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Covid-19 School Closures: Professional And Personal Impacts On Building Principals, Paula R. Dawson, Alicia M. Nosworthy 2021 University of Washington - Tacoma Campus

Covid-19 School Closures: Professional And Personal Impacts On Building Principals, Paula R. Dawson, Alicia M. Nosworthy

Ed.D. Dissertations in Practice/Capstone Projects

The COVID-19 pandemic has had a global impact resulting in an altered reality for educational systems around the world. The mandate by the governor of Washington State to close all school buildings produced immediate and significant impacts to the educational systems throughout the state, which resulted in professional and personal challenges for building leaders. The researchers, two school administrators at different levels in separate districts, had a unique “front row seat” to the challenges being faced by educators in the region and across the state. Based on this positionality and the current reality, the overarching question of this study focused ...


Teaching In A Global Society: Considerations For University-Based Educational Leadership, Penny L. Tenuto 2021 University of Idaho, Boise

Teaching In A Global Society: Considerations For University-Based Educational Leadership, Penny L. Tenuto

Journal of Global Education and Research

Those who work in university-based programs are in a unique position to positively influence teaching, leading, and learning in the 21st century—whether in traditional face-to-face classrooms or online. To ensure culturally responsive practices, postsecondary faculty and administrators must be proactive about critically reflecting on their own professional praxes related to adult learning. This paper offers a mini-review of concepts derived from the literature for promoting inclusive postsecondary learning communities in a diverse and global society. This conceptually based paper blends current practices with traditional adult learning theories and includes considerations for those who work in university-based programs that prepare ...


Intrusive Academic Advising Student-Athletes At A Division Iii University, Robert Holmes 2021 National Louis University

Intrusive Academic Advising Student-Athletes At A Division Iii University, Robert Holmes

Dissertations

Abstract

There are many factors that affect the graduation of collegiate student-athletes. Factors include student-athlete characteristics, academic advising, engagement, and relationships. These factors affect student-athlete retention at the university. Student-athletes must navigate their academic and athletic success with assistance from academic advisors and other university support systems. The ability of the student-athlete and the academic advisor to communicate and cultivate a relationship that is built on regularly scheduled meetings, sharing of the student-athlete’s personal goals, suggestions for personal and professional improvement culminating in trust is paramount to the success of the student-athlete. This research focuses on the relationship between ...


Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana 2021 Seton Hall University

Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency ...


A Decolonial Middle School Social Studies Curriculum: 19th Century U.S. Westward Colonization, Leah Chatterji 2021 The University of San Francisco

A Decolonial Middle School Social Studies Curriculum: 19th Century U.S. Westward Colonization, Leah Chatterji

Master's Projects and Capstones

Social Studies education throughout the United States sustains settler futurity, white supremacy, and coloniality, as it rarely engages with Black, Indigenous and People of Color (BIPOC) hxstories and structural violence. For middle schoolers, this is especially troublesome as social justice pedagogies are minimal for this demographic. To shift this, this field project offers an 8th grade decolonial Social Studies curriculum on 19th century U.S. Westward colonization; this topic was intentionally chosen as it is an opportunity to disrupt settler epistemologies. It centers: Land; relationality; and collective liberation. It complements the California unit 8.8 standards, yet different ...


A Phenomenological Inquiry Into The Perceptions Of Single Mother College Students, Jamaica DelMar 2021 Minnesota State University Moorhead

A Phenomenological Inquiry Into The Perceptions Of Single Mother College Students, Jamaica Delmar

Dissertations, Theses, and Projects

As parenting students are an underserved subset of the growing nontraditional college student population in the United States, this study aims to understand and illuminate the experiences of single mother students while in pursuit of a post-secondary credential. This research is motivated by the following research questions, viewed within the context of a participant's identities: How do single mother college students perceive institutional support services? How do single mother college students experience their interactions with faculty? What institutional systems are in place that pose the biggest barriers to persistence and degree completion for single mother college students? A phenomenological ...


Strategies Utilized By Speech-Language Pathologists When Treating Speech-Language Disorders In Children Who Are Bilingual, Julianne L. Monceaux-Visser 2021 University of Minnesota Moorhead

Strategies Utilized By Speech-Language Pathologists When Treating Speech-Language Disorders In Children Who Are Bilingual, Julianne L. Monceaux-Visser

Dissertations, Theses, and Projects

In the state of Minnesota, more children who use a language other than English were reported to speak English less than “very well” (U.S. Census Bureau, 2020). There was neither a “gold standard” (Verdon, McLeod, & Wong, 2013), nor Preferred Practices (ASHA, 2020) for the treatment of speech-language disorders for children who were bilingual. The current study investigated the practices for treating speech-language disorders in this population by SLPs employed in schools in a region of west-central MN and eastern ND. Using an interpreter, and explicit instruction on targeted language skills were the most common clinical approaches utilized. The child ...


