishment of relational trust among and between teachers and school leaders can contribute to improved school culture, teacher efficacy, and student achievement (Nias et al., 1989; Rosenholtz, 1989; Schliefer et al., 2017; Talbert & McLaughlin, 1994; Tschannen-Moran & Gareis, 2015). In this qualitative, phenomenological research study, seven content area teachers in a New England middle school participated in semi- structured interviews focusing on perceptions of leadership dynamics, attitudes, voice, efficacy, and trust in their school. In the 25 years since this school opened, there have been 10 building leaders. Participants’ work experience in the organization ranged from 10 to 25 years. Findings suggested that leadership changes and practices have contributed to a disjointed culture characterized by isolation, lack of voice, and distrust. Initiative fatigue, a confining school schedule, and perceived lack of support from leaders were identified as key components negatively affecting culture. Positive themes included teachers’ resilience, hope, and dedication to their students. The research focused on one school. Findings may inform expanded inquiry in this school and related studies in other organizations. Additionally, findings of this study, in combination with findings from concurrent studies and activities in the organization, may contribute to efforts by leaders to improve relational trust, culture, community, and teacher voice.
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    The Lived Experience of the Influence of Positive Student-Teacher Connections from Students’ Perspective as Reported by High School Graduates
    (Southern New Hampshire University, 2023-01-20) Vincent, Sue; Littlefield, Phil; Truebridge, Sara; Ford, Magaret
    This study aims to identify the importance of Student-Teacher Connections (STC), as defined by the student, through direct interviews to gain better insight and understanding of the benefits obtained from these positive student teacher connections (STCs). Current literature mostly explores these connections from the perspective of the adults: teachers, administrators, and researchers, rather than through direct engagement with students and seeking their perspectives on their relationships with their teachers (Ibrahim and Zaatari, 2020). Insights from the students, gathered in this research, can be used to inform how these relationships can be fostered and how to best grow and care for them. Much of what teachers offer academically has been analyzed in educational research (Wentzel, 2012). Many high school teachers believe they do much more than teach subject matter to their students; most believe they are instrumental in their students’ adolescent development, and this has an impact on students’ senses of school belonging (Allen et. al, 2018). This Dissertation in Practice (DiP) explores the lived experience of high school students, their positive connections with their teachers, and their perception of the impact these experiences had on their educations.
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    Exploring Self-Awareness of Self-Advocacy Skills Among Senior High School Students with Mild to Moderate Learning Disabilities
    (Southern New Hampshire University, 2023-01-23) Rodriguez, Lynn Rose; Tapley, Colleen; Littlefield, Charles; Cole, Amy
    Students with disabilities do not take advantage of the resources available to them while in post-secondary institutions or places of employment because of a lack of self-advocacy skills (Mason et al., 2004). This inability to speak up for oneself results in a student’s inability to access the accommodations that they need in their postsecondary places of education or the workplace. Where does that start? Or where can that inability end? Students with mild to moderate disabilities have an IEP in school that allows their team to work on areas of strength and growth. As such, goals can be created in the area of transition that can explicitly teach students about the importance of self-awareness in self-advocacy as a psychoeducational goal, so students can ultimately embrace their neurodiversity. This qualitative phenomenological study explored the lived experiences of high school seniors with mild to moderate learning disabilities and the experiences that may have encouraged awareness and development of self-advocacy skills. This study is framed around the following research question: What are the lived experiences of high school senior students with mild to moderate learning disabilities as it relates to the development of self-awareness of their disabilities and the development of self-advocacy skills? The study was designed to investigate the complexity of this phenomenon through “exploring and understanding” (Creswell, 2009, p. 4) the meaning that students assign to their lived experiences in high school by exploring their interpretations of self-advocacy in high school and their perceptions of having the skills to advocate for themselves in a post-secondary or employment setting.
