Education Commons^™

Mindfulness And Teen Behavior: Teenagers' Perceptions Of Behavior That Led To Expulsion, Michelle L. Lee

LSU Master's Theses

The purpose of this study was to examine the effects of teaching specific mindfulness techniques to teens who have difficulty functioning in the classroom, using the Mindful Schools Curricula; the course includes 18 lessons on being mindful of sound, breath, movement, thoughts, and emotions. Specifically, the study was designed to determine whether a mindfulness course would be beneficial for South Parish High School teens who are expelled. The study design was mixed methods. Participants were administered pre- and post- scientific validated survey scales that measure mindfulness characteristics as one data source. Participants’ parents were given a questionnaire to return and …

Teachers As Leaders: An Autoethnographic Account Into The Way That Personal Spirituality Influenced One Teacher's Leadership In A South Louisiana High School, Scott Mckneely Blanchard

LSU Doctoral Dissertations

The purpose of this autoethnographic study is to better understand the role spiritual leaders have in both educational settings and in the motivation of students. An overarching question guides this autoethnographic study: Is spiritual leadership, influenced by Christianity, an appropriate form of mentoring-leadership relationships in public secondary schools? The specific research sub-questions for this study address the following: 1. How do servant leadership and spiritual leadership help create this autonomous learning environment identified by Deci and therefore reduce the number of amotivated students? 2. How can understanding the student as an individual help a teacher confront the issues with motivation …

Brewed Awakening: Re-Imagining Education In Three Nineteenth-Century New Orleans Coffee Houses, Robyn Rene Andermann

LSU Doctoral Dissertations

In dominant narratives of the history of education in America, the icon of the American educated citizen has traditionally been rooted in Jeffersonian Democracy, eventually taking shape in the Northern, Anglo-Protestant, Common School Movement in which the availability and acceptance of state-supported public education was a key measure of democratic progress. Within the institution of common schools, individuals were taught how to participate in a democratic society.

This dissertation reimagines the dominant narrative by suggesting that the multiethnic and multilingual nature of New Orleans, which some early American leaders had framed as discordant and disorderly, was vital to constructing an …