The Hmong Experience In School

Classrooms today are an incredibly diverse portrait of the emerging ethnicities that occupy the United States. Teachers are challenged with adapting these newly emerging communities of students. Understanding new cultures that occupy classrooms give teachers the opportunity to see students through a lens that allows them to access how to better serve their students. The research question in this study was, what is the Hmong experience in school? The motivating factor in this capstone was that while there is vast research for many minority populations and schools in the United States, there is little research for the Hmong population. This study looked specifically at experiences of Hmong families of a third grade classroom. The author surveyed the families of a third grade classroom from a K-8 Hmong-focused charter school and found that the while the individual perspective of every family varied greatly, there was a distinct connection with the importance of the Hmong culture in their child’s education

Language-related white matter tracts and their relationship to language function in typically developing children

The dorsal and ventral white matter tracts believed to connect the anterior and posterior language cortices have been investigated in previous studies, but not extensively in children and adolescents. Magnetic resonance diffusion tensor imaging (DTI) tractography was used in order to examine the asymmetry of dorsal and ventral language white matter tracts of 34 typically developing children ages 8 to 18, and the relationship of these asymmetries with language development and ability. In our sample of participants, the dorsal and ventral tracts both demonstrated lateralization to the left hemisphere in fractional anisotropy (FA), mean diffusivity (MD), and radial diffusivity (RD), but not for tract volume or axial diffusivity (AD). We found no correlations between tract asymmetries and age or language level

A Portraiture of Two Tribal College Leaders

This study explored the lives and self-perceived impacts of two Tribal college presidents in a northwest state of the United States. This qualitative inquiry employed portraiture in which the researcher created a diverse range of stories curated through interviews, observations of participants, and artifacts to formulate a story of each participant’s life. This study shared the unique stories of each Tribal college leader. Their stories were captured through questions about their perspectives and how they felt that they had contributed to their respective colleges. In addition to how they had contributed culturally, follow-up questions addressed how they had attributed to pedagogy and curriculum in cultural ways. This study shed light on the impacts that Tribal colleges have had on the communities that they served as well as the unique opportunities that they provided for American Indian students

“We have to change our mindsets”: A qualitative study of barriers and facilitators in research collaboration across Integrated Care System organisations

Background The introduction of Integrated Care Systems (ICS) in England aimed to increase joint planning and delivery of health and social care, and other services, to better meet the needs of local communities. There is an associated duty to undertake collaborative research across ICS partners to inform this new integrated approach, which might be challenging given that organisations span health, local authority, voluntary and community sector, and research. This study aimed to explore the appetite for collaborative Research and Innovation (R&I) across ICSs, potential barriers and solutions. Methods This qualitative study involved semi-structured interviews with 24 stakeholders who held senior positions within organisations across two ICS areas (Staffordshire and Stoke-on-Trent; Shropshire, Telford and Wrekin). Interview transcripts were analysed using inductive and deductive analysis, first mapping to the Theoretical Domains Framework (TDF), then considering key influences on organisational behaviour in terms of Capability, Opportunity and Motivation from the COM-B Behaviour Change Wheel. Results There were fundamental limitations on organisational opportunities for collaborative R&I: a historical culture of competition (rather than collaboration), a lack of research culture and prioritisation, compounded by a challenging adverse economic environment. However, organisations were motivated to undertake collaborative R&I. They recognised the potential benefits (e.g., skill-sharing, staff development, attracting large studies and funding), the need for collaborative research that mirrors integrated care, and subsequent benefits for care recipients. Related barriers included negative experiences of collaboration, fear of failing and low confidence. Capability varied across organisations in terms of research skills and confidence, which reflected the range of partners (from local authorities to NHS Trusts, primary care, and academic institutions). Conclusion These findings indicate a need to shift from a culture of competition to collaboration, and to help organisations across ICS to prioritise research, and share resources and skills to mitigate the limiting effects of a constrained economic environment. This could be further explored using a systems change approach, to develop the collaborative research efforts alongside the overarching move towards integrated care

