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Burnout And Depression In Teachers And Members Of Other Occupational Groups: A Systematic Review And Meta-Analyses On Potentially Overlapping Conditions, Gail Swingler

Dissertations, Theses, and Capstone Projects

Burnout has long been recognized as a workplace issue among teachers, and other occupational groups. Burnout has potentially been increasing during the Covid-19 pandemic. Researchers tend to regard burnout as a distinct syndrome comprising emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (rPA). Recent evidence suggests that burnout (as a tripartite syndrome) lacks discriminant validity vis-à-vis depression. The overlap between burnout and depression was examined through two meta-analytic studies.

The first study (K = 13) examined the relationship between burnout and depression in teachers with burnout assessed using the MBI. The findings indicated that exhaustion (EE), and depression …

Investigating Correlations Among A Growth-Mindset Intervention, Students’ Math Anxiety, And Students’ Math Self-Efficacy, Anna Grace Chamberlain

Honors Projects

This paper details the methodology, data, and conclusions of a research study investigating the correlations among a growth-mindset intervention, math anxiety, and math self-efficacy. The study found that teaching students about mindset through an intervention approach did not make a significant difference in students’ math anxiety or math self-efficacy. Teacher-centered factors are discussed as having a greater impact on students’ math anxiety and math self-efficacy.

Lolita In The Contemporary American Classroom: Pedagogical And Learning Approaches, Jasmine Revels

Master’s Theses and Projects

The purpose of this study is to discover effective collegiate-level teaching and learning strategies for Vladimir Nabokov’s 1958 novel Lolita in the midst of the current American political and social climate. Some of the factors of the current political and social climate in the United States thought to have an effect on the teaching of Lolita, and were thus considered for further inquiry, were cancel culture, the Me Too Movement, and trigger warnings. Primary research was collected from college students and English college professors. To obtain this research and the opinions of respondents regarding this topic, a combination of both …

Wood Or Steel? Six Practices For An Effective Learning Relationship From Martial Arts To Psychology, Jessica Luginbuhl

Graduate School of Professional Psychology: Doctoral Papers and Masters Projects

Becoming a psychologist is founded on supervision, the practice of learning the craft by doing the craft under the watchful eye of an expert. Becoming a black belt in martial arts is based on a similar principle of endless practice with the guidance of a master. How a teacher, supervisor, or sensei navigates the relationship with their student is crucial to the student’s ability to arrive at mastery of the craft. Methods for creating an appropriate and effective teacher/student relationship are explored by examining parallels between teaching practices used by karate teachers, and teaching practices used by graduate-level supervisors. Relevant …

Trauma Training In Educational Settings: Developing A Universal Approach Training Manual, Kerri A. Flatau

PCOM Psychology Dissertations

Children who have experienced trauma(s) may display a wide variety of symptoms, including withdrawal, behavioral challenges, difficulty with focus, learning disabilities, and social/emotional delays (Cole et al., 2005). Each of these challenges can present a barrier to learning. Therefore, in order to provide the highest quality support in the school setting, teachers and other school staff need to be educated and trained on the topic of trauma. Further, they need strategies and tools regarding how to best work with all of their students, including those who have, or may have, experienced trauma. The current study examined the available research, as …

Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak

Dissertations

Some children with autism are unable to acquire imitation despite receiving early intensive behavioral intervention (EIBI) meant to teach that and other important skills. Many EIBI programs use physical-prompting hierarchies either as a component of the discriminative stimulus or the correction procedure following an error (Lovaas, 1981; Maurice, Green, & Luce, 1996). But even after lengthy exposure to these teaching techniques, some children still do not acquire imitative repertoires. In the present study, working with students who were not acquiring imitative repertoires, we started with shaping the initial imitative responses as a method to gain stimulus control and then introduced …

The Influence Of Adult Attachment Orientations And Multicultural Competence On Higher Education Faculty Perceptions Of Ell Students, Helene Zongo Brou

All Student Theses

The purpose of this investigation was to explore the influence of adult attachment orientations and multicultural competence on higher education faculty perceptions of ELL (English Language Learner) students. My primary research question is whether difficulty working with ELL students, from the perspective of faculty members, is associated with individual differences in adult attachment orientations or cultural competence. There were 60 faculty members from three Midwestern American universities who completed the survey. Faculty perceptions, the dependent variable, were measured through faculty reports of their attitudes towards ELL students and their perceived adequacy of the English language proficiency of ELL students. The …

