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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Race and gender in teacher preparation programs : how does being a white female inform leadership decisions in creating a culture of excellence for tomorrow's teachers?
(Rivier College, 2009-11) Rogers, Audrey
To create a culture of excellence in any organization, an effective leader must understand his or her leadership in all its dimensions. Education has been historically dominated by white women making it imperative that leaders in this field analyze their leadership in terms of gender and race. This becomes critical in the 21st century due to the widening "gap" between white female teachers and their increasingly diverse student population. This growing disconnect created by a "demographic imperative" is a particular challenge to teacher preparation programs where the student population is continuing the pattern of a majority of white, female preservice teachers for tomorrow's diverse classrooms. Current classroom dynamics especially in urban areas are demanding a cadre of teachers capable of understanding multicultural and diversity issues. Demographic shifts in K-12 classrooms call for culturally competent teachers skilled in building community and celebrating differences among students; however, current conditions reveal devastating consequences on our society.
Cultural integration in action : two faculty members' perspectives
(Rivier College, 2011-04) Rogers, Audrey; Riabov, Lyra
School climate and leadership: levers for school improvement efforts
(Southern New Hampshire University, 2015) Costa, Lois Britt; Ford, Margaret; McQuillan, Mark; Tracy, Lyonel
This qualitative study considers which aspects of school climate support or inhibit student achievement as each aspect relates to school leadership and school reform efforts. Due to the increased responsibility and accountability which schools face during these challenging times, school climate and the role of the school principal formed the basis of this study. It is important to determine what successful schools are doing in order to address student achievement gaps. This will help to inform practices and serve as models for others as school leaders consider school climate as it relates to student achievement. Interviews, surveys, and a collection of documents from three designated Schools of Excellence were used to triangulate data and bring understanding to these complex research areas. Fullan’s (2014) Three Keys of Leadership and the National School Climate Framework (2009) were the two theoretical frameworks that served as the lenses for looking at school climate and leadership. It is with great hope that these Schools of Excellence will provide our schools and leaders with insight about which levers will lead to increased student achievement. (Author abstract)
Exploring teacher disposition toward diverse learners within public elementary schools
(Southern New Hampshire University, 2016) Pedro, Ronald; Ford, Margaret; McQuillan, Mark; Tracy, Lyonel
While research on pre-service teachers’ disposition is a critical part of the process of developing new teachers, the research on practicing teacher is just as important. More importantly, the dispositions of practicing teachers who work with diverse groups of students are worthy of exploration and understanding. Current research on the dispositions of practicing teachers, those educators who are deep into the process of teaching children and preparing them for the future, is lacking. This study explores the phenomenon of teacher dispositions toward diverse learners within three public elementary schools. The purpose of this qualitative study is to explore how the construct of teacher disposition, from several participants’ views, is defined, practiced, and assessed within the school community. It is hoped that the knowledge gained from this study will add to the research on disposition, specifically about how educators (teachers and administrators) define disposition, how teachers practice disposition, and how principals support and assess their teachers’ dispositions and relationships with diverse learners. (Author abstract)
Communities of practice: the shared experiences of higher education faculty
(Southern New Hampshire University, 2016) Desruisseaux, Lisa R.; Patusky, Lorraine; Sheehan, Elizabeth; Murray-Chandler, Lynn
This phenomenological study aims to give a voice to higher education faculty as they continue answering to demands of accreditation accountability while continuing to take on the challenge of serving their increasingly diverse student populations. This study investigated faculty experiences in communities of practice (CoPs) as one way to provide faculty with an opportunity to engage each other in conversations and share different perspectives and understandings in relation to their own professional backgrounds and pedagogical practice (Wenger, 1997). The study asks the question: How do faculty members participating in a community of practice describe perceived change(s) in professional practice? A phenomenological research approach was used to capture the essence of the “what” and “how” of the shared experiences in CoP participation (Creswell, 2013). Nine faculty members from an institute of higher education were interviewed and transcripts were analyzed to identify significant statements relevant to their CoP participation. The significant statements were then reduced to twenty-nine meaning clusters and then grouped into four themes. An analysis of findings indicated that faculty participants shared a deep sense of belonging that linked to the relationships formed within their CoP. Faculty participants revealed that their perceived sense of belonging and relationships reinforced their efforts to learn more about themselves as learners and professional educators. Additional data showed that diverse perspectives based on professional backgrounds and experiences provided rich contexts for conversations and helped faculty participants to build university-wide connections. (Author abstract)
