The purpose of this exploratory sequential mixed methods study was to explore organizational contextual factors important to successful interprofessional collaboration (IPC) among primary care teams. In Phase 1, a single embedded case study design was utilized to understand how primary care teams describe IPC, the organizational contextual factors identified as most important to successful IPC, and differences in context between teams. In Phase 2, a quantitative survey was administered to primary care team members at 10 organizations to objectively measure the relationship between contextual factors identified in Phase 1 and IPC. In Phase 1, primary care team members generally described IPC positively with notable challenges to consistently collaborating as a team. Teams varied in terms of their team structure, physical layout of the practice, and organizational hierarchy of the practice. Organizational contextual factors that were deemed most important included team structure and resources, including staff, time, and communication tools; supportive, patient-centered culture, including team member support and expectations for IPC as the way to provide the best care to patients; leadership, including organizational leadership support and provider leadership; and organizational structure and resources, including status as a federally qualified health center (FQHC) and academic facility. In Phase 2, a strong, positive relationship was found between IPC and team member support and provider leadership. A moderate, positive relationship was found between IPC and team resources, clan culture, and perceived organizational support. A weak, positive relationship was found between IPC and patient-centered values. No statistically significant relationship was found between IPC and status as a FQHC or presence of a physician residency program. The findings support the importance of organizational context for IPC and suggest that organizational culture and leadership hold particular importance for IPC success.

The purpose of this embedded quasi-experimental mixed methods research was to use solving simple linear equations as the lens for looking at the effectiveness of concrete and virtual manipulatives as compared to a control group using learning methods without manipulatives. Further, the researcher wanted to investigate unique benefits and drawbacks associated with each manipulative. Qualitative research methods such as observation, teacher interviews, and student focus group interviews were employed. Quantitative data analysis techniques were used to analyze pretest and posttest data of middle school students (n=76). ANCOVA, analysis of covariance, uncovered statistically significant differences in favor of the control group. Differences in posttest scores, triangulated with qualitative data, suggested that concrete and virtual manipulatives require more classroom time because of administrative issues and because of time needed to learn how to operate the manipulative in addition to necessary time to learn mathematics content. Teachers must allow students enough time to develop conceptual understanding linking the manipulatives to the mathematics represented. Additionally, a discussion of unique benefits and drawbacks of each manipulative sheds light on the use of manipulatives in middle school mathematics.

This mixed methods study investigates the influence of student characteristics and institutional support services and interventions on graduation rates. Regression analysis was conducted using a dataset constructed from multiple publically available resources to estimate graduation rates. Regression results showed High School Grade Point Average to be the highest estimator of graduation rates, among other student and institutional characteristics. The results confirmed existing findings on the influence of student pre-college and demographic characteristics on graduation rates for students with academic needs. Content analysis of survey data from office of support service personnel at public four-year institutions shows institutions implement a wide array of support services, with a focus on Summer Bridge Programs to support college readiness in underprepared students. Content analysis of interviews with Academic Support Staff indicates institutions focus attention on students with low academic credentials through support services and interventions practiced in unique ways at the institutional level. Findings from the study were used to construct a model for use by institutions to improve support services and programs provided to students with low academic credentials regardless of their pre-existing characteristics.

Our contemporary American food system has created complex environments for decisions and actions around food, and those decisions have implications for culture, health, natural resources, social relations, and the economy. And yet, as scholars, we do not understand the particulars of how people actually cook for themselves and their families. This study explores how race and socioeconomic class interact with individual experience of "food agency," or personal capacity to plan and prepare meals within one's food environment. It is one stage in a multiphase project developing a comprehensive theory of food agency, applicable in any context; a scale for measuring that agency; and a cooking pedagogy for increasing it. This research was based on an explanatory sequential mixed methods design: a qualitative follow-up to quantitative research (see Creswell & Plano Clark, 2011). It is an in-depth qualitative investigation with low-income participants of color, a population that had previously not been included in the development of food agency theory. The study's population was a mix of Drexel University students and community residents of Mantua, in Philadelphia, PA, and was recruited from Drexel's Healthy Cooking Techniques summer course. Data collection included semi-structured interviews and survey administration, and also utilized food agency scale survey responses. Analysis and results are divided into two papers, one narrative, and one a comparison between quantitative components of the food agency scale and corresponding qualitative data. Narrative analysis reinforces the notion that food agency is incredibly complex and self-referential. People with high self-efficacy around food may feel like they have a high level of agency, even if they can identify ways that societal structures impede them. Mixed-methods analysis reveals aspects of food agency that are not reflected by the scale: specifically, strategies for procuring food; environmental and financial impediments to that procurement; and aspiration for greater self-sufficiency and healthfulness in preparing food. Participants are intentional and skillful in resisting economic and environmental obstacles to feeding themselves. They want to be supported in building skills for that daily endeavor. The food agency scale does not gauge many of the strategies with which they resist obstacles, and therefore might be better cast as a cooking action scale, rather than a measure of comprehensive food agency.