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    Adapted Physical Education: Perspectives of Physical Education Teachers in New Hampshire
    (Southern New Hampshire University, 2023-02-06) Thompson, Aaron; Littlefield, Charles P.; Moriarty, Michael; Reidel, Jon
    The purpose of this study was to learn about the obstacles and barriers of teaching Adapted Physical Education (APE) from the viewpoints of Physical Education (PE) teachers in rural New Hampshire public schools grades K-12. Two research issues drove this project: What challenges and barriers do Adapted Physical Education (APE) teachers experience when including students with disabilities in general physical education? and What are the experiences of rural New Hampshire Public Schools’ Adapted Physical Education (APE) teachers to implement and adapt their classes for students with special needs? The study included interviews, observations, and the collection of artifacts and documents of Physical Education (PE) teachers in New Hampshire to investigate these concerns. Adapted Physical Education (APE) teachers encounter barriers and issues with inadequate equipment, class size, administrative support, physical space, funding, and a lack of professional development, according to the literature on Physical Education (PE). However, in New Hampshire, a limited amount of study has been done on Adapted Physical Education (APE), especially in rural public-school districts. Data was collected through triangulation using observations, document collection, and semi-structured interviews with Physical Education (PE) teachers in New Hampshire. Nearly all the Physical Education (PE) teachers in this study stated that they have adequate and sufficient administrative support; however, many of the PE teachers faced their biggest barriers and challenges when trying to work with students that have Social Emotional Learning (SEL) disabilities and behavioral issues. The research found that paraprofessional support is lacking, and, in some cases, it is completely non-existent in the PE classroom. Furthermore, several of the participants in this study cited “time” as a barrier, since they reportedly have limited opportunities to meet with students that have disabilities daily. Typically, only one class meeting per week. One participant in this study stated that the entire sixth grade class/students do not receive Physical Education (PE) for the entire school year. Moreover, the study also showed that elementary and middle school students have limited opportunities and fewer options to take Physical Education (PE) classes compared to high school students. In addition, none of the participants in this study have earned their CAPE license and certification. Therefore, recommendations emerged that Physical Education (PE) teachers receive additional training and think about becoming a Certified Adapted Physical Educator (CAPE). The findings are examined, as well as the future of Adapted Physical Education in New Hampshire.
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    Case Study: An Approach to Assess the Impact of the Student Success Program that Target Students in Poverty at a New England School
    (Southern New Hampshire University, 2023-02-22) LaRoche, Kendra; Littlefield, Phil; Costa, Lois; Moriarty, Michael
    Defining success is difficult due to the abstract nature of the term and the multiple, competing ideas of what success looks like. Therefore, assessing the impact of a program designed to increase student success in an independent, rural high school is murky. The purpose of this dissertation in practice is to understand what students determine as their own factors in their success. This positive deviance approach gives voices to students in the definition of success and allows the resulting suggestions to be implemented at the local level. This scholar-practitioner dissertation in practice uses a positive deviant lens to examine why some students from poverty perform well at a New England high school, with the goal of generalizing the successful findings to better serve future students living in poverty. Participant selection also used a positive deviant approach. Data analysis and interpretation was conducted from interviews, document review, and a teacher survey. The findings of this study indicate five traits of success in the participant: organization, perseverance, resiliency, empathy, and connections. Additionally, the findings indicate further research could be done in the areas of the role of special educators in the lives of students, the concept of Goals, Habits, Growth as a framework of success, and the relationship between helping others and personal success.
