Contemporary Issues in Education Research (CIER) <p><strong>Published since 2008</strong><br>ISSN 1940-5847 (print); ISSN 1941-756X (online)&nbsp;<br>The Contemporary Issues In Education Research (CIER)&nbsp;publishes papers that significantly contribute to the understanding of cutting edge issues in education.</p> en-US <p>d to read, download, copy, distribute, remix, tweak, build upon, print, search, or link the full text of the articles in this journal provided that appropriate credit is given.</p> (Stephanie Clute) (Clute Institute) Mon, 01 Oct 2018 00:00:00 +0000 OJS 60 Implementing Co-Creation And Multiple Intelligence Practices To Transform The Classroom Experience <p>Co-creating with a diverse population of learners to enhance their educational experience requires apt skills, namely, multiple intelligence practices.&nbsp; Through the lens of adult learning theories to include multiple intelligences developed by Harvard psychologist Howard Gardner, this empirical research study of a classroom scenario examines the relationship between co-creating and multiple intelligences leadership practices and presents examples of positive effects of co-creating and multiple intelligence practices that have transformed the classroom experience.&nbsp; This article integrates the broader literature on adult learning theories to include theories of multiple intelligences and generates new research and insight for current and future educators to implement and transform the classroom experience.</p> Stefanie D. Wilson ##submission.copyrightStatement## Fri, 05 Oct 2018 15:14:32 +0000 The Gap In Meeting The Educational And Support Needs Of Women With Takotsubo Syndrome Compared To Women With An Acute Coronary Syndrome <p>Background: Takotsubo Syndrome is a condition that causes impairment in cardiac function in the absence of significant causative coronary artery disease. Takotsubo Syndrome is most commonly reported in older women, has identical presenting symptoms to acute coronary syndrome (ACS),but differs in cause, management and outcomes. Ongoing symptoms and recurrence of Takotsubo Syndrome are not uncommon but little support is available for these women.</p> <p>&nbsp;</p> <p>Aims: This study compares (1) educational support and (2) participation rates in outpatient cardiac rehabilitation for women with Takotsubo Syndrome or acute coronary syndrome, and (3) ascertains whether or not they perceived similar benefits from these strategies.</p> <p>&nbsp;</p> <p>Methods: 23 women with Takotsubo Syndrome and 23 age-matched women with acute coronary syndrome were mailed a structured questionnaire based on cardiac rehabilitation (CR) components.</p> <p>&nbsp;</p> <p>Findings: The questionnaire response rate was 48% (n=11) for the Takotsubo Syndrome group and 30% (n=7) for the acute coronary syndrome group.&nbsp; 18% (n=2) of the women with Takotsubo Syndrome and 71% (n=5) of the women with acute coronary syndrome attended cardiac rehabilitation, with all attendees perceiving that it was beneficial in aiding their recovery.&nbsp; Of the nine women with Takotsubo Syndrome that did not attend cardiac rehabilitation, 67% (n=6) perceived that it would have been helpful in aiding their recovery. Women with Takotsubo Syndrome were less likely to receive educational support about their condition, particularly stress management and participate in CR compared with women with ACS, despite perceiving that elements of CR would have been helpful in aiding their recovery.</p> <p>&nbsp;</p> <p>Conclusions: Women with ACS had higher CR participation rates than those with Takotsubo Syndrome, and were more likely to receive educational support, particularly following hospital discharge.&nbsp; The majority of women with Takotsubo Syndrome were not exposed to educational support in their recovery, suggesting a role for CR tailored to the needs of these women. Nurses can take practical steps to address these gaps by providing emotional support and education for women with Takotsubo Syndrome in stress management to enhance their quality of life and reduce potential recurrence.</p> Simone Claire Schubert, Angela Kucia, Anne Hofmeyer ##submission.copyrightStatement## Fri, 05 Oct 2018 15:55:06 +0000 Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities <p>Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.</p> Magdalena Cismaru, Romulus Cismaru ##submission.copyrightStatement## Fri, 05 Oct 2018 16:02:27 +0000 Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities <p class="p1">Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.</p> <p>&nbsp;</p> Nichole Walsh, Nancy Akhavan ##submission.copyrightStatement## Fri, 05 Oct 2018 16:21:43 +0000 Developments In Stem Educators’ Preparedness For English Language Learners In The United States <p>In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses.</p> <p>&nbsp;</p> <p>Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States.</p> <p>&nbsp;</p> <p>Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.</p> Keith R Besterman, Jeremy Ernst, Thomas O. Williams ##submission.copyrightStatement## Fri, 05 Oct 2018 16:26:47 +0000