A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems. Given the development and implementation of the Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do Mississippi teachers perceive the usefulness of the MTES, (2) how do Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do Mississippi teachers perceive that the MTES supports teachers’ professional growth? A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study. Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.

Background: As the diabetes (DM) epidemic in Canada continues to grow, the need to provide diabetes self-management education (DSME) becomes increasingly important. Research has shown that DSME can improve both physiological and behavioural outcomes in individuals with DM. Diabetes educators (DE) play an essential role in providing DSME to individuals with DM. Although considered an important role in the care of individuals with DM, the DE role is not well described in Ontario. Building a province-wide description of DEs’ role would outline the role of DE in Ontario is enacted, and suggest possible areas for improvement. The specific objectives of this study are: a) To describe the demographic characteristics of DEs in Ontario; b) To identify the structures, processes, and outcomes associated with the role of DEs; c) To identify the facilitators and barriers to providing DSME in Ontario; d) To identify the association between key characteristics of DEs (profession, education, certification, practice-setting, and DM-specific training) and the structures, processes and outcomes of this role. Methods: This cross-sectional study used an online questionnaire, the Diabetes Educator Questionnaire (DEQ). The DEQ was developed using the International Standards for Diabetes Education and Donabedian’s framework to examine the structures, processes and outcomes associated with the role of DEs. The study consisted of three sequential phases: (1) pre-testing the questionnaire in a tertiary care diabetes program, (2) pilot testing the questionnaire to a single Diabetes Educator Section (DES) chapter of the Canadian Diabetes Association (CDA), and (3) administering the DEQ to the remaining DES chapters across Ontario. The online questionnaire was created using LIME survey, an open source survey program housed at McMaster University. Data were downloaded, cleaned, and analyzed using statistical and geographical mapping software. Results: The DEQ demonstrated both face and content validity. A total of 178 out of an estimated 600 DEs across Ontario responded to the DEQ, for an overall response rate of 30%. The respondents consisted of 61 registered nurses, 94 registered dietitians, 18 pharmacists, and 4 nurse practitioners, and 1 undescribed. The majority (85%) of respondents were CDEs. Insufficient time, and organizational/management support were the two most common barriers to implementation of the role of the DE. Significant differences (p value greater than 0.05) in how DSME was provided and the use of outcomes were observed for profession, level of education, and practice setting. Limitations: With a low response rate, conclusions cannot be drawn from this study. Being an anonymous study, intra-rater reliability could not be performed. Conclusions: This study shows that the DEQ serves as a feasible tool to explore the role of DEs in Ontario, however, improved recruitment strategies are necessary before further research is performed. The study provides a foundational description of DEs across Ontario, generating possible hypotheses for future research. / Thesis / Master of Science in Nursing (MSN)

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No description available.

Findings from Travis J. Bristol’s research article, “To Be Alone or In a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District,” found that Black teachers who were in “Groupers schools,” those with four or more Black male teachers in the building, had a different experience than teachers who were in Loner-schools, those with one Black teacher. Loners from the Bristol study believed that being a Black teacher created apprehensions towards them from their white colleagues and reported having a greater desire to leave their schools than those teachers who were in buildings where there were groups of Black teachers. These findings are a forewarning for predominantly white school districts, buildings, administrators, and colleagues, to pay closer attention to the “Loners” in their building and begin to recognize how this can be an issue for Black teachers and further, impact future recruitment and retention levels for this population. This study examines the Lone Black Educators' lived experience/s to better understand their “position,” outlook, and approach to their role. The phenomena of this subpopulation were captured using a survey and qualitative interviews. Descriptive statistics and theme analytics captured and summarized the data from three sets of participants: Lone Black Female Educators (survey participants), Lone Black Educators from an urban school district, and white allies of the Lone Black Educators in the urban school district. The findings from this study disclosed four critical components that have shaped the negative experience/s of being a Lone Black Educator; they include: (a) a lack of belonging within the school building culture, (b) microaggressions endured by white colleagues, (c) having to intervene more often on behalf of Black students due to being a Lone Black Educator, and (d) working in an oppressive system as educational leaders. This study provides another perspective of the Lone Black Educator experience; that is, the perspectives of white allies and co-conspirators. The data collected revealed that white allies and co-conspirators are fostered over time and require a reflective space to learn and continue the journey of racial self-identity. Their journey towards antiracism began at various stages of life; the journey towards allyship was motivated by seeing different forms of oppression occur to people with whom they had frequent interactions, including, but not limited to: family members, Black and Brown students in their classrooms and non-familial adults in their networks. This awareness and compassion further prompted these allies to establish a professional relationship with the Lone Black Educator in their building and/or school district. In an effort to provide a resource for Lone Black Educators and to dismantle the existing state of affairs for Lone Black Educators, four strategies have emerged from this research to help predominantly white school districts better support Lone Black Educators; the strategies include: 1. Conducting a district equity audit and applying the recommendations set forth, 2. Providing Diversity, Equity, and Inclusion Professional Development for all staff, 3. Providing access for teachers of color to affiliate with racial affinity groups, 4. Facilitating restorative justice practices for racial bias and microaggression conflict resolutions. These strategies serve as a framework for districts to consider using to identify, address, and positively impact the experiences of Lone Black Educators while also dismantling oppressive structures that keep other Black educators out of the school building and/or school district.