The language learning needs of beginner-level international students enrolled in intensive English programs affiliated with American institutions of higher education: a case study
(Southern New Hampshire University, 2016) Schwartz, Lleij S.; Fenton, Marilyn; DiChiappari, Frank; Moehle, Matthew; McQuillan, Mark
The qualitative case study followed a triangulation model design in which evidence was collected from multiple sources to develop a profile of the language learning needs of a population of beginner-level international students who were enrolled in an Intensive English program affiliated with an institution of higher education located in New England. It is believed that a better understanding of beginner-level language learner needs can improve programmatic facilitation of course content for the growing population of international students in American higher education with low levels of English proficiency. Study participants included one group of 11 beginner-level international students and one group of 5 program faculty involved in facilitation of beginner-level courses. Using a sociocultural theoretical approach to second language learning as an analytical lens, the major analytic themes that emerged from the findings of the study include: beginner-level students’ need for academic and social language; communicative language teaching’s influence on beginner-level instruction; beginning-level instruction as a specialization; the need for cross-cultural sense making when perceptions of needs differ; and the institutional marginalization experienced by the faculty participants. Specific recommendations for Intensive English program administrators and faculty include conducting needs analyses on a regular basis; professional development geared toward beginner-level instruction; and working to increase integration between the program and host institution. Future research is recommended to employ quantitative needs analysis instruments; incorporate multiple case analysis; employ bilingual/bicultural fieldworkers; and incorporate other theoretical perspectives concerning second language learning. (Author abstract)
Perceptions of learning during a transition to one-to-one technology in ninth grade: a case study
(Southern New Hampshire University, 2016) Ange, Andrea; McQuillan, Mark; Richardson, Irving; Moehle, Matthew
In a school district located in the northeastern United States, administrators and parents of some ninth graders decided to have their students participate in a program using 1:1 technology (meaning each child has a personal web-enabled device) in the classroom. The purpose of this case study was to gain insight into the way digital tools and information resources in a public high school affect student perceptions of learning. The participants chosen for this study were students entering 9th grade in a public high school. Using an ethical framework that focused on reciprocal benefits for the researcher and community, this study was focused on student perceptions of learning with and without technology. Through this study, the researcher gained insight into equity and gained greater understanding regarding the role of information and communication technology for education from the learner’s perspective. The community gained a deep understanding of the need for consistent, reliable technology for their students and staff to use for teaching and learning. (Author abstract)
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)
Educator evaluation and the impact on teaching effectiveness
(Southern New Hampshire University, 2016) Carreiro, Diane M.; Paddack, Megan; Baker, Wendy; Richardson, Irving
Educator evaluation is described in the literature as those systems in place used to supervise educator excellence as well as to maximize and foster teacher capacity. There have been many changes within the last five years in the Massachusetts educator evaluation model, now called the Massachusetts Model System for Educator Evaluation. Once considered a process that was “done to” teachers, it has become a mutual process between the educator and his or her evaluator. School districts are requiring higher levels of accountability, making this process a potentially high stakes one, sometimes causing angst and anxiety for teachers. Evaluation ratings are also now sent to the state, however, it is unclear at this time how Massachusetts will be using this data. Using Hallinger, Heck and Murphy’s (2013) Theory of Action Underlying Teacher Evaluation framework, along with the Massachusetts Five Step Model System for Educator Evaluation, and an extensive literature review to define the teacher qualities for effectiveness as it relates to self-efficacy, professional relationships and teacher practices, teacher evaluation was studied. This qualitative study explores how the Massachusetts teacher evaluation process supports changes within teacher effectiveness related to teacher work relationships, teacher self-efficacy and teacher practices. Five teacher participants and two principal participants within two different schools and school districts were interviewed extensively, using the Seidman (2013) Three-Interview Series. Through interviews, teacher observation and document analysis, the educator evaluation model was studied to determine if the Massachusetts teacher evaluation process