The social transmission of information about mental states: Implications for children's visuospatial and socioemotional learning

Across five studies, this dissertation explores the thesis that children are sensitive to information about others' mental states and that this sensitivity scaffolds their learning in both the physical (Chapter 1) and social (Chapters 2 and 3) domain. Chapter 1 explores the interplay between the physical and mental world during visuospatial learning. Although a 180degree perspective presents the greatest visual disparity between teacher and learner, it may promote social perspective taking through face-to-face interaction and thus improve learning. Children (4-6 years) and young adults (18-27 years) observed a model open a puzzle box from a first-person (0degree) or third-person (90degree or 180degree) perspective. Both children and adults who learned face-to-face at 180degree were fastest to open the box and most likely to discover a novel solution, consistent with goal emulation. Chapter 2 explores children's utilization of a different type of mental state - verbally shared emotions (i.e., emotion talk) - when making social affiliative decisions and their sensitivity to valence and context. Five to 8-year-olds listened to two children describe their day and then indicated their social preferences. Children preferred a child who shared a happy experience over a neutral child and a neutral child over a child who shared a sad experience. However, when the sad experience was presented within the context of the COVID-19 pandemic, children's preference for the neutral child disappeared. Chapter 3 further explores emotion talk in childhood by examining children's developing beliefs about emotion talk. Five to 8-year-olds viewed stories in which characters did or did not engage in emotion talk. Then children guessed which story characters usually affiliated and answered questions about gender and emotion talk. Although girls' social inferences based on emotion talk stayed constant with age, boys became less likely to associate emotion talk and friendship with age. Additionally, children who believed boys "never" talk about feelings were less likely to infer that boys who talked about feelings were friends, demonstrating a link between gender beliefs and inferences. Together these findings offer new insights into how early in development children use others' invisible mental states to learn about the physical and social world. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comparing middle school student learning outcomes among in-person, online, and hybrid modes of instruction: A consideration of student engagement in distance learning during a pandemic

In this study, a comparative analysis was conducted to explore how students' learning outcomes were potentially influenced by student engagement during different modes of instruction. The study compared the final mean grade point averages (GPAs) of a sample (N = 600) of middle school students during in-person, online, and hybrid modes of instruction. The sample group was divided into two subgroups (Group 1: n = 300 and Group 2: n = 300). The designated timeframes for the evaluation were before the COVID-19 pandemic (sixth grade, 2018-2019), at the onset of the COVID-19 pandemic (seventh grade, 2019-2020), and during the COVID-19 pandemic (eighth grade, 2020-2021) to determine if student engagement affected academic achievement. The three data analyses used to compare the students' final mean GPAs included: (a) Paired t-test (between in-person and online instruction when compared among the entire sample);(b) One-Way Repeated Measures ANOVA (among in-person, online, and hybrid instruction when compared for Group 2);and (c) Independent Samples t-test (between online and hybrid instruction for the entire sample). The results from the analyses indicated there was no statistically significant difference when students transitioned from in-person before the pandemic to online instruction at the onset of the pandemic. However, a statistically significant difference was shown when students transitioned from online to online or online to hybrid instruction throughout the pandemic. Recommendations for practice and future research focusing on students' needs were presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

School climate and culture impact on middle school students and their attendance

Numerous studies have been conducted on the impact school climate and culture has on student achievement, but little has been studied on how climate and culture impacts student attendance. This study focuses specifically on the teacher-student relationship, parent engagement, and school safety and how these three areas of emphasis affect student attendance. When students feel disconnected, parents are unengaged, and safety concerns are present within the school setting, attendance barriers are created for students. This mixed-methods explanatory approach provided researchers the opportunity to survey all middle school students and interview 10 individual students per grade level for further investigation into what barriers are present at Rural #0535 Middle School. Although the results from the student body were generally favorable, there were pockets of concern in each of the three areas that indicate the reasons why students are absent from school. With the impact of the COVID-19 pandemic, as well as chronic absenteeism, school leaders must identify ways to address the concerns identified within the investigations. Once identified, school administrators can begin to eliminate the obstacles that are hindering students from attending school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Children's body mass index before and after COVID-19 related childcare center closures