How do special educators work to include children with special needs in preschool? That was the question that our thesis proceeded from, and the purpose was to get an insight in the methods used by the special educators to achieve inclusion.Our questions were:• Is Swedish preschool a place for inclusion?• How are special educators work organized and focused?• Which experiences do special educators have working with children with specialneeds in preschool, and what role do they mean that inclusion plays in this work?Our procedure in this enquiry was to perform semi-structured interviews with 5 different special educators in two different cities.Interpretation and analyis proceeded from three different theories: Urie Bronfenbrenner’s ecological systems theory, John Bowlby’s theory of attachment and Karsten Hundeide’s sociocultural theory. The result showed support for the idea of the Swedish preeschool as a place with many opportunities for inclusion. We have also seen how both money and political decisions has an impact on which possibilities the preschools receive to work with inclusion. In addition it became apparent that the methods used by special educators differed depending on both cities and districts. One of the main purposes of the special educators consisted in finding different ways to include children in the everyday activities.

Black male teachers are scarce in the public education system in the United States. The American Association of Colleges for Teacher Education finds that only 2% of the teaching workforce comprises of Black men. Research suggests that Black educators set higher standards for students of color while giving White students cultural competency exposure. It also suggests that Black teachers have higher expectations for Black students, advocate equity, and help students succeed by building trust and support. Few Black male educators have had the opportunity to document their professional experiences. As a result, there is a significant gap in the research, and educators and policymakers do not have access to these individuals' unique perspectives on education and teaching, which may be crucial for recruiting and retaining Black male educators. This phenomenological study is a counter-narrative focused on the lived experiences of 15 Black Male educators who have worked in the Massachusetts k-12 school system for at least ten years. The researcher conducted semi-structured, one-on-one interviews and a focus group. The data revealed that the participants were "inspired to educate" because of a trusted mentor or an impactful experience. In addition, it was abundantly clear that the participants encountered "systemic barriers" and had to confront "societal realities" to develop the survival strategies they used to endure for over a decade in the education field. Finally, by highlighting their relationships with the students and their families, the participants demonstrated that their "commitment to educate" resulted from a moral obligation to serve and a profound belief in the students. Based on these findings, in order to recruit and retain Black male educators in the K- 12 school system it is imperative to create the conditions where Black students feel welcomed, valued and encouraged; and, in an environment where novice Black teachers feel supported, respected and understood. Additionally, school leaders must build communities where differences are celebrated and honored. Most importantly, we need to acknowledge the systemic barriers and develop policies that mandate and support diversity. / 2025-05-16T00:00:00Z

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Entre os múltiplos grupos que compõem as Seções Spissipes e Melanoconion do subgênero Melanoconion de Culex, Atratus e Educator apresentam espécies que estão envolvidas na transmissão de arbovírus ao ser humano e animais em ambientes rurais e silvestres. Porém, esses grupos exibem grande dificuldade na identificação das espécies, seja devido à grande semelhança morfológica entre seus representantes ou à falta de chaves de identificação atualizadas. Diante disso, objetivou-se realizar a revisão taxonômica das espécies pertencentes aos Grupos Atratus e Educator da Seção Melanoconion de Culex (Melanoconion). Para isso, foi realizado o estudo morfológico detalhado das diversas fases de desenvolvimento dos espécimes de interesse, verificada a existência de espécies a serem nomeadas e/ou espécies válidas colocadas na sinonímia de outras. Como resultado do estudo morfológico das espécies do Grupo Atratus, foram redefinidas oito espécies. Destas, duas foram validadas, pois estavam na sinonímia de outras e seis espécies desconhecidas da ciência foram descritas e serão formalmente nomeadas. Para o Grupo Educator, oito espécies foram descritas, sendo uma removida da sinonímia e três espécies desconhecidas da ciência foram descritas e serão formalmente nomeadas. Chaves de identificação ilustradas, com caracteres usados para o reconhecimento das espécies, foram elaboradas para todas as formas de desenvolvimento das espécies de ambos os grupos. Foram construídos mapas de distribuição geográfica das espécies, foram atualizados dados bionômicos, elaboradas ilustrações e pranchas fotográficas para comparação de estruturas morfológicas externas das formas imaturas, adultos e genitália masculina. / Among the multiple groups that compose the Spissipes and Melanoconion Sections of the subgenus Melanoconion of Culex, the Atratus and Educator Groups present species that are involved in the transmission of arboviruses to man and animals in rural and wild environments. However, these groups present great difficulty in identifying the species, either because of the great morphological similarity between their representatives or the lack of updated identification keys. The aim of this study was to carry out a taxonomic review of the species belonging to the Atratus and Educator Groups of the Melanoconion Section of Culex (Melanoconion). Therefore, a detailed morphological study of the several stages of development of the specimens of interest was carried out, verifying the existence of species to be named and/or valid species placed in the synonymy of others. As a result of the morphological study of the Atratus Group species, eight species were redefined. Of these, two were resurrected from the synonymy of others and six species unknown to science were described and will be formally named. For the Educator Group, eight species have been described, one being removed from the synonymy and three species unknown to science have been described and will be formally named. Illustrated identification keys, with characters used for species recognition, have been created for all forms of development of species in both Groups. Geographic distribution maps of the species were created, illustrations and photographic plates for comparison of external morphological structures of the immatures forms, adults and male genitalia were provided, and bionomic data were updated.