I Matter, As Does The World: Critical Consciousness In Higher Education, Myra Dutko

Dissertations

This dissertation describes how graduate students in a community organizing class move along the critical consciousness pathway. Critical consciousness in the academic arena is critical to the development of democratic participation and agency in students. Critical consciousness is the ability to see, judge and act on issues of injustice in order to create social change. In addition, this research examines what barriers arise in that process. Research participants from an urban, private university in the Midwest narrate the creation of a learning environment and the process of moving towards critical consciousness awakening through journaling and focus group discussions. The data, …

Increasing Caregiver Supervision Of Young Children: Teaching Scanning, Predicting Behavior, And Modifying For Safety, Natalie Truba

Dissertations

Unintentional injuries account for a significant number of child deaths and visits to the emergency department. Although increased supervision is routinely shown to be an effective method of preventing unintentional childhood injuries, few interventions systemically teach caregivers behavioral skills to supervise their children appropriately. The present study utilized a multiple baseline design to pilot test an intervention designed to increase caregiver supervision and decrease unintentional childhood injuries by training caregivers how to provide appropriate levels of supervision for their young children (ages 6 to 36 months). Specifically, caregivers were taught in the present study include: (1) scanning the environment (for …

Teacher Mindfulness In The Middle School Classroom: Reliability And Validity Of A New Scale, Nicolette Paige Rickert

Dissertations and Theses

Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness and have not examined observable behavioral manifestations of teacher mindfulness in the classroom. Due to possible biases in self-report measures (Dotterer & Lowe, 2011), as well as the need for a greater range of assessments of the effects of mindfulness trainings on teachers, the current study sought to create a new measure of teacher mindfulness in the classroom from three sources of information: teacher self-reports of their own behavior in the classroom, student perceptions of their …

Teaching Children Who Have Difficulty Mastering Auditory Discriminations, Sarah Lichtenberger

Dissertations

Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control, it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little to no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the direction. Auditory discrimination was taught starting with teaching …

Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski

PCOM Psychology Dissertations

The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, …

Examining The Impact Of A Coteaching Professional Development Training On Teachers And Their Students’ Achievement, Marielle Martino

PCOM Psychology Dissertations

Educational legislation mandates that special-needs students should have access to the general education curriculum and be educated within the least restrictive environment. Coteaching (CT) has emerged as a way of educating students with disabilities in least restrictive environments. CT is defined as the “sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities” (Friend, Cook, Hurley- Chamberlain, & Shamberger, 2010, p. 9). The purpose of this study was to determine if professional development training in a middle school not only changes teachers’ understanding of …

Teaching Bystander Skills Through Fluency Training, Emilee Hagloch

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study examined the effectiveness of an intervention that adds a fluency component to teaching bystanders how to defend other students during a bullying situation. Bystander skills were taught to fourth- and fifth-grade classrooms and fluency training was added to several of these classrooms as an experimental group. Students also filled out rating scales to find out what their participant role in bullying situations was (defender of the victim, outsider, bully, victim of the bully, assistant to the bully). Results showed that there was more growth on the fluency scores for those who participated in the fluency training as opposed …

Factors Responsible For Work-Life Conflict: A Study Comparing The Teaching And Legal Professions, Waleska A. Vernon

Electronic Thesis and Dissertation Repository

The purpose of this study was to examine the nature of work-life conflict (WLC) as experienced by mid-career members of the teaching and legal professions with a view to both determining the extent to which the universal WLC factors identified by previous research apply to specific professions and identifying any WLC factors unique to the teaching and legal fields. Participants included four business law firm lawyers and four teachers working in large urban Ontario settings, all with at least five years of experience working in their field. A phenomenological design using semi-structured interviews was employed. Eight themes were identified for …

Teachers' Awareness And Skills In Addressing Students With Anxiety Symptoms, Looyee Figueroa

PCOM Psychology Dissertations

This study explored teachers' awareness toward students who may have mental-health needs, specifically with anxiety issues. This study also examined whether the teachers' training backgrounds, acquired degrees, stress levels, and years of teaching influenced their awareness and use of strategies in addressing students with attitudinal and behavioral issues and anxiety issues. In addition, this study examined teachers' perceptions on the importance of building relationships with students who have behavioral and attitudinal issues and anxiety issues. Results from the study found that teachers' awareness levels were inconsistent when teaching students who may have anxiety issues, and they were more consistent in …