Prolonged childcare center closures due to COVID-19 restrictions have changed children's health-related behaviors that may result in an increased risk in childhood obesity. Grounded in the social ecological model, the purpose of this study was to examine the differences in body mass index (BMI), physical activity, consumption of sugar-sweetened beverages (SSBs), and screen time among preschool aged children enrolled in the Merced County Office of Education Head Start program before and after COVID-19 related Head Start center closures. A quantitative, longitudinal study design using secondary data from ChildPlus was used. The paired t-test and Wilcoxon signed-rank test was used to measure the differences in BMI and health-related behaviors before and after COVID-19 related Head Start center closures. A p-value of < 0.05 was used to show statistical significance. Results of the study showed significant differences in BMI (t(264) = 4.533, p = .000), consumption of SSBs (Z = 2.046, p = .041), and amount of screen time (Z = 2.833, p = .005) of participants before and after COVID-19 related Head Start center closures. However, there was no significant difference in the amount of physical activity (Z = 1.042, p = .297). The results of this study will add to positive social change and enhance understanding of the potential impact of COVID-19 related childcare center closures on childhood obesity and health-related behaviors that will guide public health, early education, and other professionals in the development and implementation of effective physical activity and dietary interventions during future pandemics and prolonged childcare center closures that will mitigate adverse effects on the health and wellbeing of young children from vulnerable communities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Effect of the virtual simulation paired prebriefing-debriefing strategy on nursing students' self-efficacy perceptions and virtual simulation performance in the care of patients experiencing a myocardial infarction

Through the use of virtual simulations (VS) in nursing education, nursing students are exposed to a variety of clinical scenarios that may potentially improve their learning of competencies, increase their self-efficacy, and enhance their future clinical performance. Despite limited quantitative research incorporating evidence-based strategies such as prebriefing and debriefing as part of the VS experience, this educational technology continues to gain popularity. In 2020, the use of VS in the nursing curriculum exponentially increased when the global COVID-19 pandemic impacted traditional in-person clinicals, laboratory, and human patient simulation (HPS) experiences. Associate Degree Nursing (ADN) programs have benefited from the use of VS. Among the various types of programs that educate prelicensure nursing students, ADN programs prepare the greatest number of students, educate more culturally and academically diverse students, and are challenged to prepare competent nurse graduates within a short curriculum timeframe. The researcher aimed to explore the effect of the Virtual Simulation Paired Prebriefing-Debriefing (VSPPD) strategy on ADN students' self-efficacy perceptions and VS performance concerning the care of patients experiencing a myocardial infarction (COPE-MI). Guided by the National League for Nursing (NLN) Jeffries Simulation Theory (JST) and principles of Bandura's self-efficacy theory, this quasi-experimental, two-group (intervention group and control group), pretest and post-test educational intervention study examined five research questions: 1) What is the effect of the Virtual Simulation Paired Prebriefing-Debriefing (VSPPD) strategy on Associate Degree Nursing (ADN) students' self-efficacy perceptions concerning the care of patients experiencing an MI? 2) What is the effect of the VSPPD strategy on VS performance scores? 3) What is the correlation between students' self-efficacy perceptions and VS performance scores? 4) What is the influence of selected demographic variables on students' self-efficacy perceptions concerning the care of patients experiencing an MI? 5) What is the influence of selected demographic variables on students' VS performance scores? Implemented with a third-semester, five-credit, advanced medical-surgical nursing course in the ADN curriculum, the VSPPD strategy aimed to positively influence nursing students' self-efficacy for performing cognitive, practical, and affective COPE-MI nursing skills and VS performance scores through students' participation in a paired prebriefing-debriefing and repeated completion of the same VS scenario preceded and followed by structured briefing conversations. The VSPPD strategy was developed by the researcher based on the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: SimulationSM, constructs of the JST, and the NLN vSim for Nursing Curriculum Integration Guide for Faculty. The effectiveness of this educational strategy was measured by the Care of Patients Experiencing a Myocardial Infarction Self-Efficacy Tool (COPE-MI SET©), the Virtual Simulation Survey (VSS), and students' VS performance scores. Data analysis results for the five research questions support the effectiveness of the VSPPD educational strategy on students' COPE-MI self-efficacy perceptions (in the cognitive, psychomotor, and affective domains) and VS performance scores. Results also support that there is a positive correlation between students' COPE-MI self-efficacy perceptions and VS performance scores. While sample size limitation was a concern, this study also provided evidence that the VSPPD strategy caused positive changes in students' COPE-MI self-efficacy perceptions and VS performance scores regardless of students' age, previous experience with video or computer gaming, or previous healthcare work experience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Targeted marketing to the underserved: Examining the factors that influence college intent and choice for minority male high school students in Edgecombe County, North Carolina