No description available.

There are no large-scale outcome studies of music therapy in secure hospital settings for people who have committed serious offences. These patients have a right to expect evidence-based multi-disciplinary treatment (Duggan et al. 2006); NICE (2010). Music therapy therefore should take a form which can be integrated into the treatment pathway. A single site implementation of a mixed-methods patient preference randomised controlled trial investigated the clinical effectiveness of a manualised music therapy model called Group Cognitive Analytic Music Therapy (G-CAMT). This context-specific, time limited intervention incorporates theories from Group Analysis (Foulkes 1964) and Cognitive Analytic Therapy (Ryle and Kerr 2003). The central research question was ‘Is G-CAMT feasible and effective for offenders in a secure multi-disciplinary treatment setting?’ The research process followed the Medical Research Council framework for developing and evaluating complex interventions (Campbell et al. 2000, 2007). Twenty patients were recruited; those expressing no preference were randomised to treatment or control arms. The two music therapists and the principal investigator were masked to their allocation status. Those in the treatment arm were allocated to one of two treatment groups of five, each run individually by one of the music therapists. Each group had sixteen ninety minute weekly sessions with followup at eight weeks. Treatment and control groups received standard care. The primary measure was the Person’s Relating to Others Questionnaire (Birtchnell and Evans 2004) Secondary measures were the Basic Empathy Scale (Jolliffe and Farrington 2006a), The Multi-Scale Dissociation Inventory (Briere, 2002) and an observational measure, the Chart of Interpersonal Reactions in Closed Living Environments (Blackburn and Glasgow, 1993). Quantitative data from these measures were examined for associations with qualitative data from semi-structured interviews administered to the music therapists and analyzed using Interpretative Phenomenological Analysis (Smith et.al. 2009) Findings from the results of the primary measure demonstrated statistically significant (Mann Whitney U: p<.05) reductions in favour of the treatment group compared to the control, in intrusive, restrictive and possessive behaviors and helpless or self-denigrating behaviours. There were improvements over time within the treatment group in the domains of sociability and hostility (Friedman Test :p<.04). The use of a manual was shown to help the music therapists manage the risk of violence without constraining their creativity. Two years after the end of the treatment 78% of treatment participants had moved to conditions of lower security over a mean period of 19 months compared with 66% of control subjects over a mean period of 25.5 months. The thesis concludes by situating G-CAMT amongst contemporary music therapy models.

The goal of this study was to understand how a secondary principal uses a distributed perspective of leadership to support informal teacher leaders (ITLs) to improve classroom technology integration. Using a phenomenological lens, I employed a multi-site case study to inform the research goals. A conceptual framework based on Bandura’s (1977) social learning theory and Wenger’s (1998) communities of practice theory was used to guide the study’s methods and data collection. Data were collected in three phases. At each site, the first phase consisted of a digital survey with only closed-ended questions that was administered to all classroom teachers. The survey was analyzed using social network analysis to identify the ITLs at each school. During the second phase, individual interviews with the ITLs and the principal as well as a follow-up focus group interview with ITLs at each school were conducted. During the final phase of data collection, I observed the ITLs at work to understand how they embodied informal teacher leadership. Analyses of diverse data revealed how a principal influences the nature of informal teacher leadership in a school. Findings revealed that principals establish cultural expectations using teacher voice in leadership decisions, modeling the effective use of education technology, providing in-school and out-of-school leadership opportunities for ITLs, and establishing expectations for all teachers to assume roles of instructional leadership. It was clear in this study that although principals are not directly connected to the informal leading and learning network that occurs in a school, they indirectly influence the informal network by establishing school-wide cultural expectations for informal teacher leadership and by personally interacting with the ITLs.

