School of Education

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https://hdl.handle.net/10474/1823

The School of Education is designed to provide an excellent education and exemplify the high quality of service that tomorrow’s educators and community leaders will need to help their communities.

In these collections, researchers, students, and the curious can learn from the school's research and intellectual output.

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Browsing School of Education by Author "Charron, Nancy"

Now showing 1 - 4 of 4
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    Informing effective simulation pedagogy in nursing education
    (Southern New Hampshire University, 2016) Barnard, Sherry Louise; Paddack, Megan; Charron, Nancy; Martindill, Cynthia
    Simulation methods are now widely used in nursing education programs. Several studies have been conducted that examine the effect of simulation on student outcomes of learning (Alinier, Hunt, Gordon, & Harwood, 2006; Arnold, Johnson, Tucker, Malec, Hendrickson & Dunn, 2009; Rosen, Salas, Silvestri, Wu & Lazzara, 2008), however, little has been discovered regarding models of faculty support and guidance during simulation. The factors that influence student learning in the simulation experience suggest faculty be a guide by offering cueing and support before, during, and after the simulation process (Parsh, Roberts & Green, 2010). It is also suggested that debriefing be non-judgmental and a time for student reflection (Rudolph, Simon, Rivard, Dufrense and Raemer, 2007). Due to the increase in nursing programs integrating simulation in their curriculum, more information and understanding is needed on outcomes of learning through or by simulation. Defining what faculty or clinical educators must know to use simulation as a learning tool is best explained by a framework designed by Jeffries (2007) and endorsed by the NLN. This case study offers an opportunity to understand simulation methods in one nursing site in a rural New England state. This study used a qualitative approach and provides findings regarding simulation design, deliberate practice, anxiety, preparation, cueing, and structured debriefing. Student and faculty perceptions have been investigated to support this study. (Author abstract)
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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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    New teachers' perceptions of teacher leaders: trust in the educational setting
    (Southern New Hampshire University, 2016) Davignon, Michelle Marie; Charron, Nancy; Lindley-Soucy, Mary-Kim; Rancourt, Maryellen
    In the era of increased accountability in education, there has been a specific movement by school systems to increase the professional development opportunities for new teachers in an attempt to support and retain them. Schools have put a strong focus on the use of teacher leaders as a method to support the needs of new teachers. Understanding the relationship between the use of formal teacher leaders and new teacher development will assist schools in meeting higher standards. This study considered the role of trust in the relationship between new teachers and their teacher leaders. Specifically, this study aimed to explore how the role of trust affected the perceptions new teachers hold for their teacher leaders. Using a qualitative case study design, the researcher gathered and analyzed data from the Omnibus T-Scale Survey (Hoy & Tschannen-Moran, 2003), the Teacher Leadership School Survey (Katzenmeyer & Katzenmeyer, 2005), along with interviews and focus groups to eight new teachers in two Pre-K-8 schools. The researcher identified those characteristics that new teachers found most beneficial in their teacher leaders and how the presence or absence of trust affected their perceptions. Study findings support the proposition that trust has an effect on the relationships new teachers build with their teacher leaders, the support new teachers seek from their teacher leaders, as well as the benefit of teacher leadership roles for new teacher development. The researcher begins to advance a theoretical framework that describes the need to improve the methods in which teacher leadership programs influence new teacher professional development within schools.(Author abstract)
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    The 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, Denise
    This 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)