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5 results on '"Feusner, Chelsea"'

1. Mental Health Stigma of K-12 Principals

Author

Teahon, Michael, Feusner, Chelsea, Meyer, Em, Ohmstede-Schmoker, Tammi, Tillman, Douglas, and Hof, David

Abstract

Research shows that mental health of children is becoming a major consideration in schools across the country. The purpose of this study is to identify principals who are supportive of those with mental illness and advocate for greater access to services. Responses from 139 principals of Nebraska schools addressed mental health stigma of principals based on various factors. Results yielded that gender and school level are important influences on mental health stigma.

Published
2023
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2. Preparing School Leaders and Developing Rural Leadership Capacity: A Collaborative Effort on the Great Plains.

Author

Phillips, Aprille, Teahon, Michael, Feusner, Chelsea, and Ericson, Elizabeth

Subjects
EDUCATIONAL leadership, MENTORING in education, RURAL education, SCHOOL districts, CAREER development
Abstract

This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network. [ABSTRACT FROM AUTHOR]

Published
2024
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3. Examining Multi-Tiered System of Support (MTSS) Implementation in Great Plains Schools

Author

Feusner, Chelsea M., Witte, Amanda L., Rangel-Pacheco, Abril, and Teahon, Michael

Abstract

abstract:Schools are challenged to respond to the rise in student needs by offering more support for academics, behavior, and social-emotional needs. A Multi-Tiered System of Support (MTSS) framework aims to support continuous school improvement for all students and provide robust interventions and programs to support students in multiple areas of education. Scholars report that while MTSS is increasingly adopted by schools as an improvement model, little is known about how well MTSS is implemented. Although implementation may vary from state to state and from district to district, understanding the challenges and anticipating barriers will support continued implementation. This study examined educators’ reports of MTSS implementation. Differences between elementary and secondary implementation and individual MTSS essential components implementation were also explored. Participants included nine administrators and 38 teachers in a rural school district in a subregion of the Great Plains of the United States. Educators reported moderate rates of implementation of the MTSS essential components. Significant differences in overall MTSS implementation scores were found between elementary and secondary respondents, with elementary participants reporting higher levels of implementation.

Published
2024

5. Implementation of the MTSS Process in Kearney Public Schools

Author

Feusner, Chelsea and Feusner, Chelsea

Abstract

To support multiple needs, districts have worked to enrich or remediate students through differentiated objectives, programs, and initiatives. The goal of a Multi Tiered System of Supports framework is to create a system that supports all students and provides robust interventions and programs at all levels, in multiple areas of education. This cross sectional study will investigate MTSS implementation through a self-assessment survey of school principals and teachers in Kearney Public Schools (KPS). The information collected and analyzed to support the administrative team’s planning, implementation, and measurement of effectiveness. The research will also be able to support the continued implementation of MTSS in the state of Nebraska.

Published
2020

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