In 2012, National Research Council published a new science education framework that explains the science practices and its importance in understanding the process of knowledge development. The students were expected to engage in all the practices by grade 12. All science teachers need some kind of support to improve their understandings of these science practices (NRC, 2012). An important key component of engaging teachers in scientific investigations is to have the teacher participate in a research laboratory experience (NRC, 1996). Research Experiences for Teachers programs (RET) serve as a promising form of professional development to achieve this goal. These programs allow teachers to experience scientific inquiry. The context of the study was a Research Experiences for Teachers (RET) program supported by National Science Foundation It was located in an United States university Environmental Engineering program. There were five preservice and ten inservice teachers in this research. In addition, there were six professors and eight graduate students who served as mentors. Each teacher worked with a specific professor and graduate student mentor in their research projects that are related to the management of the nitrogen cycle, provision of clean water, or urban infrastructure improvement. Also, four professors from engineering and science programs were interviewed to find out what each science practice means to them. The research design of this study was mixed methods that combined quantitative and qualitative research approaches into a single study. In this study, two teachers were selected for the case study based on their experiences and improvements. The study utilized different data sources such as surveys, interviews, observations, and documents. Each research question was addressed based on the results of overall analysis of all the teachers, as well as the results of each case. To find out whether there was a statistically significant difference between the pre-, mid-, and post teacher surveys, repeated measures ANOVA was used for each item. In addition, for the items that showed a statistical difference a Tukey test was conducted to find -which surveys -were significantly different from each other. Also, partial eta squared effect size was calculated for each item. Professor and graduate students' surveys were analyzed by a repeated measures ANOVA and Tukey tests. All interviews were transcribed by the researcher. The data from the interviews were coded and analyzed using a qualitative analysis software. In order to analyze the data in the observations, coding of the qualitative data procedure was employed. The teachers' poster presentations were evaluated by using the researcher-created rubric that has the criteria for each expected part of the poster presentation. The findings of this research suggest that teachers have naive understandings of science practices before they participate in an RET program because they do not have opportunities to learn what those practices mean. The findings also suggest that the teachers still have naive understandings after they participate in an RET program. This is a very important contribution to the literature, in that it is difficult for the teachers to teach those practices in their classrooms if they do not have complete and appropriate understandings of what those practices actually mean. The findings also indicated that teachers' participation in the RET program helped them to improve their abilities to engage in science practices but they need more experience, knowledge, and abilities to engage in the specific practices where they had least improvements. The analysis also indicated that the teachers who actively engaged in the science practices, had productive discussions with the graduate student mentors and participated the quick lessons they gave, read the literature for their research, used new techniques and methods, and participated in the research group meetings improved more on the abilities of engaging in science practices compared to the teachers who did not have the opportunity to participate in the practices because of the structure of their projects, had low interest, and received most of the information directly from the graduate students.

Fantasy sport participation is an online activity consuming the time, energy, and devotion of many sport followers. This activity provides participants a unique way to experience sport aside from simply viewing, listening, or following a sporting contest. Fantasy sport users present marketers and advertisers with a distinct type of sport fan, segmentation strategy, and target market. These users experience sport beyond wins, losses, and championships. They view statistics as fantasy points, individual players as products, and injury reports as team-altering news. These users see sport through a different lens. The purpose of this research is to gain familiarity with the fantasy sport user by developing an understanding of the motivations behind fantasy sport participation and examining factors associated with participation in fantasy sport; specifically involving media use, message board use, sport participation, overall satisfaction, and future intentions. Data was collected through the use of mixed methods consisting of qualitative online focus groups and quantitative questionnaires. The findings of the focus groups revealed four major themes associated with the participation and experience of fantasy sport. The themes were Competition, Socializing, Surveillance, and Ownership. These findings assisted in (1) validating past and current research, (2) developing and altering scale items for the quantitative questionnaire, and (3) providing deeper understanding of the fantasy sport experience. The major results of the quantitative questionnaire indicated top fantasy sport motivating factors as Fanship, Competition, and Social Sport with the lowest factors as Fan Expression, Ownership, and Escape. The factors with the highest significant relationship with overall satisfaction in the activity were Competition, Achievement, and Surveillance. The factors with the highest significant relationship with future intentions were Competition and Camaraderie. Other findings revealed no significant difference in motivations between different levels of sport participation and message board use. Message board use did, however, produce significant differences favoring higher overall satisfaction and future intentions for those using message boards. Other results examine (1) media use and fantasy sport participation and (2) Mavenism and Schwabism and its relationship to fantasy sport motivations, overall satisfaction, and future intentions.

The purpose of this explanatory, mixed methods case study was to examine instructional leadership within the context of rural secondary schools. This investigation followed an explanatory mixed methods design of sequential quantitative and qualitative phases (QUAL→quan). For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to eight principals and 312 teachers in eight rural secondary schools in the southeastern United States. Descriptive analysis of principal and teacher results found that principals were most engaged in the subscales of framing school goals, coordinating curriculum, and promoting professional development and least engaged in the subscales of maintaining high visibility, protecting instructional time, and providing teaching and learning incentives. Independent t-tests found statistically significant differences in the instructional leadership of principals based on four contextual factors: school size, school SES, principal administrative experience, and district funding (per pupil expenditure). Two principals and their schools were selected for participation in the qualitative phase of the study. Interviews and observations of principals and interviews with teachers added insight to the findings of the quantitative phase. Participants characterized the principalship as a multifaceted job where secondary school principals fulfilled four leadership roles: instructional leader, district/community liaison, organizational manager, and problem solver. Participants also identified important instructional leadership behaviors not measured by the PIMRS, such as hiring effective teachers, providing instructional resources, and sharing leadership responsibilities. The study concludes with suggestions for future instructional leadership research and practical advice for rural secondary school principals.