This mixed-methods study investigates the real and perceived barriers that African American male Edgecombe County high school students face when considering college enrollment to inform potential interventions to improve college enrollment of this market segment. Phase I of the study design included a survey of current, African American, male college students to determine potential barriers African American high school students may face when considering college. Phase II included semi-structured group interviews of African American male Edgecombe County high school students. "Uncertainty" and "frustration" were revealed as the main barriers these students face when considering postsecondary enrollment. Participants indicated uncertainty about college majors, college cost, paying for college, student loans, money, and self-efficacy. Additionally, participants indicated frustration related to course choices in college programs, mathematics classes, as well as their high school GPA not being an accurate indicator of their ability. Phase III included the development of career and technical education (CTE) certificates to create more dual enrollment options for underserved students. Finally, a focus group review of 9-14 pathway samples by African American male students was used to develop a student-informed template for future 9-14 pathways utilized by Edgecombe Community College. Responses from study participants and subsequent meetings with key stakeholders show opportunities to improve the college approach to recruiting students from this demographic. More dual-enrollment certificate options and clearly defined educational pathways (from high school through college) with job market analysis incorporated in those pathways were tools that this study has indicated may help create more postsecondary opportunities for African American male high students in the Edgecombe Community College service area. Additionally, financial aid literacy initiatives for both students and parents and increased recruiting visits to area high schools as the Novel Corona Virus pandemic begins to wane were also indicated as outreach and recruitment strategies. The findings of this study helped develop intentional, dual enrollment certificate options and 9-14 educational pathways the college will utilize to create more postsecondary opportunities for African American males and other underserved groups of students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Know your bugs: A collaborative evaluation of a community health education module that aims to be accessible to adults with learning disabilities

The right to health should be a fundamental right of everyone. However, despite initiatives to improve the health of adults with learning disabilities, concerns about poorer health and health inequalities remain, and have been exacerbated by the COVID-19 pandemic. Accessible health promotion can help to overcome barriers to healthy behaviour but the effectiveness of health education in infection prevention and self-care is unknown. This research aimed to understand the health education experiences of adults with learning disabilities regarding a module designed to improve knowledge about self-care, infection prevention and antibiotic use.Beginning with a scoping review of 'what works', this research involved observation of the learning context in two locations and semi-structured interviews with 18 course participants to explore health knowledge and behaviour change in the short, medium and longer term. Data were analysed iteratively, addressing the realist concept of context/mechanism/outcome configurations.Participants had a positive learning experience and gained knowledge about microbes, hand hygiene, self-care, and antibiotic use. Some participants reported behaviour change regarding handwashing and self-care. The contexts that influenced learning were personal, social, physical, active, and external. Mechanisms that interacted with these contexts to trigger learning included: accessible teaching methods, interactive resources, relaxed and effective participant interactions, facilitation of independent thinking and planning, appropriate involvement of supporters, and an inclusive and engaging educator style.Knowledge gain and changed behaviour intentions were achieved through an engaging, interactive, and focused learning environment, underpinned by a complex and changing combination of interactions. However, further research is needed to understand effective ways of communicating health information in an education context, to understand the impact of education on behaviour change, and to identify ways in which the longer-term retention of learning can be achieved. The research proposes a draft model that can guide effective community health education provision. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