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

This study investigates the publication profiles of 140 accounting and finance faculty promoted to the senior rank of professor at UK and Irish universities during the period 1992 to 2007. On average, approximately 9 papers in Association of Business Schools (ABS) (2008)-listed journals, with 5 at the highest 3*/4* quality levels in a portfolio of 20 outputs are required for promotion to professor. Multivariate analysis provides evidence that publication requirements in terms of ABS ranked journal papers have increased over time, an effect attributed to the government research assessment exercise. There is no evidence that requirements differ for: internal versus external promotion, male versus female candidates; accounting versus finance professors, research intensity of institution peer group; or government research ranking of unit. There is also no evidence of a substitution effect in relation to increased recent publication history, quantity of non-ABS outputs or sole-authorship, all of which show a significant complementary effect. It is noted that there is very limited overlap in the UK and US publication journal sets, suggesting underlying geographically-based paradigm differences. The benchmarks provided in this study are informative in a range of decision settings: recruitment; those considering making an application for promotion to a chair and those involved in promotion panels; cross-disciplinary comparisons; and resource allocation. The evidence presented also contributes to the emerging policy debates concerning the aging demographic profile of accounting faculty, the management of academic labour and the Research Excellence Framework

Exploring the Perceptions of Teachers Delivering Healthy Eating Education to Children Aged 7–13 in Mainstream Schools in England and Wales: A Scoping Review

The scoping review examines teachers' perceptions and experiences of teaching children aged 7 to 13 about healthy eating in England and Wales. Childhood malnutrition, including obesity, is a global issue, with many children experiencing related health problems. In the UK, one in four children is overweight or obese by age five, and childhood obesity is linked to serious health risks. In response, nutrition education has been integrated into school curricula, with teachers playing a key role in promoting healthy behaviours. However, teachers face challenges in delivering effective nutrition education, such as inadequate training, limited resources, and time constraints. Early-career teachers, in particular, struggle to prioritise nutrition education and often rely on inconsistent online resources. There is a gap in understanding teachers' experiences and perceptions of healthy eating education, especially for children in the 7-13 age group who undergo significant dietary changes. The review will focus on teachers' perspectives related to resources, training programs, policies, and curricula for teaching healthy eating. Studies will be selected based on specific inclusion criteria, and data will be extracted from qualitative or quantitative studies published between 2014 and April 2025. The review aims to synthesise information on how teachers perceive and address these challenges in their classrooms

Teachers' perceptions and experiences of healthy eating interventions: A scoping review

