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Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Developing Self-Evaluation Skills In Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study, Dana G. Trottier
Developing Self-Evaluation Skills In Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study, Dana G. Trottier
Antioch University Dissertations & Theses
This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand …
Exploring Equity Through The Perspective Of White Equity-Trained Suburban Educators And Minoritized Parents, David E. Lawrence
Exploring Equity Through The Perspective Of White Equity-Trained Suburban Educators And Minoritized Parents, David E. Lawrence
Antioch University Dissertations & Theses
The intent of this qualitative critical incident study was to explore the interpretation of equity by White equity-trained suburban educators (WETSE) and minoritized parents (MP) in a Midwestern suburban school district to address and change inequitable student outcomes. WETSE and MP participated independently in focus groups. The research design used critical incident technique (CIT) as the methodology; focus groups as the data collection tool; and thematic analysis (TA) as the analytical tool. Zones of Mediation (ZONE) and Transformative Leadership Theory (TLT) were used to distill and categorize the research findings. WETSE and MP established an agreement on four themes thought …
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
Antioch University Dissertations & Theses
School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and …
Shame In The Supervisory Hour: Do Supervisors Sense What Is Hidden?, Melanie R. Harkins
Shame In The Supervisory Hour: Do Supervisors Sense What Is Hidden?, Melanie R. Harkins
Antioch University Dissertations & Theses
Shame inevitably arises for psychologists in training, as they are required to expose potential mistakes or oversights in their personal and professional selves (Hahn, 2001). However, studies show that shame impedes supervisee’s willingness to disclose information to the supervisor, especially regarding clinical difficulties (Ladany et al., 1996; Yourman, 2003) or concerns with professional competence (Ladany & Lehrman-Waterman, 1999). The presence of shame in supervision threatens the assumption of most supervision models: supervisees will willingly disclose pertinent information (Falender & Shafranske, 2004). Fortunately, strong supervisory relationships can buffer negative emotions and supervisors can encourage disclosures (Hess et al., 2008). Utilizing qualitative …
Investigating The Use Of Creative Mask-Making As A Means To Explore Professional Identity Of Doctoral Psychology Students, Laura Louise Bentley
Investigating The Use Of Creative Mask-Making As A Means To Explore Professional Identity Of Doctoral Psychology Students, Laura Louise Bentley
Antioch University Dissertations & Theses
The goal of this qualitative study is two-fold: to explore doctoral psychology students' current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi-structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, …