COVID-19 and its impact on the school psychology internship

School psychologists and their interns were required to adapt their practices and the delivery of comprehensive school psychological services as a result of the COVID-19 pandemic. With an already existing gap in the literature regarding supervision in school psychology, an even larger gap exists due to COVID-19. The present study aimed to promote a better understanding about how university training programs prepared school psychology interns during the COVID-19 pandemic in the 2020-2021 academic year to develop competency along the 10 domains of practice listed in the NASP (2020) Practice Model. Ten participants from NASP-approved school psychology training programs were interviewed using a semi-structured interview protocol to gain an understanding of the commonalities of how they prepared interns during the COVID-19 pandemic. A thematic analysis was conducted and revealed six overarching themes that, when put together, tell a story about COVID-19's effect on the school psychology internship. The themes are represented with direct quotes from participants: (1) "They had such an unusual and highly disrupted experience," (2) "We did whatever we needed to do to make it work," (3) "While very different, it still mimicked the original plan," (4) "We had to support them as they navigated these challenges," (5) "I think we're talking more than ever about mental health," and (6) "It's not all bad." This study adds to the literature on supervision in school psychology and is also one of the first studies to address the impact of COVID-19 on the school psychology internship. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Online delivery of mindfulness practice: Teachers' perception of mindfulness, stress, and self-efficacy

The role of the teacher is vital in promoting a classroom climate that supports student learning and social-emotional well-being. However, little consideration is given to offering interventions to support teachers in reducing stress and burnout that result in teacher turnover. Studies have concluded mindfulness practices to be an effective intervention for teachers to reduce stress, increase emotional regulation, and promote well-being. The restrictions resulting from the global COVID-19 pandemic caused many educational institutions to shift to a distance learning model. The applications of online mindfulness for classroom teachers are just beginning to be explored, with few studies investigating the effects of online mindfulness training for teachers. The purpose of this case study was to examine teacher perceptions of mindfulness, stress, and self-efficacy following a district-led online delivery of mindfulness at a selected public school in southeast Texas. The study involved participants experienced with online delivery of mindfulness training in the school year 2020-2021 and who continued mindfulness practice in 2021-2022 school year. A mixed-methods research approach was used in this case study. The findings from the Five Facet Mindfulness Questionnaire- Short Form revealed awareness was statistically significant. Findings from the Perceived Stress Scale revealed 66% of participants had moderate stress levels. The Teachers' Sense of Efficacy Scale-Short Form findings revealed all the variables were statistically significantly different from how teachers perceived the delivery of teacher self-efficacy. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Adoption of teamstepps to promote collaboration and problem-solving: A pilot training program for clinical nursing leaders

Quality improvement, a concept implemented by Florence Nightingale in the 19th century, is now deeply embedded in United States healthcare policy from licensure to payment models (Nightingale, 1863). The culture of safety and the emphasis on process improvement is engrained in high reliability organizations, fostering an environment of collective mindfulness and collective enactment to prevent error. To achieve high quality, healthcare organizations must bridge the core competencies of communication, collaboration, and problem solving taught in pre-licensure and translate them in inter-professional practice using evidence-based approaches. Nurses and nursing leaders must be equipped with the right problem-solving tools to drive efficiency, quality improvement, conflict resolution, and collaboration needed to support a high performing organization. TeamSTEPPS developed by the Department of Defense and the Agency for Healthcare Research and Quality, is an evidence-based curriculum, aimed at fostering teamwork and collaboration (King et al., 2008). This quality improvement initiative adopted TeamSTEPPS and implemented a virtual, self-guided pilot training program focused on 4 modules (TRICARE Management Activity, 2008). The pilot training program was implemented across 3 inpatient units and specifically targeted clinical nursing leaders in an academic medical center. The Kirkpatrick's model was used to evaluate knowledge-skills-attitudes gained by participants of the training program (Kirkpatrick, 1967). Each participant completed a pretest prior to completing the virtual training and an immediate and 4-to-5-week posttest. The results of the 4 multiple choice questions and 15 to 17 4-point Likert scale questions were analyzed through descriptive statistics. Of the 10 participants who completed the pretest, 4 completed the immediate posttest (40% response rate) and 5 completed the 4-to-5-week posttest (50% response rate). The findings did not demonstrate significant improvement in knowledge gained and behavior applied from the pilot training program. Results indicated future considerations to augment the curriculum to address conflict engagement. Results indicated slight improvement in learning and behavior tied to standardized methods in sharing information. The COVID-10 pandemic and a shift in organization priorities and strategy resulted in limitations around participation. As the organization and health care community ascends from the pandemic and other organizational priorities, nursing leaders will be reenergized and engaged. Future scalability includes consideration to add a simulation lab to the curriculum design and implement the training program across all adult inpatient units in the organization, promoting participation and common language across all clinical nursing leaders. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Embedding choice making into the self-regulated strategy development instructional approach for students in a residential treatment facility