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    Choosing Gender or Race: Portraits of Female, White Ally Higher Education Administrators Committed to Making Socially Just Spaces for BIPOC Women in their Institutions
    (Southern New Hampshire University, 2023-02-22) Parr, Christine; Murray-Chandler, Lynn; Generett, Gretchen; Nivison, Kenneth
    Racism in the U.S. is systemic and has relied on centuries of deliberate practice to create a White male hegemonic (White supremacist) power structure. Being systemic, racism is reproduced in all of our defining institutions, including higher education. In addition, White women have consistently contributed to the reproduction of racism by choosing race and enduring sexism in all areas of society, including higher education. However, there are women in academe who choose to deliberately be antiracist and actively seek to create socially just spaces for women of color in their institutions. Filling a gap in the literature related to female White ally higher education administrators, this study inquires into the experiences of five female higher education administrators identified through Community Nomination (Foster, 1991; Ladson-Billings, 1989) as White allies by Black women. Through extensive interviewing and via Portraiture methodology (Lawrence-Lightfoot & Davis, 1997) these women revealed the “goodness” of their work as they talked about themselves as 1) aspiring allies, 2) women in higher education, and 3) human beings in this world. Themes that emerged from the creation of the portraits mirror the extant literature on allyship, including 1) allyship is a continuous journey, 2) effective allyship requires humility and curiosity, and 3) being a White ally should be a moral obligation for anyone with White privilege. Filtered through the theoretical framework of Patricia Hill Collins’s Black Feminist Epistemology (2002), this study harnesses the power of storytelling and honors the thinking and scholarship of women of color. Keywords: racism, sexism, female White ally, higher education, Portraiture, Black Feminist Epistemology, Community Nomination.
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    Elementary School Choice Through the Pandemic: Lessons Learned from Families’ Perspectives on Well-Being in School
    (Southern New Hampshire University, 2023-04-06) Miner, Sarah; Moriarty, Michael; Weltsek, Bernadette; Branco, Mark
    As the pandemic drove a focus on education, many families had to choose alternative education models for their child. Families suddenly had a pressing need to evaluate the best schooling situation for their child (Gouëdard & Pont, 2020, Eggleston & Fields, 2021, Hynes, 2020, Hill et al., 2020, Hall-Mills, 2020). In education there are pendulum swings of focus and often an evaluation about how children are educated and why the particular methods are being used (Weisberg, 2014 and Hess, 2022). This study focused on how families made their decisions in regard to the education of their children, and well-being as an aspect of that decision as well as how they experienced their school choice and what impact do they see on their child’s well-being. Through looking at the experiences of families who made the choice for alternative education models, this study examined the family’s desires in education, what pieces of school philosophy they feel impact their child’s well-being needs, and what aspects of well- being they feel should belong in the school’s climate.
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    The Exploration of Data Collection and Analyzation by English Language Development Educators In New Hampshire
    (Southern New Hampshire University, 2023-04-11) Leone, Elizabeth Lynn; Richardson, Irving; Randall, Case; Caridine, Eboni
    Data collection and analyzation practices for English language development services are scarcely found in research, but needed in the subgroup of minority students commonly known as English language learners (Wiseman & Bell, 2021). Wiseman and Bell (2021) identified ELLs as one of the most under-documented student subgroups in the American educational system. This quantitative correlational survey study explored the importance of data collection and analyzation practices for New Hampshire ELD educators through the lens of Mandinach et al.'s (2006) data-driven decision-making (DDDM) framework. DDDM is the process of identifying data, collecting it to be analyzed and interpreted, and using it to set goals to improve educational experiences (Mandinach & Schildkamp, 2021a). The present study explored the outcome of the dependent variable of teacher self-reported data collection and analyzation, and teacher-perceived importance of data through a cross-sectional survey and correlational analysis, using the length of teaching experience as the independent variable in the measurement of covariation. Based on the findings, ELD data standards may be evaluated and better informed by the current data collection and analyzation practices in New Hampshire public school districts. With meaningful data and intentional analysis, the DDDM framework and research suggest that instructional quality will likely increase to positively impact student achievement (Dodman et al., 2021), offering exponential benefit to a subgroup of struggling ELLs (Garver, 2022).
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    Young Adult’s Wildlife Preservation Behaviors After Taking High School Environmental Studies Courses
    (Southern New Hampshire University, 2022) Adair, Athena
    Humans worldwide are contributing to the vast environmental degradation taking place on this planet and experiencing the consequences (USGCRP, 2018). As people find themselves victims of unprecedented flooding, fires, and drought, this researcher wonders about those who walked the Earth before and beside humans. Non-human animals, henceforth known as animals, are also suffering those consequences. According to the World Wildlife Fund, climate change is impacting life forms from coral and insects to mighty moose and elephants. It is becoming more evident as resources and ecosystems begin dwindling, that humans will be in greater competition with their animal brethren. “From the shrinking habitat of the polar bear to increased water scarcity driving human-wildlife conflict, these changes will become more pronounced in years to come” (WWF, n.d).
