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Rural educator candidates from a small Alabama rural university and practicing educators from a rural school in west Alabama completed demographic sheets and a pretest, participated in a one-hour four-week (15-minute per week) simulation, then joined a facilitator-led debrief and completed a posttest. SPSS paired t-tests showed increased ATP scores for both groups, with practicing educators showing a statistically significant difference.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the main purpose of the study?","Question",{"text":63,"@type":64},"To determine whether participation in the Community Action Poverty Simulation (CAPS) affected rural educators’ and educator candidates’ attitudes toward poverty (ATP).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the CAPS simulation structured in the study?",{"text":68,"@type":64},"CAPS was a one-hour, in-person simulation made of four 15-minute segments, each segment simulating a week in poverty with tasks and role-based scenarios.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the statistical results show about ATP score changes?",{"text":72,"@type":64},"Rural educator candidates’ ATP scores increased but the difference was not statistically significant (p=.578), while practicing rural educators showed an increase with a statistically significant difference (p=.000).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591177,1792190955,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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EDUCATION  \nJan Miller and Courtney Vick  \nThe University of West Alabama  \nAbstract  \nThe purpose of this study was to determine if participation in the Community Action Poverty Simulation (CAPS) had an impact on rural educator candidates’ and practicing rural educators’attitudes toward poverty (ATP) . The group of rural educator candidates are students pursuing an undergraduate degree in education at a small, rural university in Alabama. Practicing educators who participated in the research were from a rural school in west Alabama. The CAPS is a onehour simulation made up of four 15-minute weeks. Each 15-minute time segment simulates one week in poverty. In each week, participants have various tasks to complete in the allotted time. Participants in the simulation take on the roles of individuals living in poverty. Data was examined from two different simulation groups, rural educator candidates and practicing rural educators. All participants completed a demographic information sheet and the Pretest before participation in the CAPS. Following the simulation, all participants are involved in the debrief session. This session, led by the facilitator, allows participants to discuss the range of feelings they experienced during the simulation. After the debrief portion of the simulation, participants completed the Posttest. Statistical analysis using SPSS was conducted. Data were analyzed using a paired samples t-test. The results indicated an increased (more positive) ATP score (M 1 = 3.65, M2 = 3.68) for rural educator candidates, but there was not a statistically significant difference (p=.578) . However, the data for practicing rural educators indicated an increase in the ATP score (M 1 = 3.51, M2 = 3.68) and a statistically significant difference (p= .000) . Based on the data analysis, it was concluded that participation in the CAPS has a greater impact on practicing educators versus undergraduate education majors. Rural school leaders grapple with ways to ensure students living in poverty have the same learning opportunities as other students to thrive academically. Often school accountability is focused on high-stakes testing results. Across the nation, there is an increase of children from homes of poverty, who have unique educational needs. Rural schools are faced with barriers such as funding, isolation, and community support. School leaders must ensure faculty and staff have a clear understanding of poverty and how poverty can affect a student’s educational journey; hence, the need to provide poverty simulation training.  \nKeywords: poverty, rural, leadership, simulation, education  \nLead author’s note: The authors provide permission to publish this manuscript. Correspondence concerning this article should be [addressed to j](addressed to jmiller@uwa.edu)[miller@uwa.edu](addressed to jmiller@uwa.edu), at 205-652-3421.  \nIntroduction  \nResearchers have established the Community Action Poverty Simulation (CAPS) is has a positive impact on student attitudes toward poverty in multiple healthcare-related fields (Hitchcock et al., 2018; Lampiris et al., 2017; Northrup et al., 2020) . The CAPS is an in-person simulation where participants work through the one-hour simulation, consisting of four 15-minute weeks simulating life in poverty. In each of the 15-minute time segments, participants complete many of the day-to-day tasks as a person living in poverty. Participants are given scenario cards and scripts that require prioritization of necessities, much like people living in real poverty situations. Little research has been done to determine if CAPS effectively improves educator attitudes toward poverty. This study focused on rural educator candidates and practicing rural educators to determine what effect participation in CAPS had on their attitudes toward poverty.  \nThis study occurred at a small, rural institution in the south","cbCaiarHOEsdqCJL","https://ap.wps.com/l/cbCaiarHOEsdqCJL","pdf",287170,"English","# Abstract\n# Introduction\n# Purpose of the Study\n# Theoretical Framework and Review of Literature","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To determine whether participation in the Community Action Poverty Simulation (CAPS) affected rural educators’ and educator candidates’ attitudes toward poverty (ATP).\"},{\"question\":\"How was the CAPS simulation structured in the study?\",\"answer\":\"CAPS was a one-hour, in-person simulation made of four 15-minute segments, each segment simulating a week in poverty with tasks and role-based scenarios.\"},{\"question\":\"What did the statistical results show about ATP score changes?\",\"answer\":\"Rural educator candidates’ ATP scores increased but the difference was not statistically significant (p=.578), while practicing rural educators showed an increase with a statistically significant difference (p=.000).\"}]","Higher Education Studies - An Examination of the Community Action Poverty Simulation in Rural Education | PDF",1792071282,23]