Students with emotional behavioral disorders often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. Chapter 1 consists of two research to practice papers discussing how to address deficits in persuasive writing skills and behavior needs through explicit instruction in persuasive writing strategies (e.g., self-regulated strategy development) and embedded function-based choice making. Chapter 2 consists of a multiple probe across students with embedded reversal single case design on POW+TREE, a persuasive writing strategy used within the self-regulated strategy development (SRSD) instructional approach. Three students in grades 3rd, 5th and 6th with emotional behavioral disorders were recruited to receive SRSD POW+TREE with embedded function-based choice making in a residential education setting. The number of pers essay elements and a variety of writing quality indicators along with student motivation and active academic engagement were examined. Participants who completed the study demonstrated varied engagement and an increase in included essay elements along with overall essay quality and increased motivation to write persuasively. Implications for teachers, limitations, and future directions are presented. Data collection and results of this study were impacted by the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Cannabis vaping among college students

Introduction: Vaping is a growing industry that has gained popularity among college students (Jones, Hill, Pardini, & Meier, 2016). Current trends indicate that college students frequently use these devices to vape cannabis (Kenne, Fischbein, Tan, & Banks, 2017). Detrimental health effects of vaping are emerging, including the cannabis vaping-related inflammatory disease referred to as Electronic-cigarette, or Vaping, Associated Lung Injury (EVALI) (Centers for Disease Control and Prevention, 2020). Research is lacking on the perceptions and attitudes of cannabis vaping among college students. Additionally, the Integrated Behavioral Model may be useful in explaining and predicting cannabis vaping among this population. Both of the aforementioned issues are addressed in this dissertation.Purpose: This alternative dissertation includes two separate studies. The first study was a qualitative design, which was completed with the purpose of exploring factors that influence college students to initiate and continue to vaporize cannabis instead of traditional combustible cannabis practices. The second study was a result of the first and utilized a quantitative design to determine if the IBM is useful in explaining and predicting cannabis vaping among college students.Methods: (Study 1) Individual telephone interviews were conducted, transcribed, and analyzed for common themes (n=21). (Study 2) An online survey was deployed via Amazon Mechanical Turk containing 35 items to measure the primary constructs of the IBM, including Experiential Attitude, Instrumental Attitude, Injunctive Norms, Descriptive Norms, Perceived Control, Self-Efficacy, and Behavioral Intention (n=423). Confirmatory factor analysis and structural equation modeling were used to determine whether the data fit the proposed IBM model. Inclusion criteria for both studies included college undergraduates, aged 18-25, who self-reported vaping cannabis at least once in the past 30 days.Results: (Study 1) Six primary themes and eighteen subthemes were identified. Main themes included 1) Convenience, 2) Discreetness, 3) Euphoric Experience, 4) Social Acceptability, 5) Health and Safety, and 6) COVID-19 Pandemic Impact. (Study 2) Obtained fit indices confirmed that the data fit the proposed model, accounting for 54.2% of the variance. Structural equation modeling demonstrated the strongest path coefficients between Behavioral Intention and Experiential Attitude, Instrumental Attitude, Injunctive Norms, and Descriptive Norms. There was a weak, positive relationship between vaping cannabis and smoking cannabis within the sample.Conclusions: College students who use cannabis tend to both vape and smoke (dual-use), depending largely on social and physical environment. Overall, the participants tended to underestimate the risks associated with both cannabis and vaping. Additionally, the strongest predictors of vaping were descriptive norms and experiential attitude. The findings indicate that the development of interventions and educational programming specific to this demographic is warranted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leading community colleges through a pandemic: The lived experience of one administration during the Covid-19 pandemic

