Browsing School of Education by Author "Benner, Denise"
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- ItemThe relationship between administrative actions and teacher empowerment in a local education agency that has been appointed a receiver or trustee(Southern New Hampshire University, 2018) Moschetto, Raymond L.; Charron, Nancy; Lindley-Soucy, Mary Kim; Benner, DeniseThis qualitative, case study aimed to better understand teachers’ perceived empowerment, when working in a Local Education Agency that was placed on an improvement plan by its governing State Education Agency and resulted in the appointment of an assigned receiver to serve as head of the Local Education Agency. The need for this study is rooted in the changes of growing expectations for schools to meet adequate yearly progress and the impact that these changes have on teacher empowerment. In order to better understand teacher empowerment in a Local Education Agency that was placed on an improvement plan, Lee and Nie’s (2014) Theoretical Framework of Teacher Empowerment was applied. The study included five teachers from four different schools in same Local Education Agency that was placed on an improvement plan and assigned a receiver to serve as the superintendent and school committee. All teachers had been employed in their school for three or more years. Data was collected through two surveys, one focus group, individual interviews, review of documents, and member checking. Findings indicate that principals’ empowering behaviors directly impact teacher empowerment. Additional findings indicate that the Local Education Agency’s improvement plan and receivership indirectly impacted teacher empowerment through principals’ empowering behaviors. The researcher recommends that principals and Local Education Agency administrators evaluate principals’ empowering behaviors to identify ways of increasing teacher empowerment, as previous research found that teacher empowerment results in job satisfaction, organizational commitment, and professional commitment. (Author abstract)
- ItemWhat methods do rural providers emply to educate pateints and provide care to patients with suspected low health literacy: A phenomenological approach(Southern New Hampshire University, 2017) Carner, Michelle Marie; Murray-Chandler, Lynn; Benner, Denise; Bennett, ThomasThis phenomenological approach aims to learn from the experiences of rural Licensed Independent Providers as they deliver chronic disease education and support to patients with suspected low health literacy. The study asks the question: How do rural providers who have fewer resources available to them typically aid patients with low health literacy in chronic disease self-management through authentic relationships, problem-solving and transpersonal practices? This study interviewed six rural New England Providers (4 physicians, a nurse practitioner and a physician assistant) to learn their lived experiences in caring for these patients. The providers were interviewed and transcripts were analyzed to identify significant statements relevant to their interactions with patients having chronic disease and suspected low health literacy. The significant statements were reduced to five themes and three major findings. The findings indicated that despite a lack or minimal training in health literacy, providers assessed patient needs and provided appropriate education and support; the relationship between the provider and the patient was a catalyst to improve the health of the patient; and Watson’s Theory of Caring was interwoven in the interactions between the patient and provider. The providers described the unique challenges present in rural healthcare, the trust relationship that builds over time between patient and providers and the techniques they utilize to mitigate the effects of low health literacy. (Author abstract)