The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner

Doctoral Dissertations

The purpose of this study was to investigate the relationship between self-directed learning and information literacy. Participants completed the Personal Orientation in Self-Directed Learning Scale ([PRO-SDLS], Stockdale, 2003) and the Information Literacy Test ([ILT], James Madison University, 2003). The PRO-SDLS is a self-report scale consisting of 25 statements about self-directed learning preferences in college classrooms. The ILT is a 60-item multiple-choice test that assesses the information literacy skills of college students. Correlation, ANOVA, and multiple regressions were used to test relationships and differences between self-directed learning and information literacy. Despite claims that teaching information literacy creates self-directed learners, composite scores …

Keys To Unlocking Creative Potential: The Expressive Path To Personal Growth, Marta D. Ockuly

Creativity and Change Leadership Graduate Student Master's Projects

An experiential journey into personal growth and creative expression is, by nature, transformational. Undertaken in a public platform using social media (Twitter and blogging) it reveals powerful potential as a teaching and mentoring tool for inspiring creative action around the world. This project was designed to blend my joys and passions for tweeting positive inspiration and encouragement, sharing my readings and research related to creativity, exploring expressive art, activating creative potential with joy, collecting and sharing quotes, coaching positive change and creative action, and raising awareness of everyday creativity into a learning pathway which could be accessed by anyone using …

Designing And Delivering A Teacher Center Course: “Creativity And Content: Partners In The Classroom”, Jenna L. Ziegler

Creativity and Change Leadership Graduate Student Master's Projects

This paper outlines the methods used to design and implement a course on creativity as it can be applied in the school classroom. It outlines specific steps taken and topics covered during a nine hour creativity course taught through the Teacher Center of an area school district. In addition to a detailed outline of course content, results and reflections are also included to guide the reader through successful course implementation. Thorough appendices include all course documents and handouts necessary to effectively implement this course.

The Role Of Esl Teacher Support In Facilitating School Adjustment In English Language Learners, Mary Sharp-Ross

PCOM Psychology Dissertations

Immigrant students are the fastest growing sector of the US school population.These students are English Language Learners (ELLs) who enter our schools with a constellation of social-emotional risk factors that predispose them to psychological disorders, as well as undermine their learning and educational outcomes. English to Speakers of Other Languages (ESL) teacher support is indicated to be a primary protective factor for ELLs facing the pervasive task of acculturation to a new society and school culture. This study surveyed 200 ESL teachers in Pennsylvania in order to gather information regarding their beliefs about the social-emotional and acculturation needs of their …

The Relationship Of Teacher Perceptions Of Principal Support Styles And Teachers' Own Attitudes About The Use Of Support Styles With Children, Michael Simcha Lax

PCOM Psychology Dissertations

This study assessed the role that principal modeling has on influencing teachers’ classroom styles and behaviors. Teachers differ in the degree to which they employ autonomy supporting or controlling behaviors. The degree to which teachers demonstrate autonomy supportive behaviors has a direct effect on the level of autonomous motivation demonstrated by students. This is because students are more likely to develop self-determined motivation in a social environment which provides support for autonomy (Deci, Vallerand, Pelletier and Ryan, 1991). Higher levels of student autonomy is associated with a lower school drop out rate (Vallerand, 1997) and higher levels of academic achievement …

Preschool Teachers' Perceptions Of Obesity At Ages 3-5 Years, Jessica D. Mackinney

PCOM Psychology Dissertations

The purpose of this study was not only to investigate the knowledge of preschool teachers on the topic of obesity, but also to determine whether or not they find obesity to be a significant problem facing 3-5 year old children. Results indicate that preschool teachers agree that obesity is a concern; however, they are unclear on the causality of obesity. Preschool teachers feel the long-term consequences of being obese at ages 3-5 years affect future academic, social, and physical growth, but they do not feel intervention should take place at the preschool level. This study contributed to a better understanding …

Assessment Of Teachers’ Core Beliefs Related To Key Features Of Response To Intervention, Jacqlyn Tumolo Zarabba

PCOM Psychology Dissertations

The requirements of the No Child Left Behind Act require that schools are accountable for the outcomes of all students. Response to Intervention (RtI) provides a framework to assist in the actualization of this goal. This educational reform effort requires dramatically different functioning on the part of all school personnel, particularly teachers. In order for this model to be successful, researchers must acknowledge the primacy of teacher level factors, such as beliefs and attitudes related to core components of RtI. The purpose of this study was to examine the core beliefs of elementary-level teachers relative to foundational components of RtI, …

