Recommendations for Further Research. 89 Conclusions ............................................................................................................... 90 Summary.................................................................................................................... 91 REFERENCES ...................................................................................................................... 94 Appendix A 115 Appendix B 125 LIST OF TABLES
Recommendations for Further Research. 81 Limitations................................................................................................................. 82 Delimitations ............................................................................................................. 83 Summary.................................................................................................................... 83 REFERENCES ...................................................................................................................... 85 APPENDICES ....................................................................................................................... 96 Appendix A: Qualitative Parent Interview Questions in English.............................. 96 Appendix B: Qualitative Parent Interview Questions in Spanish ............................. 97 Appendix C: Qualitative GATE Teacher/Coordinator Interview Questions............. 98 Appendix D: Parent Survey in English ..................................................................... 99 Appendix E: Parent Survey in Spanish 102 Appendix F: CITI IRB Training Certificate 000 Xxxxxxxx X: English Interview Consent 000 Xxxxxxxx X: Spanish Interview Consent 109 LIST OF TABLES Table 1. 1. Demographic Data for Parent Participants (=150) .......................................... 47
Recommendations for Further Research. This study aimed to examine how the relationships between school leaders and teachers influence a positive school environment. With the plethora of research surrounding effective and evolving leadership, there still seems to be a significant disconnect between school leaders and teachers, as evident in the growing teacher shortage that began before the pandemic. Most participants agreed they have a positive relationship with their school leaders, as identified in Table 3. 1. However, Table 9. 1 illustrates that only a few participants felt school leaders effectively communicate with the staff. Additionally, Participant 8 was overly dissatisfied with the school leadership and school climate; thus, it would be beneficial to examine the factors that influenced Participant 8 responses. Exploring the elements of current workplace dissatisfaction may provide further insight that would better inform the profession. While the research findings help to inform and improve school leadership and teachers, it is also important to note that a Second Wave of the COVID Pandemic may have impacted data collection. Many teachers were required to take on additional duties such as substitute teaching while accommodating the needs of students who have missed school due to COVID. Further research studies on how school leaders navigated communication and maintained relationships would benefit the profession during a significant crisis such as the pandemic.
Recommendations for Further Research. Further research should validate the results of the present research through analyzing and comparing findings on the issue of assessment practices of newly hired teachers of other NIS schools.
Recommendations for Further Research. This district is unique in that the predominant Latino student population makes up a higher percentage of GATE students (8%), which is not representative of other districts with Latino students (5.8%) across the nation (National Center for Educational Statistics, 2018). Further research should survey different districts with large Latino populations and compare how many Latino students are GATE identified and participating in the program. This would provide more generalizable information on effective parent and teacher training that may lead to higher GATE identification rates. If larger districts with high Latino populations end up having a smaller percentage of GATE Latino students, then it would be important to look into possible exclusion practices prevalent in those particular districts. Moreover, further research can seek to establish a cause and effect relationship between parental involvement and the identification of GATE students with random sampling and random assignment with a control and experimental group. In the same manner, research can also interview many more teachers, since my teacher sample was small due to the limited schools in the district. A larger GATE teacher sample would allow for corroboration of best practices for identification of minority students. Moreover, further research can conduct a longitudinal study that follows a group of 2nd grade students from the prey-identification phase to the time they take the Xxxxxxxx Nonverbal Ability Test to determine GATE identification and well into the university level. How did being part of the GATE program provide them with greater educational opportunities? Additionally, further studies can include GATE student voices. This would provide the researcher with an insight into the student perspective of the GATE program.
Recommendations for Further Research. Although the research fills a significant gap in knowledge and literature on EMS in Kenya, there is still more work to be done. Progress reports on the ongoing status of EMS should be completed each year, and similar projects should be conducted among populations that were not well represented in this study. These populations include Kibera, Africa’s largest slum located within the Nairobi city limits, rural areas, and refugee populations. Additionally, more research should be conducted to explore why Kenyans, even those of middle and upper class, do not routinely buy into the affordable plans offered by the private EMS companies. There is still a gap in knowledge about factors that prevent access to emergency care.
Recommendations for Further Research. 108 Sample Music Education Professional Development Series............................... 110 Summary and Conclusion................................................................................... 112 REFERENCES ................................................................................................................ 114 APPENDICES A Survey Instrument ......................................................................................... 129 B Informed Consent ......................................................................................... 136 C Research Authorization ........................................................................... 137
Recommendations for Further Research. I. To commission further research into the actual variation of building life-cycles by use and construction type.
Recommendations for Further Research. Based on the findings as well as limitations of this study, future research and datasets need to further measures and examine the severity/stage of ADRD among this population to have it controlled in the analysis. Longer time span for measuring functional decline would provide more meaningful implications for measuring the impact of COC on functional decline in the long term. Similar research question could also be analyzed and examined among Medicare beneficiaries in the Medicare Advantage plans. The time span of this study is between 2006 and 2012, while AWV was introduced in 2011. There are not enough information/data in the study sample that this study utilized. Therefore, future research could further include the AWV in the analysis using later available datasets and examine the impact of AWV on a patient’s COC with their physicians. REFERENCES 1 Alzheimer’s Disease Fact Sheet. (2016, August 17). Retrieved from Health Information website: xxxxx://xxx.xxx.xxx.xxx/health/alzheimers-disease-fact-sheet
Recommendations for Further Research. 73 Conclusions ............................................................................................................... 74 REFERENCES ...................................................................................................................... 76 APPENDIX ........................................................................................................................... 95 Appendix A: The Financial Education Proficiency Survey ...................................... 95 Part I .............................................................................................................. 95 Part II ............................................................................................................. 96 Part III............................................................................................................ 96 Part IV 108 Appendix B: Financial Literacy Follow Up Self-Constructed Survey 117 LIST OF TABLES Table 1. Participants Gender Distribution ................................................................... 47 Table 2. SSP Group Distribution ................................................................................. 48 Table 3. Academic Class Standing Distribution (𝑁=347) Summer/Fall 2016 ............ 49