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    Facing Attrition: The Lived Experiences of Emerging Adult Teachers in Public Education
    (Southern New Hampshire University, 2022) Dolan, Amanda; Ayers, Richard
    This multiple case study was conducted for the purpose of exploring the developmental readiness of emerging adult teachers in relation to teacher attrition. Introduction to the notion of development in relation to teacher readiness was explored specifically in response to the rate of attrition among emerging adult teachers and the overall decline in student achievement and the perpetuations of America’s achievement and opportunity gaps. Consideration of readiness in respect to cognitive and psychological development were explored using the tenets of Jeffrey Arnett’s theory of Emerging Adulthood with a total of six study participants. Specifically, this study examined the impact of life decisions in relation to identity formation occurring between the ages of 18 and 29. With emerging adults being precariously and metaphorically affixed in a position of having one foot in adulthood and the other in adolescence, this study sought to reveal relevant factors that attributed to both the professional and personal identity of emerging adult teachers who had left the teaching profession. With the focus of this study providing a perspective for attrition- from a developmental perspective, it is hoped that the knowledge gained from this study will add to the further research and dialogue on attrition, and lead to further studies in the future focusing specifically in the area of developmental psychology.
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    Gender Equity Prioritization by and Gender Attitudes of Professors in Teacher Preparation Programs
    (Southern New Hampshire University, 2019) Murchison, Amanda; Rogers, Audrey
    In response to the research findings that teacher gender biases negatively impact students, this quantitative research study gathered data on how professors in teacher preparation programs and professors in those programs in New England are prioritizing gender equity among other social justice issues, and what those professors’ gender attitudes are. One hundred eighty-one professors currently teaching in preparation programs in Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont responded to the electronically distributed survey. The results from the surveyed participants indicate that institutional and personal priority of gender equity among other social justice issues is low. However, these surveyed participants had highly positive gender attitude scores. The lack of gender equity prioritization among other social justice issues by surveyed participants suggests that these positive gender attitude scores are not being passed on to teacher candidates, however more research is needed on this point. Though the results failed to meet required assumptions for statistical analyses, the data gathered in this nascent study provide a plethora of opportunities for future research. Keywords: Gender equity, gender attitudes, prioritization, social justice issues, professors, teacher preparation programs, heteronormativity
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    Women in the Superintendency in New Hampshire: A Grounded Theory Study of Resilience
    (Southern New Hampshire University, 2020) Leggett, Sydney
    Though women comprise the majority of the education workforce in the United States, relatively few serve in the role of school superintendent. This is problematic for two main reasons: first, whenever one gender is underrepresented in any field, there is an accompanying lack of voice and ideas; second, in a field that is reaching critical stages of leadership scarcity, the absence of women represents a loss of potential talent in the applicant pool. The purpose of this study is to focus on how women superintendents experience the process of building resilience as they attain and serve in the position of superintendent. This is accomplished by examining participantidentified obstacles, how they overcame those obstacles, and what drove them to continue doing so during their most difficult times. Using constructivist grounded theory methodology, 12 New Hampshire women superintendents were interviewed, using iterative coding throughout the analysis, and the resulting data analysis offers the emergence of a substantive and original theory and two models (the capacitance model and the capacitance model in context) to illustrate this phenomenon. By investigating the core of resilience, this study informs us about strategies and mindsets that potentially open the gates to other women considering this role, increasing gender equity in the superintendency and in the education professional overall.
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    A multiple case study of transformational leadership at struggling colleges
    (Southern New Hampshire University, 2019) Schifilliti, Roy; Ayers, Richard W.; Charron, Nancy; Chillo, Joseph L.
