Paving Pathways for Success: the Role of Transition Models and Disability Services in Postsecondary Education for Students with Disabilities

Talley, Jillian M University of Denver ProQuest Dissertations & Thes 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Students have dreams and goals outside of school. School psychologists can play a vital role in helping students with disabilities reach their dreams, particularly when the dreams ask the question “What do I want to do after high school?” Often, the answer lies in postsecondary goals, which require transition planning while the student is still in school. Manuscript One (M1) explores how families, teachers and school psychologists can all play supportive and distinct roles in helping a student with disabilities reach their postsecondary goals. There have been several transition models proposed to help students with disabilities shift from PK-12 to postsecondary settings, however, there are gaps in application for the most important team members: student, family, teacher, and school psychologist. M1 proposes a new transition framework, Creating a Roadmap: Providing Opportunities for Optimal Living (CAR:POOL), that focuses specifically on the concrete steps a transition team needs to complete post-secondary goals. Manuscript Two (M2), subsequently, assumes that a student with disability has achieved their goal of entering postsecondary education. The next step would be to access Disability Services. M2 explores and summarizes the state of disability services across 18 colleges using a content analysis of disability service handbooks and websites. The study answers (a) how university disability services define disability (b) what common accommodations and ways to promote accessibility are available (c) what the impact if any disability cultural centers (DCCs) have on universities. Findings are reported and implications for school psychologists are discussed.

Cooperation and partnering between home schools and public schools

Marang, Kenneth E University of Denver 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The parameters of this research study were confined to the Denver metropolitan area, and a convenience survey method eras used to obtain data that revealed the attitudes of public school administrators and home school educators relating to the current climate of cooperation and the propensity for cooperation and partnering in the future. The data indicated that principals in the Denver metropolitan area are already offering many services and educational opportunities to home school students and families: the data further indicated that Denver principals are willing to offer many more services and programs than are currently available or accessed by home school families. A substantial percentage of surveyed parents indicated that they would enroll their children in public school in the future, and the services that they want to access from public schools are closely aligned with what principals are currently offering or willing to offer to home school families. The data also indicated that principals in the Denver area are empathetic to the needs of home school families and understand parents' concerns and issues relating to safety, curriculum, and peer pressure in public schools. This research project, although limited in scope, produced some encouraging and optimistic data about an existing, cooperative climate and the propensity for the expansion of cooperation and partnering between home school families and public schools in the Denver metropolitan area.

Multiple intelligences and leadership: A theoretical perspective

Parrington, Carol A University of Denver 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined Multiple Intelligences profiles of students in the University of Denver principal preparation program. The study investigated whether principal candidates had dominant Intelligences in their Multiple Intelligences profiles, and whether or not there were significant differences and relationships between candidates' profiles and leadership. The quantitative method employed a convenient sampling of the population of candidates from the principal preparation program at the University of Denver during the 2004--2005 school year. Seventy students comprising four cohorts from the program were given the self-administered Multiple Intelligences Developmental Assessment Scales (MIDAS) assessment. The assessment consisted of a 119 item questionnaire in the eight Multiple Intelligences and three intellectual style scales. Percentage scores were calculated from participants' responses for each Intelligence which produced a Multiple Intelligences profile, rating subjects from very low to very high in each Intelligence and leadership area. A follow-up questionnaire surveyed the population for perceptions of their profiles. Responses indicated that candidates agreed with their profile and had increased awareness of their leadership strengths. There were significant differences between candidates' profiles. Principal candidates had greater development in Linguistic, Interpersonal and Intrapersonal Intelligences. These three dominant intelligences also significantly correlated with all three leadership variables. Out of the three leadership variables, principal candidates had the highest development in Leadership, followed by moderate development in General Logic and Innovation. Leadership had high correlations with Linguistic and Interpersonal intelligences. General Logic had high correlations with Intrapersonal Intelligence. Innovation was moderately correlated to Linguistic Intelligence and weakly correlated with Intrapersonal intelligence. It was clear from the study that the Multiple Intelligences, particularly social and emotional, contributed to the frequency with which principal candidates were seen as transformational leaders. Increased awareness of their leadership strengths should help prepare candidates for their new roles as principals, but also give them a new lens from which to view their leadership capacities. This study makes recommendations for further research in Multiple Intelligences and leadership, and applications to educational leadership standards. The standards present a common core of knowledge, dispositions, and performances that help link transformational leadership more forcefully to productive schools and enhanced educational outcomes.