builds teacher effectiveness. The Hallinger, Heck and Murphy (2013) framework cited three outcomes of teacher evaluation: filtering out poor performers, feedback and support and a results-orientated school culture. Two other noteworthy outcomes were determined within this study: self-reflection and stress and anxiety. The three research questions specifically probing to determine if the Massachusetts Model System for Educator Evaluation leads to or supports constructive change in an educator’s work relationships, self-efficacy or teaching practices were answered through the constructs of the theoretical framework, comparing it to the outcomes from the Hallinger, Heck and Murphy (2013) framework, weaving it into the Massachusetts Five Step Model System for Educator Evaluation and then synthesizing it with the literature review framework defining the different elements of teacher effectiveness. (Author abstract)
The millennial generation: common experience guiding them into adulthood
(Southern New Hampshire University, 2016) Cecere, Donna-Marie; Patusky, Lorraine; Ayers, Richard; Pepin, Elise
The Millennial Generation, those born from 1980-2000, see the world from a different viewpoint. This distinctive cohort has structured their lives in a different manner than preceding generations. The introduction and influence of social, political, and technological changes over the past few decades have structured Millennials’ unique and sometimes unclear characteristics and behaviors. Dividing and defining people by their birth years can seem like a subjective generalization. However, Howe and Strauss (2000) argue that shared experiences during formative years within a cohort result in a distinctive generational bond resulting in common attitudes and behaviors. Millennials have been labeled as one of the most overprotected and enabled generations in history, and mentors are uncertain how to beneficially nurture this generation as they transition into adulthood (Lykins & Pace, 2013: Twenge et al.). Generations are shaped by the dynamic interplay of history and popular culture, which can form a lens for understanding a generation’s collective nature (Mannheim, 1928). To determine what the future holds for the Millennial Generation as they transition into adulthood, one should closely examine their formative experiences and construct a socio-psychological portrait (Ng, Schweitzer, & Lyons, 2010). By clarifying the process that formed their adulthood, we gain a clearer understanding of what it means to them to be an emerging adult in the Millennial generation. The purpose of this qualitative study was to explore the Millennial Generation’s perceptions of how their formative experiences have affected their transition into adulthood. It was my intention through this phenomenological study to view the Millennial Generation’s common formative experiences through the lens of the Theory of Generations, Theory of the Emergent Adult, and the Gestalt Theory and link their unresolved familiarities to their current behaviors and mindset as they emerge into adulthood. The researcher investigated the following questions: How do the Millennials describe the experiences which have guided their transition into adulthood? What common formative experiences are predominant within the Millennial Generation? How does the Theory of Generations, Gestalt Theory, and Emergent Adulthood Theory aid in understanding the mindset of the emergent Millennial adult? Due to the nature of this study’s qualitative inquiry a phenomenological methodology was pursued. This methodological design was steeped in the idea that the researcher would explore the cultural phenomenon of society from the point of view of the subject of the analysis. In Phase One of this emergent design, a preliminary survey was employed to select the final three subjects. The data collected from these three selected participants during Phase Two followed the semi-structured, in-depth interviews of Seidman’s (2013) Protocol. Combined with the interviews participants were asked to use artifacts to aid in eliciting personal information necessary for the development of a story. Collecting data from three sources – interviews, artifact elicitation, and surveys – aided in revealing richer data concerning the topic of the Millennial Generation. The researcher chose five lenses through which to proceed with this study: belief, influence, growth, values, and self-values. These lenses emerged and developed during value coding. The researcher expanded and further defined Miles, et al.’s, (2013) three main attributes: values, attitudes, and beliefs in order to fully isolate and describe the experiences the participants were sharing. These five lenses were grouped into meaningful categories to capture and describe the Millennial’s common experiences in regards to belief, influence, growth, values, and self-value. The Millennials through these five lenses described themselves and how their experiences were different or unique from the generations that preceded them. Overall, the data findings suggest that the mind set of Millennials is based on a desire for educational growth through experiences, a belief that family is the nucleus of life and a support system for reasoning, values which align with their ideals on living an authentic existence, growth through their personal journeys, and focusing on self-values through a desire to serve in the best interest of all humanity. (Author abstract)
Factors in engineering educational persistence: the correlation between identity and self-efficacy
(Southern New Hampshire University, 2016) McKenzie, Susan M.; Patusky, Lorraine; Paddack, Megan; Kanyongo, Gibbs
