Biji Georgy( V) Faculty Lived Experiences with Academic Advising During the COVID-19 Pandemic for Associate Degree Nursing Students This study examines the academic advising experiences of associate degree nursing( ADN) faculty advisors during the COVID-19 pandemic. Given the quick and rigorous nature of ADN programs, effective advising is critical to student success. The study focused on community colleges in the Northeastern United States, utilizing semi-structured interviews to gain a deeper understanding of their experiences. The findings indicated four significant themes: virtual advising issues, pandemic-specific challenges, endeavors to provide attractive virtual solutions, and advising during crises. The study emphasizes the importance of constantly changing nursing academic advising to meet evolving educational and professional requirements. Julia Kwapinski( V) Observation Opportunities in Induction Programs: Exploring New Teachers’ Perceptions and Learning of Classroom Pedagogy and Management Strategies This study explores how observation opportunities support new teachers’ knowledge and application of classroom pedagogy. Using a qualitative design with semi-structured interviews, it examines participants’ experiences and perceptions. Findings indicate that observing experienced teachers helps new educators, particularly those without in-person student teaching or from different districts, build knowledge in pedagogy and classroom management. The study highlights the importance of structured observation time and recommends districts provide multiple opportunities for peer learning. These insights contribute to research on strengthening induction programs through peer observation and new teacher development.
Kimberly McKie( In) Students’ Sense of Care: How It Affects Student Achievement Recently, many Teacher Care Practices( TCP) have been implemented within school curricula to aid in student wellness and achievement. Research-based TCP has been implemented in classrooms with the understanding that the best learning emerges in supportive relationships and inclusive environments. Despite research supporting improved well-being while receiving care-based techniques, quantitative correlations between students’ sense of care and achievement remain under-discovered. This study focuses on the quantitative correlation between students’ perception of care and achievement. TCP may enhance reading achievement( r =. 83, p =. 043), whereas such practices might have minimal impact on math achievement( r =. 27, p =. 599).
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