Professors' perceptions of the role of humanities in character development

Nolin, Kelleen Andrea June University of Denver 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Recently there has been renewed interest in character education. Many colleges have addressed this issue directly through their mission statements and curricula. These curricula often include a number of required humanities courses-classes generally regarded as the most effective means to impact students' character. Although it is recognized that curriculum alone may have limited influence on students, the professors who teach humanities classes can certainly make a difference. For this reason, exploring what instructors think about this objective becomes important. This study is a detailed investigation of how a small number of faculty members assess their influence on student character. The purpose is to examine what role humanities professors believe they can, should, and do play in the character development of undergraduate students. This dissertation is a qualitative study that utilized interviews and classroom observations to collect data. These were conducted with humanities professors from Colorado State University, Regis University, and the U.S. Air Force Academy, which are all located in Colorado. These institutions are of distinctive types, they vary in size and specific mission, and they were all named to the Templeton Foundation's Honor Roll for Character-Building Colleges. They were cited for their excellence in the areas of faculty and curriculum. An interpretive theory of the interview data was developed from the results. The professors interviewed addressed several issues. These included four of Chickering and Reisser's major influences on student development: institutional objectives, curriculum (especially the humanities), student-faculty interaction, and teaching. They also assessed their success. From analyzing these discussions it was concluded that: institutional type and size affect mission and curriculum, professors feel a responsibility to help their students with character issues, there are a variety of strategies to use in this endeavor, and anecdotal evidence is how most faculty members know they have been successful. These results indicate that the humanities professors interviewed believe that they can, should, and do play an important role in influencing student character. The interpretive theory provides suggestions to institutions interested in facilitating character development more effectively for their students.

The impact of Denver's family resource schools on Latino families (Colorado)

Enriquez-Olmos, Mariana University of Denver 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

During the 1990s, the Denver Public Schools (DPS) designated 14 elementary schools as Family Resource Schools (FRS). These schools served primarily minority, low-income, Latino neighborhoods. One of these schools was Joaquin Baranda Elementary School (JBES). The purpose of FRS was to improve the academic achievement of the students, to strengthen the capacity of families to support their children's education, and to establish partnerships between the schools and communities. This study describes, interprets, and seeks to understand the impact of the FRS programs and activities on the participating Latino families. One research question guided the study: What was the impact of the FRS programs on the children and the families at JBES? Four supporting questions addressed the purpose of FRS, the history of its implementation at JBES, the families' participation in the FRS programs, and the changes that the families experienced as a result of their participation in the FRS programs. A qualitative methodology was utilized to address these questions. Individual, semi-structured interviews were conducted with 3 Project Administrators, 4 School Administrators, and 21 family members (8 adults and 13 children) who participated in FRS. It was found in this study that the programs and activities offered through the FRS addressed the needs of the students and their families as identified by parents, teachers, and school administrators. The families not only participated in the programs offered to them through FRS, but also became an integral part of the school functioning by their involvement at all different levels in the school (i.e., performing clerical work, organizing school events, staffing programs for students, serving as teachers' aides, and participating in the school decision-making teams). The students who participated in FRS reported an improvement in academic achievement and their attitudes toward school. The families underwent changes in knowledge, skills, behaviors, and attitudes that impacted not only their personal and family lives, but also reached the wider community. Implications of these findings for the areas of academic achievement, parent involvement, and school culture are discussed, and directions for further research are explored.