Engineering educators seek to further understand why there is a shortage of engineers in the work force and a decline in student interest (National Center for Education Statistics, 2014). Understanding how one would define their identity as an engineer is of a critical nature. This study investigates the motivation for studying engineering, as well as the role of persistence in an engineering curriculum and engineering self-efficacy. Using an explanatory sequential mixed method design, this study examines the correlation between variables in two areas: student academic self-confidence and student engineering identity as well as a correlation between engineering student self-efficacy and student educational persistence. The key factors and experiences that relate to engineering student identity development and enhanced educational persistence are explored. The purpose of this study is to analyze the relationship between the identity development of engineering students and their educational persistence in STEM programs. This study explores the following two primary findings relating to engineering identity in the context of emerging adulthood and social cognitive career theory. (1) A list of key factors and experiences that relate to engineering student identity and educational persistence. (2) An initial framework of social cognitive career theory in the context of emerging adulthood. The following are the primary research questions for the current study: (1) Is there a correlation between student academic self-confidence and their identity as an engineer? (2) Is there a correlation between engineering student self-efficacy and their educational persistence? (3) What are the key factors and experiences that relate to engineering student identity development and enhanced persistence? The goal of this study was to look at the relationship between the identity development of engineering students and their educational persistence to continue in STEM programs. Initial studies that describe the development of the identity of engineers, parallel engineering development to existing human learning developmental stages (Learner, 1976). As we gain greater understanding of the multiple factors that influence the development of identity in post-secondary engineering students, we can begin to make connections to the pedagogical issues inherent in STEM education and the educational leadership required in support of student needs. After complete data analysis, findings show that the following exists: 1) A correlation between academic self-confidence and identity as an engineer 2) A correlation between student self-efficacy and educational persistence Qualitative analysis reveals key factors and experiences that relate to engineering student identity development and enhanced persistence. (Author abstract)
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)
Reward school leadership: building a good-to-great cycle of excellence
(Southern New Hampshire University, 2016) Zadravec, Stephen; McQuillan, Mark K.; Ayers, Richard; Lindley-Soucy, Mary-Kim
For years, schools across the country have carried the label, and in many cases the reality, of being schools in need of improvement. School improvement plans, deficit analyses, and theories for school organizational improvement have saturated the landscape of school communities. While much of this work has been focused on strategies to correct existing deficiencies, very little is focused on taking schools with strong performance and solid foundations and enabling continuous and sustained growth. Collins (2001) in his book Good to Great examines the enabling factors that have distinguished companies that sustain a much greater rate of corporate success, or profit, than others. Many schools have looked to adapt these strategies for continuous improvement in student learning. A thorough examination of the enabling factors in schools that have shown this type of improvement, and a comparison of those factors with Collins’ framework, will inform the discussion of “good to great” school improvement. This qualitative study examined the factors present and enabling improvement in student learning in a designated Reward School in New Hampshire. Reward schools have been so designated because of sustained significant growth in student learning (US DOE, 2012). In particular, this study examined (1) the characteristics of the leadership present in the school; (2) the ways in which that leadership has supported the continuous improvement; and (3) the alignment of the external measures of improvement with the stated values in student learning held by the school staff and leadership. This qualitative study utilized a case study research design with data gathered through staff surveys, document analysis, and staff and principal interviews. (Author abstract)
Investigating faculty management of shifting roles in blended learning environments
(Southern New Hampshire University, 2016) Blanchette, Kimberly; Rogers, Audrey; Paddack, Megan; Lindley-Soucy, Mary-Kim
This qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning. Data collection and analysis was guided by Berge’s (1995) Role Categories Conceptual Framework. This study’s findings help to inform approaches toward developing and supporting faculty. Where Berge’s (1995) Role Categories Conceptual Framework assists with organization and discussion of pedagogical, social, managerial, and technological faculty roles, this study goes further in recommending a Model for Managing Faculty Roles that considers influence of perception and importance of pedagogy. This model assists in guiding institutions and faculty through evolution of perception, knowledge, and experience with a focus on pedagogy and student learning assessment.