    This qualitative multiple case study sought to understand the common factors that colleges at risk of closure have to navigate to move from struggling, to surviving, and on to thriving. The primary question for this research involved the changes, and communication and governance strategies between the president, trustees, and faculty that affected positive change at small colleges and universities who successfully transformed their organizations. Data was collected through one-on-one interviews with presidents who led each institution through transformation. This study identified similarities and differences between the cases allowing for the examination of the phenomenon in depth, using evidence obtained from interviews with those involved (Yin, 2014). Risk of closure was defined as schools that had a simple liquidity ratio of under 5%, who then moved to a liquidity ratio of over 10%. Findings from this study identified six themes related to leading small at-risk colleges. These factors were common among the schools studied and are areas for consideration for schools that are working to move from struggling to thriving. These themes include; transforming the dynamic between the president and board of trustees; faculty role in organizational change; a strong leadership team as part of transformation; transparency in communication with stakeholders; impact and import of decisive and entrepreneurial leadership; and leadership background. (Author abstract)
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    High school experiences of transgender and gender non-conforming young adults: A reflective photovoice study
    (Southern New Hampshire University, 2019) Weltsek, Bernadette M.; Ford, Margaret; Ayers, Richard; Murray-Chandler, Lynn
    Increasing numbers of high school students are identifying openly as transgender and gender nonconforming even as they navigate violence, discrimination, and harassment from peers and others. Many of the scholarly work on trans issues in education have positioned transgender and gender nonconforming students within the larger grouping of LGBTQ individuals. The purposes of this study are to (a) to clarify and document the needs and reflective experiences of transgender and gender nonconforming youth; (b) to determine the extent to which school policies at the federal, state, and local levels are meeting those needs; and (c) to utilize input from participants in support of school, community, and policy changes. I utilized the qualitative research methodology of photovoice and aspects of phenomenology, allowing participants to tell their high school stories through photography and personal reflection. By highlighting the lived experiences and related issues facing our transgender and gender non-conforming youth, my purpose was to highlight the need for a change in policies related to transgender students in our schools. (Author abstract)
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    Understanding online millennial generation students' relationship perceptions with online academic advisors
    (Southern New Hampshire University, 2019) Hobson, Luke Anthony; Moehle, Matthew R.; Rogers, Audrey; Williams, Shanita
    This explanatory sequential mixed methods study aims to understand the relationship perceptions of online Millennial Generation students with their online academic advisors. The study asks the question: How do online Millennial Generation students perceive their relationships with online academic advisors? This study surveyed 715 participants and interviewed seven participants from the Millennial Generation to learn their relationship perceptions with their online academic advisors. There were two phases of this mixed methods approach: quantitative and qualitative. These phases created an overall interpretation for the study, which produced four themes and three major findings. The four themes were connectivity, empathy, awareness, and encouragement. The three major findings indicated that online academic advisors are the main support system for online Millennial Generation students, online Millennial Generation students are empathetic towards their academic advisors and peers, and online Millennial Generation students appreciate their connections with their online academic advisors. (Author abstract)
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    The perceptions of academic administrators in higher education about conflict handling styles
    (Southern New Hampshire University, 2019) Khan, Pauline Bary; Ford, Margaret; Lindley-Soucy, Kim; Ayers, Richard
    Conflict, and the methods by which conflict is handled in organizations, may lead to obstacles when solving problems or may contribute to constructive feedback and progress. In a higher education organization, interpersonal conflicts exist among faculty members, staff, and administrators. These conflicts may occur due to a variety of reason, including differences in work ideology, decisions, tasks, and resource allocation. Often, department administrators are charged with handling their own conflicts as well as handling and managing interpersonal conflicts between others. Therefore, it is vital for department leaders to understand conflict management and the different conflict handling styles. This study uses qualitative methodologies to examine how administrators in higher education perceive conflict handling within their organization. The results include seven primary themes about how administrators describe and develop conflict handling styles. Three major conclusions are presented in this research. First, higher education administrators would benefit from more formal training about how to handle conflicts. A second conclusion that was reached from the data in this study is that a chosen conflict style is dependent on the perceived situation. A third conclusion that was identified from this research is that emotional conflicts can result in unresolved conflicts that can negatively impact the culture of a department for a long period of time. (Author abstract)
