Education Commons^™

The Cultural Isolation Of Providers And Educators Caused By Stigma And Compassion Fatigue When Serving Survivors Of Invisible Wounds, Bronwyn G. Pughe

Ed.D. Dissertations in Practice

Abstract

The purpose of this phenomenological study is to give voice to the lived experience of providers and educators regarding stigma and compassion fatigue. In this study, using critical social theory as a lens, I seek to understand how providers and educators experience and recognize the stigma they carry, their own compassion fatigue and what they do to stay healthy—including mental physical, emotional/psychological, intellectual, and spiritual health.

Surviving Or Thriving: Educator Change Following School-Based Trauma, Mona M. Johnson

Ed.D. Dissertations in Practice

Situated in the Pacific Northwest, this qualitative study explored coping, change, and systemic support experienced by thirteen K-12 educators following a school-based trauma. It is based on a theoretical framework of posttraumatic growth, the systematic study of how individuals are changed by traumatic encounters in positive ways. Study participants witnessed school shootings, physical assaults, or accidents resulting in injury or death and were responsible to care for the life and death needs of others.

Research questions guiding this study: (1) How do educators cope following school-based trauma? (2) How do educators change following school-based trauma? (3) What systemic supports are …

The Principal's Voice: Supports Critical To A School Principal's Effectiveness, Rita Chaudhuri

Ed.D. Dissertations in Practice

Abstract

Demands on school principals in the 21^st century are highly complex. Ever-increasing pressures include accountability for student achievement; creating systems and structures to close the achievement gap of underrepresented students; implementing Federal, State, and District initiatives; implementing a more complex evaluation system for staff; being responsible for all stakeholders that create the school community; and being an instructional leader that makes learning happen for all students every year. In the State of Washington, a majority of districts have adopted the AWSP Leadership Framework as a standards-based model to evaluate principals and also provide targeted supports.

The purpose of …

Online Onboarding Of Community College Mid-Level Administrators, Heather F. Lukashin

Ed.D. Dissertations in Practice

Utilizing focus group interviews involving high-level administrators (HLAs) and mid-level administrators (MLAs), the study investigated the need and common themes associated with onboarding MLAs at a West Coast community college. The author designed, implemented, and solicited participation of new MLAs in a pilot online onboarding program utilizing Canvas. Feedback from pilot program participants (PPPs) was collected and analyzed. Given new MLAs’ documented inadequacies in the crucial skills of management and leadership, designing an effective onboarding program requires educating both HLAs and MLAs that (many) management and leadership skills can be developed or improved via an onboarding program. Administering an onboarding …

An Opportunity For Community: Building A Community College Center For Community Engagement In A “Distressed” Suburb, Jeffrey L. Wagnitz

Ed.D. Dissertations in Practice

Over the past several decades, poverty rates in the United States have been rising more rapidly in the suburbs than anywhere else. Today, in fact, more poor people live in U.S. suburbs than in its cities. While poverty is painful in any setting, a suburb in decline can present its residents with particularly difficult obstacles, including deteriorating public infrastructure, under-funded schools, fragmented social services, time-consuming travel to distant jobs, and a lack of coherent political influence to address those liabilities. For the community colleges that serve such regions, the rise of suburban poverty challenges the institution’s traditional mission of community …