Loneliness and perceived social support in the workplace of the school principal
(Southern New Hampshire University, 2016) Greene, Nathaniel T.; Kanyongo, Gibbs; Patusky, Lorraine; Moehle, Matt
In their role as organizational leader, school principals may confront issues of professional isolation that can lead to feelings of loneliness. The purpose of this study was to determine if principals’ perceptions of social support were predictive of levels of loneliness. Using a survey instrument, data were collected to determine participants’ perception of social support and level of loneliness. Data analysis determined that perceived social support acted as a moderate, negative predictor of loneliness. Further analysis identified perceived support from teachers as being a stronger predictor than perceived support from either superintendents or other principals. The discussion concludes with the possibility for greater appraisal support for principals in the form of constructive performance feedback. Recommendations for further research are given. (Author abstract)
Beginning teachers: the connection between expectations and job satisfaction
(Southern New Hampshire University, 2016) DeRosa, Laura; Procek, Cara; Rogers, Audrey; Lindley-Soucy, Kim
This qualitative, multiple case study aimed to better understand beginning teachers’ expectations of the profession, and the role that expectations play in overall job satisfaction. The need for the study is rooted in the reality that schools are faced with the problem of high rates of beginning teacher turnover that impacts school budgets and student achievement. In order to better understand the factors that lead to teacher turnover, the study focused on job satisfaction and used Oliver’s Expectation Confirmation Theory (1977/1980) as a framework to guide the study. The study included five teachers in New England with one to three years of teaching experience and explored their expectations of teaching, how their expectations matched up to the reality of teaching, and the impact that expectations played in their job satisfaction. Data was collected through the use of a survey, focus group, interviews, document review, and member checking. Findings indicate that teachers prioritize their expectations and that those expectations do influence job satisfaction. Additional findings indicate that beginning teachers expect to: enter the profession prepared to fulfill the requirement of the position, have the ability to make a difference, and be provided with support from their colleagues. The researcher recommends that institutions that prepare teachers and administrators rethink their curriculum and that schools provide more support for beginning teachers. (Author abstract)
Employers' perception of non-clinical graduate degrees in the health professions
(Southern New Hampshire University, 2016) Altman, Donald S.; Kanyongo, Gibbs; Palmieri, Sherrie; Tanguay, Daniel
This quantitative research studied the perceptions of individuals who screen employment applications in local health departments regarding non-clinical graduate health care degrees based on their perceptions of credibility of method of instructional delivery (classroom, online) and the type of college/university (nonprofit, for-profit). As more institutions award degrees earned online, it is important to understand marketplace acceptance of online degrees. It is paramount we understand how employers view degrees earned online compared to traditionally-earned degrees, as well as understand perceptions of nonprofit and for-profit colleges. If certain degrees are not perceived as credible, then students and institutions of higher education need to better understand marketplace perceptions to make good educational and financial decisions. An email was sent to 1,935 members of the National Association of County and City Health Officials. Undeliverable emails resulted in 1,804 possible participants. Participation was 12.1% (n=218). The results found a significant difference in local health administrator perceptions of four non-clinical graduate health care degree options. Specifically, non-clinical graduate health care degrees from nonprofit colleges with classroom instruction were viewed most favorably, as was expected. Non-clinical graduate health care degrees earned from for-profit colleges with online instruction were viewed least favorably. The two degree options, online from nonprofit and classroom instruction from for-profit colleges, were viewed equally by the participants. This study established a new line of inquiry regarding the acceptance by employers of non-clinical graduate health care degrees earned online or in the classroom, and from nonprofit or for-profit colleges. (Author abstract)
