In 2008, the Institute of Medicine recommended increasing CNA training programs to 120 hours of training. In accordance with that change, the Pennsylvania Department of Education recommended that the Pennsylvania's CNA training program of a required 80 hours be increased to 120 hours of training. This increase was intended to improve CNA job performance and job satisfaction, as well as the quality of patient care. The purpose of this phenomenological research study was to understand how Certified Nurse's Aide (CNA) graduates of 100-hours or fewer training programs in Lancaster, Pennsylvania, perceived their clinical training as related to effectively performing clinical duties in a skilled nursing facility. Roger's learning theory served as a basis for analysis due to its approach of student-centered learning. Through the voices of seven CNA participants, data were collected through the implementation of in-depth interviews, surveys, and observation field notes. Data were analyzed through manual coding of themes combined with peer reviewers and record review to triangulate data. Three themes emerged: (a) CNAs perceived they were inadequately prepared to effectively complete clinical tasks, (b) a mentoring or shadowing program prior to employment reduced the physical and mental stressors and improved the quality of patient care they provided, and (c) CNAs voiced little desire to attend continuing education courses other than those provided by the nursing facility. These results may improve state curricular standards, provide insight for skilled nursing facility administrators relative to effective CNA patient care, and facilitate increased CNA job satisfaction and retention.

The exposure of newly graduated nurses to the death of their patients causes a significant emotional impact that may affect the nurses' job performance and social interaction with the patients' families. Therefore, it is necessary to explore the clinical circumstances, the impact, the challenges and rewards of the nurses' first experiences with the death of a patient. This education program focuses improving knowledge and decreasing negative feelings of newly graduated nurses towards death and supporting their understanding of this phenomenon as one that is part of nursing professional practice. Knowles' theory of adult learning informed this project. Fifteen newly graduated nurses who work in a hospital in a metropolitan area of Puerto Rico participated in the education program that included a pretest and posttest questionnaire measuring the impact of the death of patients on newly graduated nurses and the actions to be taken by nursing professionals following the patient's death. The results of the project show that newly graduated nurses conceive the death of a patient as a significant event that has a high emotional impact and is a strong experience for most of the nurses. Almost all the participants (93%) completely agreed that after finishing the course, they felt an increase in their knowledge about the subject. This project will contribute to social change by providing a systematic, practical, and appropriate educational process to help newly graduated nurses' cope with the death of their patients. This educational project could also serve as a basis for development of protocols and policies to guide the process of end of life care for nursing professionals who face the death of their patients in hospital environments.

Bullying is a widespread problem in American schools. Researchers have suggested a relationship between bullying, school attendance rates, and achievement levels. This study was conducted in a suburban school district in Georgia that identified bullying as a problem in its schools during the 2011-2012 school year. The purpose of this correlational study was to identify potential relationships between the primary predictor variable of bullying and the outcome variables of attendance and achievement as measured by the College and Career Ready Performance Index (CCRPI). Secondary predictor variables suggested by research were socioeconomic status and number of limited English proficiency students. These secondary predictors were used as control variables, offering a clearer look at bullying's relationship with the outcome variables. Patterson's coercive process model was used for explaining the underlying interactions that may illustrate how or why bullying is related to variables such as school attendance and achievement. The research questions focused on whether or not attendance and achievement within district schools are predicted by incidents of bullying. Two separate multiple regression analyses were applied to examine whether the predictors were associated with attendance or achievement in the district's 49 schools. Bullying was not a significant predictor of attendance (p = .75) or achievement (p = .83) in the sample district's schools. Recommendations included further study with variables and sample sizes consistent with prior studies that have found significant relationships. Implications for positive social change include providing the district with recommendations for promoting a positive academic climate built upon positive behavior supports.

North Carolina faces a growing shortage of male teachers in K-12 classrooms. To help understand that problem, the purpose of this quantitative, cross-sectional, descriptive study was to explore the motivating factors that influence individuals to consider pursuing teaching careers and to determine whether these factors differ based on gender. Research questions used to guide the inquiry asked whether differences exist between males and females with regard to 13 motivational factors important for entry into the teaching profession and measured by the FIT-Choice Survey. Conceptually, Fishbein and Ajzen's expectancy value theory, which suggests that individuals make career choices based on expectations for personal success, framed the study. A targeted population was recruited of 314 male and female teachers in the southern feeder area of a school district in eastern North Carolina. In all, 223 teachers responded, providing 205 viable surveys. Of the completed surveys used for analysis, females submitted 170 and males submitted 35. Independent samples t tests and Mann-Whitney U tests determined the significance of differences between the groups on each motivation factor. Results from data analysis revealed no significant differences in males and females on the 13 motivation factors with one exception: the factor measuring an individual's desire to work with children/adolescents. For that factor, women scored significantly higher than men did. Two other factors, intrinsic career value and time for family approached significance. The information obtained from this study may contribute to the body of literature related to gender and the desire to teach. Findings may increase diversity in the teaching field and strengthen teacher recruitment programs. By helping to create increased diversity in classrooms, this study will ultimately benefit all students, both boys and girls

