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Levinas, Leviticus, & Language: A Case Study Exploring Acsi Maritime Teacher Challenges Of Practice Due To Increasing Esl Enrollment, Susanne Huizing

Doctoral Dissertations and Projects

The purpose of this case study was to explain the perceived challenges of practice due to increasing enrollment of English Language Learners (ELLs) for ACSI teachers in the Canadian Maritimes. The theory guiding this study was ethics as first philosophy by Levinas (1981). Levinas’ theory aided in examining the ethical, relational, and linguistic challenges teachers experienced teaching ELLs. The central research question guiding this study was: what are the perceived challenges of practice K-12 ACSI Maritime school teachers face due to increasing ELL enrollment? Data was collected through pre-interview journals, semi-structured face-to-face interviews, and observations. Data analysis included transcriptions, documents, …

Ethical Decision-Making Accounting Competencies: Practitioners’ Perspectives, Gwendolyn P. Meador

Dissertations

Recent accounting and corporate scandals call into question the ethicality of accounting practice, likewise accounting graduates. Advances in ethical accounting education are not emphasized in today’s business schools leaving accounting graduates lacking necessary ethical accounting competencies to make ethical accounting decisions (Abend, 2013; Mastracchio, Jiménez-Angueira, & Toth, 2015; Waples, Antes, Murphy, Connelly, & Mumford, 2009).

Cognitive moral development theory (Kohlberg & Hersh, 1977), stakeholder theory (Freeman, 2004), and organizational mindfulness theory (Ray, Baker, & Plowman, 2011) provide a theoretical framework supporting issues of accounting graduates’ ethicality, practitioner in the role of ethical decision-maker, and organizational awareness and performance of business …

Diversity Matters: A Case Study Of The Cultural Components Of Three Ontario College Leadership Development Programs, Candace M. Miller

Electronic Thesis and Dissertation Repository

With the number of international students increasing notably in the Ontario college system, educational leaders in those institutions need to provide culturally sensitive leadership to ultimately support student learning and achievement. In order to investigate how and why leaders need to lead in culturally sensitive ways, an exploratory case study of leadership development programs was undertaken in three Ontario colleges. In all, 17 semi-structured, one-to-one interviews were conducted with leaders from different areas of each college (organizational development, academics, and student services). In addition, the physical settings of the three institutions were observed by the researcher and professional learning documents …