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Full-Text Articles in Social and Behavioral Sciences
Public School Teacher's Experience Of Technostress In A Mandatory Technology Adoption Policy Environment, Brandon Liu
Public School Teacher's Experience Of Technostress In A Mandatory Technology Adoption Policy Environment, Brandon Liu
Masters Theses, 2010-2019
With new technology restructuring instructional practices, many school systems are working towards adoption and integration to meet learning standards and demands (Çoklar, Efilti, Şahin, & Akçay, 2016; Al-Fudail & Mellar, 2008; Hixon & Buckenmeyer, 2009; McCannon & Crews, 2000; Nepo 2017; Straub, 2009; Sang, Valcke, van Braak & Tondeur, 2010; Wood, Mirza, & Shaw, 2018). However, few studies have been conducted within educational environments on technology-related stress and well-being when technology adoption is mandatory. Building off of Jena’s (2015) prior technostress study, this study aims to contribute to and better understand technostress within a Mandatory Adoption Policy Environment (MAPE). This …
How Successful High School Boys Soccer Coaches Perceive And Develop Cultural Competency: A Grounded Theory Approach, Lauren Jefferson
How Successful High School Boys Soccer Coaches Perceive And Develop Cultural Competency: A Grounded Theory Approach, Lauren Jefferson
Masters Theses, 2010-2019
The purpose of this study was to examine how high school athletics coaches conceptualize the knowledge, values, and skills of cultural competence, with specific attention to learning processes and influences. In order to serve the increasingly diverse U.S. student population equitably and to the full holistic potential of extracurricular programming, high school coaches must develop a greater comfort with and capacity for exercising cultural competency. A qualitative approach using a grounded theory was applied. Seven coaches and one athletic director were recruited by purposive sampling. The research suggests a process-oriented, chronological model of how experienced coaches begin to work with …
Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton
Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton
Dissertations, 2014-2019
Classrooms are complex entities, where the emotions of students and teachers interact to influence learning, relationships, and students’ social emotional development. Teachers’ understanding of emotional processes within the classroom is critical to effective teaching, promotion of healthy child development, and attaining desired learning outcomes. Further, emotions have powerful consequences for teachers themselves. They affect teachers’ well-being, self-efficacy, and ultimately whether teachers remain in the profession or not. Therefore, teachers need skills to recognize and respond to emotional experiences in the classroom. In the present research project a set of emotional competences relevant to educational practices were developed. These competencies include …