The purpose of this research study was to generate a grounded theory based on the lived experience of community college leaders at Lake Washington Institute of Technology in Kirkland, Washington, when they were faced with the challenges of COVID-19. The study examined the lived experience of community college leaders addressing a significant, extended crisis. This study focused on the administration's response to critical incidents throughout a specified time period. Through the interviews of eight executive cabinet members, along with emails, documents, internal and external pieces of communication, this study told the story of the lived experiences of this team and how this information guided me to five explanations or findings of this study. Those explanations are: 1.LWTech President purposely prepared a team2.LWTech President intentionally built a leadership team from individuals with attributes that indicated they could work within a team 3.LWTech president developed trust with each individual on the cabinet4. The LWTech President and the cabinet developed trust with each other5.Operating as a team, the LWTech cabinet effectively navigated the pandemic and managed the crisisThese five main explanations of the processes used by the LWTech executive cabinet demonstrate how the team successfully navigated an extended crisis on their campus. This success was revealed through this research by different examples. One example of this was the completion of all classes and labs to ensure students could complete their programs and degrees without delay. The team also used the crisis to change institutional practices and policies for long-term improvement, including new technology for faculty, students, and staff campus-wide. The executive team was able to make these decisions and navigate this crisis successfully because of the foundation already established and trust built among the team. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the role of critically conscious leadership in dual language education programs: A case of two school principals

In recent years, the United States has seen an increased interest in Dual Language Education (DLE) Programs. These programs prepare students to compete in a global economy by providing an opportunity to develop high levels of bilingualism, biliteracy, and socio-cultural competence. Despite abundant research on DLE programs (Howard et al., 2018), there are not enough studies on the role of the school principal as an educational leader in these additive enrichment language programs. As the primary advocates for these programs, school principals are instrumental in providing support and guidance to the learning communities they lead, thus ensuring high quality and equity through their leadership and commitment to the programs' vision and mission. Consequently, this qualitative case study employed Transformational Leadership Theory (Bass, 1985, 2006) and the Principles of Courageous Leadership (Blankstein & Noguera, 2016) as a dual lens framework to examine the role and characteristics of two school principals at distinct DLE programs in Southern California. Methodology included surveys and interviews with a sample size of two principals, six teachers, and six parents in DLE programs. Findings in this study revealed how through liderazgo and authentic carino the school principals created equitable schooling experiences for students and teachers. The findings in the case study yielded four themes 1) the principals' strong belief in DLE, 2) advocacy for program and professional development, 3) pedagogical knowledge and sustainability of DLE, and 4) building cross-cultural relationships and appreciation of cutures. Implications of this study may add to the scholarly literature and inform the field of the unique characteristics of school principals in DLE.Given the constraints of COVID-19, data obtained from the study was carefully examined due to the impact on participants' experience and potential biases in the educational setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

E-sports online learning module amidst covid-19 pandemic

ABSTRACT Among the different sectors affected by the COVID-19 pandemic, educational institutions had vast changes in terms of implementing instructional programs via a distance mode to ensure continuous teaching and learning. While studies documenting adjustments during the pandemic highlight challenges such as material constraints, lack of training among teachers, and recalibration of teaching and assessment techniques, several opportunities have also opened up for educational innovations. This study presents the use of E-sports with physical exercise in college Physical Education (PE) during the COVID-19 pandemic based on the online learning module's quality, usability, and effectiveness. It further argues that employing a mobile gaming approach in PE opens opportunities for incorporating existing technologies that appeal to learners and can help achieve intended learning outcomes. Utilizing a mixed method design, responses from the 18 volunteers were collected through an online questionnaire and interview. The findings reveal that students strongly agree that E-sports is a viable teaching tool for PE-Teams online classes. The findings also show that student respondents realize the importance of E-sports in developing soft skills like teamwork, good communication, and problem-solving skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Hospitality management instructor attitudes towards COVID-driven compulsory course-virtualization: A qualitative descriptive study