Pathway Provider Programs: The International Student Experience, Aaron A. Mendez 2021 SIT Graduate Institute/SIT Study Abroad

Pathway Provider Programs: The International Student Experience, Aaron A. Mendez

Capstone Collection

As part of their commitment towards internationalization, many higher education institutions seek new recruitment practices to increase international student enrollment, to both enhance cultural diversity and increase the potential for revenue. Partnering with third-party pathway providers offers international students an opportunity to refine their English language skills, all while taking for-credit-bearing academic courses that ultimately prepare them for their second year upon matriculating into their degree-seeking programs. One difference between direct-entry international students and pathway program international students is the additional level of support for the latter.

This study explores the following research question: What are the experiences of international ...


Technology As A Tool For Support: Classroom Teachers And Resource Specialists In Collaboration And Communication Practices, Mackenzie Jones 2021 Dominican University of California

Technology As A Tool For Support: Classroom Teachers And Resource Specialists In Collaboration And Communication Practices, Mackenzie Jones

Master of Science in Education | Master's Theses

Classroom teachers and resource specialists face hectic schedules that include supporting students and meeting the core curriculum standards. In order to support students with disabilities in the classroom, collaboration between classroom teachers and resource specialists is essential. With busy schedules and increasing demands that teachers face, there is an urgent need to support teachers with effective systems of collaboration. This research focuses on the problem of unorganized and ineffective systems of support, which teachers face when trying to collaborate and communicate with their colleagues. While many prior studies address the significance of providing time for educators to collaborate in the ...


Chasing Down The Educational Debt By Centering Race In Educational Supervision, Teresa Lance 2021 School District U-46

Chasing Down The Educational Debt By Centering Race In Educational Supervision, Teresa Lance

Journal of Educational Supervision

Educational professional development is ubiquitous; yet the gains on student learning are minimal as measured by local, state, and federal assessment measures. Although there is widespread agreement that assessment data alone does not tell the story of what students are learning and teachers are teaching, the data is still alarming. Why is there a gap between the billions of dollars spent on professional learning and student learning outcomes? In this article, the author seeks to shed light on this disconnect, offering a framework that links deficit perspectives of Black, Brown, and Indigenous students and opportunity gaps associated with inept monitoring ...


A Study Examining The High School Counselor Experiences In College Choice Decision-Making, Beverley Gaines 2021 Seton Hall University

A Study Examining The High School Counselor Experiences In College Choice Decision-Making, Beverley Gaines

Seton Hall University Dissertations and Theses (ETDs)

Low-income, minority, and/or first-generation students are more likely to undermatch. The consequences of this decision can negatively impact degree attainment, as well as individual and societal gains. The purpose of this study was to examine the experiences and perceptions of high school counselors in order to gain a deeper understanding of how high these counselors serve as institutional agents within the college decision-making process. The sample consisted of 12 New Jersey public high school counselors employed at Title I funded high schools. Results from the study concluded that high school counselors do not perceive undermatching as a negative decision ...


Correlation Between Servant Leadership And Organizational Commitment Within An Academic Health Center, Cheryl Bellamy 2021 Rutgers University-School of Health Professions

Correlation Between Servant Leadership And Organizational Commitment Within An Academic Health Center, Cheryl Bellamy

Servant Leadership: Theory & Practice

Correlation Between Servant Leadership and Organizational Commitment

Abstract

This paper presents an overview of a study of the relationship between servant leadership and organizational commitment. The study included a convenience sample of 84 full and part-time employees of a health professions education unit within an academic health center. Participants were surveyed using the Executive Servant Leadership Scale (ESLS) to assess servant leadership and the Klein Unidimensional Target-free (KUT) instrument to assess organizational commitment. Data analysis was conducted using Kendall’s tau-b and Spearman’s rho. Results showed that there is a significant positive relationship between servant leadership and organizational commitment ...


Diversity And Worldliness At The Compass School, Luiz A. Batista 2021 S.I.T

Diversity And Worldliness At The Compass School, Luiz A. Batista

Capstone Collection

This paper demonstrates how the application of International Education principles and practices to curricula at the Compass School of Westminster, Vermont would augment worldliness and diversity as well as improve the overall quality of education offered at this secondary school. This research identifies deficiencies in areas pertaining to internationalization and diversity and provides recommendations to remedy these deficiencies. The realization of these recommendations would help to increase students’ preparedness for participation in a globalized society and would provide an enhanced educational experience for all. This research is intended to support faculty and staff at the Compass School by providing an ...