Decision making process and declining enrollments in northern New England
(Southern New Hampshire University, 2017) St. Cyr, Robert M.; Fenton, Marilyn; Rogers, Audrey; Richardson, Irving
This research was conducted as a qualitative comparative case study of two Northern New England school districts that were in the process of responding to declining enrollments. The purpose of the study was to explore decision-making through the lens of declining enrollments. An award winning rural school in an affluent town with high performing students and high tax rates was compared to a focus school in a rural economically depressed area with comparable tax rates. The NWREL Framework (1975) was used as a theoretical lens for examining the decision making process. This framework includes the following components: (1) participatory decision-making, (2) choice, (3) process, and (4) comprehensiveness. Results indicated that a decision making process was followed to address declining enrollments in one of the districts, while the other district’s response was reactive. Both schools reported negative impacts of program reductions on school staff and climate; however, participants agreed that at the time of the interviews, the impact on the community and students was not noticeable. Results indicated that declining enrollment became a problem in both school districts when student enrollment dropped to a level that required budgetary responses in the form of reducing positions, programs and the high-end tax base. This study, though small in scale, will be useful for larger studies that might explore the phenomenon of declining enrollments. (Author abstract)
Recreation as a related service: focusing on the quality of life of students with disabilities
(Southern New Hampshire University, 2017) Diodati, Melissa Rose; Charron, Nancy N.; Ayers, Richard; Evans, Beverley
Leisure participation is influential on the quality of life of individuals. Individuals with disabilities can face barriers in leisure participation, impacting their quality of life. IDEA (2004) recognizes recreation as a related service as one way to enhance the leisure experiences for students with disabilities. The purpose of this embedded case study was to explore how recreation as a related service contributed to the quality of life of students with disabilities in a public school setting. The scope of this study included six students and fifteen IEP TEAM members, including parents. Interviews, questionnaires, and document analysis were utilized to collect data on the perspectives of students and IEP Members, student outcomes, and the service delivery model used within a PreK-12 public school district in Northeastern United States. Findings from the data analysis suggested that students who received recreation as a related service demonstrated quality of life in the area of physical and emotional well being, social participation, and independence. Currently, there is a lack of awareness of recreation as a related service and it is underutilized in the public school setting. Findings that emerged from this study identify the potential outcomes from the utilization of recreation as a related service in the public school setting. Identifying these outcomes can increase the awareness of this related service. More research is needed to identify how recreation as a related service contributes to the interpersonal relations of students with disabilities and their peers. (Author abstract)
An analysis of business professors' and their students' perceptions of excellence in teaching at a business school: empirical evidence from New England
(Southern New Hampshire University, 2017) Anim, Stephen Kwasi; Ford, Margaret; Fenton, Marilyn; Paddack, Megan
This qualitative study used evidence gleaned from business professors and their students and compared it with the Measure of Effective Teaching model (MET, 2013). The research is based on a qualitative research design with the aim of collecting data from multiple sources such as interviews, focus group, document analysis and observation to develop a profile based on the Measure of Effective Teaching model (MET, 2013) to promote excellence in teaching and learning among business professors and their students in a business school at a New England University. The study also has the potential to enhance effective teaching practices in a business school and can lead to future development of a model that will be a useful guide to professors, students, researchers and practitioners. (Author abstract)

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