Link Between Executive Functioning And Teacher Referrals For Gifted Testing, Amanda Veronica Kenney

PCOM Psychology Dissertations

It is possible that teachers are more likely to refer for gifted support students who are highly productive in class rather than students with classroom production difficulties such as those commonly exhibited by students with ADHD or other executive function-related difficulties. Some research support has been found for this hypothesis. In a study by Zentall, Moon, Hall, and Grskovic (2001), students diagnosed with ADHD, whether identified as academically gifted or not, were described as underachievers by their teachers (Zentall et al., 2001). There can be similar behavioral characteristics between ADHD and giftedness, including hyperactivity, disruptive behavior, and a tendency to …

Teachers' Understanding Of Components Of Response To Intervention (Rti) In Pennsylvania, Gabrielle Wilcox

PCOM Psychology Dissertations

Since recent regulations allow the use of response to intervention (RTI) for specific learning disability determination, many districts have implemented RTI. This study surveyed a stratified random sample of 2,000 teachers in Pennsylvania with 141 usable responses. The purpose of this study was to ascertain teacher understanding of components of RTI in districts using and not using RTI and to determine if district implementation procedures impacted perceived effectiveness. Overall, the groups were similar in understanding and perceived importance of RTI components; however, there were small but notable differences. Respondents with higher levels of perceived effectiveness indicated greater support from a …

Middle School Teacher Acceptance Of Interventions For Adhd, Linda Latsko Castenova

PCOM Psychology Dissertations

The study explored the relationship between middle school teacher knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD), their knowledge of common interventions for ADHD, and their perception of treatment acceptability. The study also investigated teacher characteristics and their relationship to teacher knowledge of ADHD and their ratings of acceptability of interventions. Fifty-eight general education middle school teachers completed a survey containing demographic information, an ADHD knowledge scale, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 58% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring significantly higher on the Symptoms/Diagnosis subscale compared …

Teacher Self-Efficacy, Collective Teacher Efficacy, Automatic Thoughts, States Of Mind, And Stress In Elementary School Teachers, Robert W. Shambaugh

PCOM Psychology Dissertations

This study examined the relationships between teacher self-efficacy, collective teacher efficacy, automatic thoughts, Balanced States of Mind (BSOM) model, and levels of stress in regular education elementary school teachers. A sample of 66 teachers from rural and urban south central Pennsylvania school districts completed the following questionnaires: Teacher Beliefs Scale (TBS), Collective Teacher Beliefs Scale (CTBS), Automatic Thoughts Questionnaire - Revised (ATQR), Teacher Stress Inventory (TSI), and a demographic survey. A ratio of positive to positive-plus-negative automatic thoughts from the Balanced States of Mind model (BSOM) became the fifth variable. This study presumes that teachers have more stress today following …

Does Teaching Problem-Solving Skills Matter?: An Evaluation Of Problem-Solving Skills Training For The Treatment Of Social And Behavioral Problems In Children, Bryan B. Bushman

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress. The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training. After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills …

An Examination Of The Differential Outcomes Effect When Teaching Discriminations To Children With Autism And Other Developmental Disabilities, Laura Addison

LSU Doctoral Dissertations

The differential outcomes effect (DOE) refers to the finding that performance in discrimination training improves when different behaviors produce different reinforcers. In the current study, the effects of two DOE procedures on the acquisition of receptive language skills were compared. Participants were four children with autism and/or developmental delay/speech and language impairment. The children were presented with two toy or food items and asked to give the experimenter the item named. The names consisted of three-letter nonsense syllables. Correct responses were followed by one of the following consequences: (a) The opportunity to manipulate or consume the item to which the …

Teaching Minimum Based Competency Test Skills To Secondary-Aged Learning Disabled Students Through The Use Of Precision Teaching, Michael E. Byrnes

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This project investigated whether a precision teaching method used with learning disabled high school students (grades 9-12) could give them the skills needed to pass a minimum based competency test in the area of local, state and national government. The specific objective of this project was to determine if the use of precision teaching enabled the students to retain the facts needed to pass a competency test required for graduation. A multiple-baseline design across behaviors was used to show the effect of precision teaching in mastering the needed facts. The data from each baseline improved and surpassed the set criteria …