According to the World Health Organisation (WHO, 2024), 580 million children and adolescents between the ages of 5 and 19 globally are malnourished, with 390 million of those classified as overweight and another 190 million below their BMI- for their age. In contrast, A Global Nutrition Review publication by the World Health Organisation states that almost two-thirds of its member countries include food and nutrition education in the school curriculum, with a growing focus on overweight and obesity prevention (Engesveen et al., 2018). In fact, according to the World Health Organisation, it is impossible to positively impact children's eating behaviours without considering their environment (Pineda et al., 2021). Therefore, given the increasing time spent in school, teachers and schools can significantly impact children's healthy eating behaviours (Kim et al., 2019). Moreover, it has been proposed that schools play a crucial role in improving health and that educators play an essential role in advancing the health and well-being of children and adolescents (Shepherd et al., 2013). In concurrence, research has demonstrated that school-based health promotion initiatives can influence children's and adolescents' eating and physical activity habits (Husseini et al., 2022). Indeed, in some countries, curricular policies supporting school food education have reduced teachers' challenges (Hawkes et al., 2015). However, despite research suggesting that teachers are willing to teach nutrition in some countries and believe it is essential, more training or support is needed to introduce the subject appropriately (Fan et al., 2019). According to research, the absence of professional or evidence-based training for teachers in this area is why health education still needs to be improved in the curriculum (Lowry et al., 2022). Research by Ballam (2021) suggests that professional training in food and nutrition, which primarily focuses on food safety, needs to be improved for primary school teachers. Indeed, significant disparities in accessing training (e.g. budget, support for staff time) allocated to schools for health promotion activities have been named significant barriers. Moreover, early career teachers cited that their healthy eating training engagement was hindered by a lack of time, balancing breadth and depth, and variation in training provision (Shepherd et al., 2013). Due to the barriers to engaging in training, research has suggested that the most frequent form of healthy eating training initiated by teachers is accessed online (Patte & Leatherdale, 2016). This could be problematic, though, as it has been shown that food misunderstandings can originate via the Internet (Moreno et al., 2021). In addition to the inconsistencies in engagement with training, it has been indicated that the resources provided to teachers are variable in their availability and quality to support the teaching of healthy eating (Day et al., 2019). According to research by Aydın et al. (2021), many primary school students believe there must be more positive messages regarding healthy eating and appropriate food choices in their educational environment. Furthermore, it has been suggested that the obstacles to teaching healthy eating can be lessened by curriculum policies that encourage school food education (Hawkes et al., 2015).Packaging healthy eating-themed lesson plans with links to specific digital and hardcopy resources is popular with teachers (Department for Education, 2023). The impact of resources and/or training has been observed in teachers and students. Research has suggested that many adolescents believe there are not enough positive messages in their educational environment regarding healthy eating and making appropriate food choices, according to Chan et al., (2009). Indeed, it has been proposed that adolescents may tend to decrease disordered eating behaviours when given the appropriate resources to encourage healthy eating behaviours (Pursey et al., 2021). Researchers have suggested that this review is warranted as teachers’ experiences and perceptions of delivering healthy eating interventions have not yet been comprehensively reviewed (Peters et al., 2015). A preliminary search of MEDLINE, the Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis did not identify any current scopin

Exploring the Perceptions of Teachers Delivering Healthy Eating Education to Children Aged 7–13 in Mainstream Schools in England and Wales: A Scoping Review

The scoping review examines teachers' perceptions and experiences of teaching children aged 7 to 13 about healthy eating in England and Wales. Childhood malnutrition, including obesity, is a global issue, with many children experiencing related health problems. In the UK, one in four children is overweight or obese by age five, and childhood obesity is linked to serious health risks. In response, nutrition education has been integrated into school curricula, with teachers playing a key role in promoting healthy behaviours. However, teachers face challenges in delivering effective nutrition education, such as inadequate training, limited resources, and time constraints. Early-career teachers, in particular, struggle to prioritise nutrition education and often rely on inconsistent online resources. There is a gap in understanding teachers' experiences and perceptions of healthy eating education, especially for children in the 7-13 age group who undergo significant dietary changes. The review will focus on teachers' perspectives related to resources, training programs, policies, and curricula for teaching healthy eating. Studies will be selected based on specific inclusion criteria, and data will be extracted from qualitative or quantitative studies published between 2014 and April 2025. The review aims to synthesise information on how teachers perceive and address these challenges in their classrooms

Exploring the Perceptions of Teachers Delivering Healthy Eating Education to Children Aged 7–13 in Mainstream Schools in England and Wales: A Scoping Review

The scoping review examines teachers' perceptions and experiences of teaching children aged 7 to 13 about healthy eating in England and Wales. Childhood malnutrition, including obesity, is a global issue, with many children experiencing related health problems. In the UK, one in four children is overweight or obese by age five, and childhood obesity is linked to serious health risks. In response, nutrition education has been integrated into school curricula, with teachers playing a key role in promoting healthy behaviours. However, teachers face challenges in delivering effective nutrition education, such as inadequate training, limited resources, and time constraints. Early-career teachers, in particular, struggle to prioritise nutrition education and often rely on inconsistent online resources. There is a gap in understanding teachers' experiences and perceptions of healthy eating education, especially for children in the 7-13 age group who undergo significant dietary changes. The review will focus on teachers' perspectives related to resources, training programs, policies, and curricula for teaching healthy eating. Studies will be selected based on specific inclusion criteria, and data will be extracted from qualitative or quantitative studies published between 2014 and April 2025. The review aims to synthesise information on how teachers perceive and address these challenges in their classrooms