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RISS 인기검색어
- 검색키워드
- 발행기관 : University of Oregon (검색결과 1,124 건)
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Oleksiak, Michele Marie Concordia University (Oregon) ProQuest Dissertatio 2020 해외박사(DDOD)
Special education administrators suffer from chronic occupational stress. The purpose of this qualitative transcendental phenomenological study was to investigate through qualitative methods if the application of mindfulness principles had the potential to decrease stress levels in special education administrators. The research question for this study investigated how the application of mindfulness principles could affect stress levels in special education administrators. The subquestion sought to understand how perceived stress could be decreased for special education administrators. The conceptual framework guiding this research study was Mihaly Csikszentmihaly’s theory of flow, in which the merging of action and awareness leads to an increase in positive psychology. The sample of participants includes five participants. Three of the participants were special education administrators from the northeast and worked for public school systems, and two of the participants were special education administrators in the southeast for private schools. The data sources included an online survey, semistructured interviews, and an online journal. The interpretative phenomenological analysis was applied to the data, and the results indicated that over a period of 28 days of practicing mindfulness, perceived stress levels were decreased for the participants. The 10 themes generated from this study include daily reflection, present-moment appreciation, respect for others, the importance of breath, self-awareness, emotional recharging, self-care, sense of calm, power of gratitude, and emotional regulation. The findings from this study indicate that through the daily practice of mindfulness, it is possible to decrease stress levels and increase positive psychology.
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Franklin, Khristy A Concordia University (Oregon) ProQuest Dissertatio 2020 해외박사(DDOD)
Self-efficacy is important to be a successful teacher. As a result of successful teacher demands, veteran traditionally certified and alternatively certified career and technical education (CTE) teachers must be aware of their perception of their self-efficacy. Bandura’s (1977) foundational theory on self-efficacy was utilized as a conceptual framework to demonstrate the perception of veteran traditionally and alternatively certified CTE teachers. This phenomenological study enlisted 17 participants to investigate their perception of their self-efficacy of veteran traditionally certified and alternatively certified CTE teachers. This phenomenological study utilized interviews as qualitative instrumentation methods to answer the two research questions. Narratives and tables were used to depict the findings. The findings revealed that participants possess a range of descriptions that focused on self-efficacy. This study identified four themes that included classroom management, students’ experiences, non-CTE administrators, and educators’ support/relationship and effectiveness of planning. The range of descriptions that focused on self-efficacy was a by-product of certification, clarity of the importance of CTE to future careers, and mentor builds stronger self-efficacy. The study revealed the range of descriptions that focused on the self-efficacy of the veteran traditionally certified and alternatively certified CTE teacher.
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My Story: A Doctoral Candidate's Journey
D'Aguanno, John J Concordia University (Oregon) ProQuest Dissertatio 2017 해외박사(DDOD)
This study seeks to understand my doctoral journey. Meaning for my journey was drawn from the intersection of shared program experiences with 13 other study participants who had either already earned or were in the midst of retaining doctoral degrees of their own. Common thoughts, feelings, and behaviors associated with earning the doctoral degree were discovered during open-ended professional conversations centered on the framework of my research study: self-efficacy, motivation, perseverance or grit, and change or transformation. The shared description of my journey helped me understand my experience in a different more meaningful way. Through my narrative, I hope a better understanding of what it takes to pursue the goal of earning a doctoral degree comes through.
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Klindtworth, KelliAnn Concordia University (Oregon) ProQuest Dissertatio 2020 해외박사(DDOD)
This multi-case study examined the experiences of leadership in police departments currently focused on implementation of reform through the lens of procedural justice. The study collected the experiences of six leaders in a single department who have leadership responsibilities over other officers. The study sought to understand the common challenges, barriers and elements that contributed to the success of shifting paradigms and behaviors in a department focused on building trust and legitimacy with the community they serve. Based on interview data, the participants in this study identified key areas of consideration for the implementation of procedurally just reform. The four key areas included the importance of formalized education, the role of character, the need for on-the-job modeling, and finally the consideration of time in the realization of reform efforts. The identified themes create an understanding of the most important elements in creating a strategy for reform implementation. The themes are reflective of the identified need for officers to understand and ultimately adopt procedural justice as a foundational principle for policing. The experience of subjects in this study further supports and enhances the recommendations made by the 2015 President’s Task Force on 21st Century Policing and provides firsthand accounts of the movement from policy recommendation to action.
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Harris, Oscar Concordia University (Oregon) ProQuest Dissertatio 2020 해외박사(DDOD)
The purpose of this study was to explore the lived experiences of ELL teachers and language specialists who engage in parental involvement practices. A phenomenological research design was used to reveal and describe middle-school ELL teachers’ and language specialists’ experiences and perceptions of parental involvement and its influence on student academic success at one middle school in the Pacific Northwest. Purposeful sampling was used to select the study’s participants. The teachers and language specialists used for this study had a minimum of 2 years of experience to ensure they had basic knowledge about the phenomenon of parental involvement. Data were gathered using semistructured interviews, document artifacts and a reflective journal from November 2018 through April 2019. After each interview was transcribed, significant statements were extracted, and the analyzed statements were paired with six a priori key themes from Epstein’s (2009) parental involvement framework. Through axial coding three subthemes emerged from the data. Data analysis and results revealed that when ELL teachers and language specialists used parental involvement strategies, they were able to assist parents to be involved with their children’s education, which in turn could influence the children’s academic outcomes. Consequently, the participants also revealed the inherent challenges associated with the communication attribute of the framework. This research study is insightful because it contributes to the body of knowledge around how middle-school staff can use parental involvement strategies to influence academic success with their ELL student populations.
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Dawson, Brian O'Quin Concordia University (Oregon) ProQuest Dissertatio 2019 해외박사(DDOD)
According to the National Center for Education Statistics (NCES) students of color, on average, perform lower than their White peers. Lived experiences and cultural influences of White educators do not match students of color in today’s schools. These differences contribute directly to students of color not experiencing rigorous and high-quality instruction relating to their world. This study used a qualitative single-topic case study research design, utilizing semistructured, individual, face-to-face interviews, and five focus group meetings to gather data. Participating teachers’ experiences, perspectives, and perceptions regarding culturally responsive teaching practices and their personal lived experiences framed this study. The conceptual framework of funds of knowledge guided this study based on the understanding all people derive their funds of knowledge from their own lived experiences. Teachers’ reflection and response to their reflection on professional practices in serving students of color influenced the constructivist theoretical framework. The gained awareness of the influences of how race and culture influence the academic success for students of color allows teachers to serve students of color best. Teachers must engage in courageous conversations centering on the belief that all students are capable of learning and achieving at high levels. The perpetuation of the discrepancies in academic achievement between students of color and White students will continue without a foundational shift in the design, implementation, and assessment of learning that ensures equitable learning for all students.
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