The purpose of this qualitative descriptive study was to explore how hospitality management instructors at a college of management in the Northeastern United States describe their attitudes towards the effects on instruction of the COVID-driven compulsory virtualization of their courses that occurred in Spring 2020. The Theory of Technology Acceptance, the Extended Theory of Technology Acceptance, and the Unified Theory of the Use and Acceptance of Technology jointly constituted this study's theoretical foundations. Data collection was guided by three research questions, namely: (i) How do hospitality management instructors describe their attitudes towards the effects on teaching of the COVID-driven virtualization of instruction that occurred in Spring 2020? (ii) How do such instructors describe the setbacks created by said virtualization? (iii) How do such instructors describe the benefits of said virtualization? Data was acquired through 14 semi-structured interviews and two semi-structured focus groups. Thematic analysis of the data yielded eight themes: (i) Virtual instruction was relatively convenient in some respects;(ii) Student-on-student interaction was limited;(iii) Instructor-student interaction was limited;(iv) Complex material was hard to teach;(v) Students disengaged;(vi) Virtual courses came to resemble correspondence courses;(vii) Courses involving labs and lab-like components could not be taught properly: (viii) Virtual instruction had more downsides than upsides. Conclusion: In order for the virtualization of hospitality management courses to succeed, the technology being used must allow the emotional dynamics that govern in-person instruction to govern virtual instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Academic resilience: Personal stories and lessons learnt from the COVID-19 experience

In this work for academics, international contributors in education, communication, new media, digital learning, and organization studies describe the impact of the COVID-19 pandemic on academics in higher education, and their institutions. The book highlights the personal and professional experiences of academics across varying career stages. Four chapters are devoted to personal stories of sustained resilience in the face of the obstacles and uncertainty of the pandemic. Others chapters demonstrate collective resilience and collaboration, with examples from around the world. In addition, the book presents a conceptual framework, the Academic Resilience Model. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Academic resilience model: Thriving in times of adversity

Academics around the world continue to demonstrate strength to overcome the initial hurdles of COVID-19. But resilient academics show sustained engagement despite the continuing changes and uncertainties during these ongoing challenging times. In this concluding chapter, we synthesise the key takeaways from each chapter-narratives that may support academics at every career stage to feel energised, motivated and inspired in times of adversity. We share critical insights and strategies that may assist academics forge ahead in a post- pandemic world. In doing so, we advance the Academic Resilience Model that may help academics-and institutions-thrive in times of adversity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leveraging social media for professional learning during the COVID-19 global pandemic

The purpose of this study was to build upon existing research that explored teachers? professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT?s Four C?s of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience the teachers described. Similarities and differences across demographic areas were reviewed and discussed. The data compiled had several implications. Understanding how teachers interacted in informal social learning environments provided insight into teachers? engagement and how their pedagogical practices were impacted or changed. Results of the study may be used to inform how social-media-based professional learning can be developed or expanded to meet the just-in-time needs of K-12 educators. Ultimately, the feedback received could help districts develop a framework for constructing and evaluating social-media-based professional learning and more educators to interact online as contemplators and as contributors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Children of war: Preparing military dependents for higher education by providing comprehensive, focused support to improve education outcomes

Since 2001, over two million children have experienced having one or both of their parents deployed (Tunac de Pedro et al., 2018). There is significant research that shows that "military children experience tremendous psychological strain as a result of stressful military related life events" (Tunac de Pedro et al., 2011, p. 567). The research that currently exists focuses on childhood experience and intervention at the K-12 level. The research on best practices for supporting military children presented herein could form the foundation of how colleges and universities can provide similar support to military dependents in higher education.This study focused on supporting the children of military service members in higher education by developing students' self-advocacy and providing academic support and mentoring for these students while they were concurrently enrolled in high school and college. The intent of the interventions discussed in this study was to provide those students with the tools they need to successfully navigate veteran-focused resources on college campuses and to self-advocate for the resources they need to be successful. The findings presented in this study provide the foundation for recommendations for further research and intervention. The analysis and conclusions are limited due to the framework of the intervention which was exacerbated by COVID-19.While this study may not have been conducted across a broad institutional manner, the findings demonstrate that implementing a course curriculum and providing focused interventions show that student success is related to focused intervention and a student's feelings of validation. This study further shows that students who are military dependents have a clear sense of that identity and what it means to themselves and to their community. I have argued throughout this study that there needs to be focused attention on military dependents in higher education. Even with the end of America's longest war, there is still a generation of young people whose lives are marked by their parent's sacrifice and service. The very least that we can do is to make every effort to validate these student's experiences and to support them as they pursue their academic goals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)