Teach for America (TFA) is an alternative certification program that recruits and trains college graduates and places them in urban public school settings to combat teacher shortage and to decrease achievement disparities between urban and suburban school districts. Teachers prepared by the TFA program have struggled to establish and maintain effective classroom management. The purpose of this case study was to explore TFA teachers' perceptions of the emphasis placed on classroom management during their TFA training and to identify strategies that were taught to assist TFA teachers working in urban middle schools. The conceptual framework for the study was comprised of Bandura's self-efficacy and culturally responsive classroom management. The sample consisted of 10 TFA teachers employed in a public school district for 2 years or less. Data were gathered through teacher interviews. Constant comparative analysis was used to analyze the data, and the TFA documents were used to cross-reference the analysis of the interview data. According to study results, TFA teachers perceived the TFA preparation program to lack training and practical classroom management strategies. To address this need for additional training about culturally responsive teaching and cultural awareness, a 3-month professional development training designed. This project provides a plan to assist TFA teachers with understanding the culture of urban students and being able to implement applicable classroom management strategies. The project could enhance cultural awareness for TFA teachers in the TFA teacher training program and improve the area of classroom management.

No Abstract Present.

A learning management system (LMS) is a software application used in documentation, administration, tracking, reporting, and the delivery of training programs to support acquiring knowledge through practical problem-solving. There is a lack of widespread use of LMS technology in the training of program analysts. The purpose of this qualitative case study was to examine the challenges or barriers and the necessary resources in the use of technology for this training within a Texas Department of Transportation (DOT) and the best practices in the implementation of the LMS technology in the training of program analysts. The usage of Papert's technology constructionism theory with combination with the technology acceptance model as the framework. The research questions concerned the perceived challenges or barriers in using LMS technology in the training of DOT program analysts and the necessary resources integrating LMS technology at the DOT. The implementation of qualitative methodology with a case study research design that involved semi structured interviews of program analysts and educators from a DOT office in Texas. Yin'€™s 5-phased analysis was used for the case study to analyze interview data. Findings indicated insights toward the enhancement effectiveness of the DOT training. Participants spoke about budgetary issues, lack of well-trained experts, and lag in technology. They discussed both physical, human, and informational resources and best practices for the LMS implementation. They believed support staff should have continuous access to information. This study may aid in the development of a suitable training curriculum in DOT for program analysts.

It is the purpose of this study to present a detailed analysis of the methods and techniques employed in the November 23, 1968 passage of a school bond referendum, and tax rate increases in the education and building funds for Maercker School District #60, Clarendon Hills, Illinois. As per data from the U.S. Department of Health, Education, and Welfare, Illinois Education Association, and a local newspaper, The Trib, school referenda are increasingly meeting with voter rejection. Only 53.2 per cent of the nation's bond referenda were approved during the fiscal year 1969-1970. The percentage of successful referenda in Illinois has decreased steadily from a high of 66 in 1965-1966 to 44 in 1969-1970. And, in 1971 only 36 per cent of the issues presented in 36 west suburban (Chicago) school districts · passed. In 1970 voters accepted 52 per cent of the proposals in these communities. In addition to the foregoing statistical realities, the review of the literature cites reasons why school referenda are failing, reveals proven campaign strategy, developes contributions which citizens' cornmittees can render, and stresses public relations media. The study describes the approach of the district with respect to the organization of the campaign, committees and their functions, campaign literature, area coffees, and election day activities, Finally, a specific listing of the author's findings in regard to the essentials of a successful school referenda campaign, as per the study, are enumerated. It is concluded that to be successful at the polls, school referenda must be seriously undertaken and well-planned, It is toward this end that this thesis has merit.

No Abstract Present.

Student learning for the 21st century requires innovative teaching techniques. Often, many teachers are unaware of how they can integrate innovative teaching, especially using interactive whiteboards (IWBs), to develop curricula and facilitate student learning in order to develop their advanced knowledge and skills needed in the future. The purpose of this qualitative case study was to examine how U.S. elementary public school teachers use and perceive IWBs. Rogers' theory of diffusion and innovation, Davis's technology acceptance model, and Ajzen's theory of planned behavior provided a conceptual framework for the study. The research questions focused on elementary teachers'experiences and perceptions of IWBs and integrating this technology in their classrooms. Nine teachers who used IWBs in their pedagogical practices for at least a year were selected as the criteria for this study. They were administered 2 interviews over Skype or phone and their lesson plan snapshots were collected. To identify patterns and themes, the data were examined and coded using the Dedoose software. Themes on teachers' experiences consisted of developing lessons with IWBs, teaching with IWBs, and assessing with IWBs. Themes on teachers' perceptions were a productive integration of IWBs, pedagogical practices, issues with IWBs, and school support. Overall, participants had positive attitudes towards IWBs and considered them beneficial, though they identified the need for professional development, additional planning time for developing new lessons, consistent technology support, and upgrades of the technology. The social change implications of this research encompass teachers productive practice for integrating advanced technologies to support 21st century learning.