Tiffany L Hunt
Biographic Data
| ID | 9520944 |
|---|---|
| NAME | Tiffany L Hunt |
| GIVEN NAMES | Tiffany L |
| FAMILY NAME | Hunt |
| SIGNATURE | HUNT T L |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0003-3189-0029 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Walk in my shoes
This qualitative study examines open-ended responses from U.S. public school teachers in a rural state who shared their post-COVID perspectives on teaching in response to a larger study on teacher job satisfaction and intent to stay in the field of teaching. Analysis of these responses is framed through Bronfenbrenner’s (1992) Ecological Systems Model, adapted for this research to position the teacher in the centre of the model, with outer circle…
Teacher Mental Health and District Employee Support in Rural Communities
Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teachin…
Educator preparation
Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the conceptualisation and operationalisation of CT in teacher education. In this study, a team of researchers analys…
The impact of Covid‐19 on school psychologists and evaluation
With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one‐on‐one semist…
A path forward
The Every Student Succeeds Act (ESSA, 2015) highlighted technology-based personalised learning (PL) as a means of providing equitable learning experiences for all students. Many states have put forward guidance in their ESSA plans to inform professional development (PD) that empowers educators with skills that maximize PL for students. This brief analysed data from state ESSA plans to better understand how states provided guidance to prepare educ…
No prominent works on this page.
A path forward
The Every Student Succeeds Act (ESSA, 2015) highlighted technology-based personalised learning (PL) as a means of providing equitable learning experiences for all students. Many states have put forward guidance in their ESSA plans to inform professional development (PD) that empowers educators with skills that maximize PL for students. This brief analysed data from state ESSA plans to better understand how states provided guidance to prepare educ…
Educator preparation
Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the conceptualisation and operationalisation of CT in teacher education. In this study, a team of researchers analys…
The impact of Covid‐19 on school psychologists and evaluation
With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one‐on‐one semist…
Walk in my shoes
This qualitative study examines open-ended responses from U.S. public school teachers in a rural state who shared their post-COVID perspectives on teaching in response to a larger study on teacher job satisfaction and intent to stay in the field of teaching. Analysis of these responses is framed through Bronfenbrenner’s (1992) Ecological Systems Model, adapted for this research to position the teacher in the centre of the model, with outer circle…
Teacher Mental Health and District Employee Support in Rural Communities
Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teachin…
Medical education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Psychology (4 works) · Mathematics education (2 works) · Sociology (2 works) · Applied Psychology (1 works) · Computer Science (1 works) · Coronavirus disease 2019 (COVID-19) (1 works) · COVID-19 and Mental Health (1 works)