Supporting The Student Service Member And Veteran Population As Learners: An Exploratory Study Of Academic Motivation And Best Practices In Student Services At A State Comprehensive University, Seth D. Kastle, Brendon Fox, Jeni McRay, Haley Moon 2021 Fort Hays State University

Supporting The Student Service Member And Veteran Population As Learners: An Exploratory Study Of Academic Motivation And Best Practices In Student Services At A State Comprehensive University, Seth D. Kastle, Brendon Fox, Jeni Mcray, Haley Moon

Teacher-Scholar: The Journal of the State Comprehensive University

This article explores best practices in student services for Student Service Members and Veterans (SSM/V) learners at a Midwestern state comprehensive university (SCU.) The Military Learner Academic Success Perception Survey (MLASPS) was administered to a small but targeted cohort population of SSM/V’s enrolled in a customized Associate of Applied Science (AAS) program through the institution’s new centralized student support center for SSM/V’s. The research team collected data related to the enrolled students’ perceived academic preparedness, student service needs, and academic motivation. Results informed the center about how to best serve SSM/V’s in ...


Retaining First-Generation And Pell-Eligible Students With A Near-Peer Coaching Intervention, Kacie Hutson 2021 East Tennessee State University

Retaining First-Generation And Pell-Eligible Students With A Near-Peer Coaching Intervention, Kacie Hutson

Electronic Theses and Dissertations

Retention has been a focus of universities and policy makers for decades. However, there is a gap in research of Pell-eligible and first-generation student retention and completion. Researchers have indicated that peers can influence retention of other students. Using the theories of Astin (1993) and Tinto (1993) as the framework, this study explored near-peer coaching effects on retention of Pell-eligible and first-generation students. The study focused on the College Possible Catalyze program which trains near-peer coaches for partnering institutions. near-peer coaches were assigned 120 first-time full-time Pell-eligible or first-generation students at two partnering institutions. The study compared the retention of ...


Technology Leadership Qualities In Secondary School Principals In Nebraska Who Support Student-Led Social Media Teams, Jill M. Johnson 2021 University of Nebraska-Lincoln

Technology Leadership Qualities In Secondary School Principals In Nebraska Who Support Student-Led Social Media Teams, Jill M. Johnson

Educational Administration: Theses, Dissertations, and Student Research

This study addresses secondary school principals in Nebraska who are dealing with the negative ramifications of their students’ social media interactions. To combat the problem, this study sought to identify the technology leadership qualities possessed by secondary school principals in Nebraska who support student-led social media teams. A purposeful sampling of six secondary school principals in Nebraska, who have all been practicing principals for at least three years, engaged in individual semi-structured interviews via Zoom in January 2021. The primary research question was: What technology leadership qualities are possessed by secondary school principals in Nebraska who support student-led social media ...


Influence Of Student Characteristics, Class Size, And Instructor Characteristics In Online Student Success, Melody K. Edmonds 2021 East Tennessee State University

Influence Of Student Characteristics, Class Size, And Instructor Characteristics In Online Student Success, Melody K. Edmonds

Electronic Theses and Dissertations

The purpose of this non-experimental quantitative case study was to compare the academic success of community college students over three academic years (2016-17 through 2018-19) before the onset of COVID-19 based on final grades and the influence of student factors, class size, and faculty characteristics using archival data from selected online and on-ground classes at a Middle Tennessee community college. Student factors reviewed include gender, full-time or part-time status, and age (traditional or non-traditional status). Instructor characteristics reviewed included full-time or part-time (adjunct) teaching status and tenure or non-tenure status of faculty. Institutional data for this study consisted of 44 ...


If You Can Dream It, You Can Do It: Walt Disney’S Hero’S Journey To Professional Identity, Charles McCoin 2021 East Tennessee State University

If You Can Dream It, You Can Do It: Walt Disney’S Hero’S Journey To Professional Identity, Charles Mccoin

Electronic Theses and Dissertations

The purpose of this multi-method single-case study was to examine the application of Joseph Campbell's Heroic Journey model as a means of professional identity creation in the life of Walt Disney.

Walt Disney was an entrepreneur, cartoonist, filmmaker, inventor, studio head, and family man whose career stretched through the first half of the 20th century. Walt used his imagination and creativity to establish industry norms in the animation, film, television, and amusement park industries. Walt Disney's legacy and vision continue to be a viable influence within the Walt Disney Company today.

Campbell's Heroic Journey model was used ...


Preparation Program And District Partnership Agreement Considerations, Prepared To Teach, Bank Street College 2021 Bank Street College of Education

Preparation Program And District Partnership Agreement Considerations, Prepared To Teach, Bank Street College

Prepared to Teach

This document outlines key considerations to keep in mind when building a residency partnership. Articulating agreements can help clarify the responsibilities of each party—programs and schools or districts—as well as foster a shared understandings of the mutual goals and responsibilities the partnership wishes to embrace. Agreements can remain informal or can form the basis for a formal Memorandum of Understanding (MOU).


Guidance: Resident Expectations And Agreements, Prepared To Teach, Bank Street College 2021 Bank Street College of Education

Guidance: Resident Expectations And Agreements, Prepared To Teach, Bank Street College

Prepared to Teach

This document outlines expectations that residency programs might want to make explicit for those who will be enrolling in the residency. Many of these considerations also would be included in formal agreements between individual residents and preparation partnerships, for example when residents must agree to serve as teachers in a district in exchange for receiving funding during the program.


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