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    The implications of the opioid epidemic on select elementary schools in crisis regions of the Northeast: A multiple case study investigation
    (Southern New Hampshire University, 2019-03) Welby, Kathryn; Ayers, Richard; Moehle, Matthew; Olwell, Russell
    In response to the growing opioid epidemic, this multiple case study investigation explored multiple schools in opioid crisis regions of the Northeast. Select elementary schools in Massachusetts, Maine, and New Hampshire partook in the study. There was a total of 76 participants ranging from district administrators, teachers, counselors, mental health providers, and consultants. Children exposed to parental drug-addictive behaviors or born addicted to opioids may have cognitive, social-emotional, and behavioral needs all teachers will be responsible for accommodating. Additionally, students in kindergarten through second-grade classrooms are experiencing adverse childhood experiences in their environments and community because of opioid exposure. Consequently, the adverse experiences are impacting the schools. In addition to the schools added responsibility to meet students’ basic unmet needs, student attendance is poor, student and parents’ inappropriate behaviors are increasing, and academic achievement is impacted. Teachers are experiencing vicarious trauma and stress. Evidence collected from this study suggests that there is a lack of organizational systems, preparation, consistency, and proactive plans to support the schools, administrators, teachers, and students impacted by the epidemic in the select elementary schools in crisis regions of the Northeast. (Author abstract)
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    Understanding Later-Day Saint missionary re-acculturation
    (Southern New Hampshire University, 2019) Sheffield, Kathleen Bunker; Ford, Margaret; Rogers, Audrey; Ayers, Richard
    When a sojourner travels to a new place they often acculturate to their new surroundings and the host culture in which they are living. There is also a readjustment when that same sojourner returns home, changed by their recent experiences and acculturation as they seek a return to the familiar and their home culture. The term used to describe this adaptation to a new culture is acculturation. Acculturation often entails a loss of the familiar as well as a loss of personal history and a sense of belonging. Re-acculturation can be defined as the readjustment or transition to one’s home culture after living abroad. Acculturation and re-acculturation reflect many of the same elements of adjustment and re-adjustment. Volunteer religious missionaries become sojourners as they experience living in new and diverse circumstances away from their home culture and again as they return home and experience re-adjustment. The purpose of this study was to explore the lived experiences of missionaries from The Church of Jesus Christ of Latter-day Saints and their re-acculturation after completing a voluntary religious mission. The individual missionaries’ lived experience of transition and re-acculturation were at the center of this research. The researcher used interpretive phenomenological analysis (IPA) as the qualitative approach for this study. Interpretive phenomenological analysis provided the framework through which the researcher obtained a detailed examination of the personal lived experiences of 10 returned Latter-day Saint missionaries. An analysis of findings indicated a lack of connection and need for connection, a progression of learning, growth and shift in identity, as well as an iterative process of perspective taking, meaning making, application and integration. In addition, a model that reflects the collective illustration of these finding was created and included to further illustrate the discussion. (Author abstract)
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    Organizational mindfulness in higher education information technology: a Delphi study
    (Southern New Hampshire University, 2018) McArthur, Karen R.; Littlefield, Charles P.; Ayers, Richard W.; Rogers, Audrey G.
    This study examined the opinion of higher education information technology professionals on organizational mindfulness and mindful organizing in aligning their department’s organizational goals with the broader college/university institutional mission. It used the Delphi methodology to question experts in the higher education information technology field on their opinion toward the near future of information technology in higher education and the place of information technology in the strategic and operational directions of the institution it supports. In particular, it asked about the place of organizational mindfulness and mindful organizing in aligning the mission of the information technology organization with the broader institutional mission. The study sought consensus on the research questions as determined by statistical analysis of survey answers. Once consensus was reached, both qualitative and quantitative analysis of the data was done. The findings indicate that although information technology professionals’ knowledge of organizational mindfulness and mindful organizing is limited, as information technology services become more central to both operational and strategic missions of colleges/universities, they rate this tool highly as an avenue to more closely align the organizational mission with the institutional mission. (Author abstract)
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