On the front line of hearts and minds: The evolution and impact of United States military human rights promotion in Latin America (Colombia, Venezuela, Bolivia)

Laurienti, Jerry M University of Denver 2006 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation assesses Department of Defense (DoD) human rights promotion efforts in Latin America using three case studies---Bolivia, Colombia, and Venezuela. The dissertation details how human rights promotion became a DoD priority in the region and provides a review of US military efforts in this area. The overarching thesis of this study is that US military human rights promotion can serve as a positive influence in foreign armed forces. The dissertation employs four working hypotheses: (1) The success of human rights promotion efforts depends on the consistency in US policy. (2) The status of overall US bilateral relations, specifically military-to-military relations with a country, tends to have a positive impact on that country's military awareness and respect for human rights. (3) The level of democratic development of a particular country affects the level of success that human rights promotion has in the armed forces of that country. (4) Military human rights promotion tends to play a positive role in military counterterrorism policy. Key findings. The case studies largely support my thesis. The consistency of US policy and the status of military-to-military relations prove to be key factors influencing human rights performance. Lacking democratic development proves to be a critical obstacle to human rights promotion. While the case studies offer little for testing the final hypothesis, research revealed key factors that affect human rights promotion in the counterterrorism age. Methodology. I conducted the bulk of research in the field, through dozens of interviews in nine countries. When discussing human rights, this study uses the US State Department definition of "integrity of the person." This dissertation employs a widely-used definition of democratic development as it applies to civil-military relations.

Complex multilateralism and the question of global governance: The defeat of the Multilateral Agreement on Investment

Archer, Kevin D University of Denver 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation examines both the applicability and validity of the theory of Complex Multilateralism through a detailed examination of the negotiation and failure of the Multilateral Agreement on Investment (MAI). By examining the case of the MAI both in terms of Complex Multilateralism and Multilateral Negotiation Theory this dissertation challenges simple state-centric assumptions about the creation or failure of state-level multilateral processes. What the negotiations toward the MAI show fairly clearly is that states face not only intense bargaining processes within a multilateral negotiation but that they face tremendous external pressures as well. In the case of the MAI these external pressures were provided primarily by a robust global social movement that formed in opposition to the MAI. The argument presented here is that while not precisely explaining the defeat of the MAI, the development of the theory of complex multilateralism represents a step in the right direction. Complex multilateralism accounts well for the existence of global social movements as important actors in the system and allows for a more general inclusion of nonstate actors within the theoretical confines of the discipline.

Beyond dialogue: Ethics and justice at work

Jovanovic, Spoma University of Denver 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The quandary of public spaces and private interests is situated today squarely in contemporary organizational life. The struggles between private domains and public spaces, personal values and corporate interests, and enduring beliefs and change narratives are certainly not new. Rather they are testimony to the conflicts we face in wanting to recognize and hold private the distinctions of each one of us, together with a longing and appreciation of the fulfillment offered through communal engagement. This study showcases the stories of allies in the workplace, people who stand up or speak out to challenge the status quo so that others can benefit. Allies reconcile the need for private action and communicative ethics, with the necessity of public response and judgment. Cognizant of the embedded nature of gender, power, and values in discourse practices, this research illustrates how allies navigate between conflict and collaboration to advance equality for men and women at work. The convergence of ethics and justice is of particular interest, and is explored through the writings of Mikhail Bakhtin, Chantel Mouffe, and Emmanuel Levinas to confirm how dialogue, responsibility, and appreciation of differences are vital resources for a more just world. This research probes 48 narratives collected in individual interviews and collaborative study circle sessions. Allies talk of their actions as a matter of conscience and a persistent tug that compels them to respond when others admittedly do not. From allies, we find that dialogue is a desirable feature of human communication. However, by itself it is insufficient to address our complex social issues. Something precedes the dialogic encounter that makes possible our hope to advance a pluralistic society. Ethics is beyond dialogue. The signification of communication then is in the approach to the other, far beyond the language we utter. In defining communication as ethical expression, we shift our attention away from linguistic conventions, effective strategies, and predictive models. We turn instead to appreciating and supporting humane ambitions that embrace care for the other as our utmost priority.

Boundary management-systematically distorted communication: A study of grooming in child sexual abuse

Kirchner, Anne University of Denver 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study on grooming behaviors in intrafamilial child sexual abuse is to lay a theoretical framework to understand communication processes that lead to and maintain a shift from a parental or otherwise care-taking relationship to a perpetrator-victim relationship. Following a Grounded Theory approach, this study describes and explains the dynamics of this manipulated relationship as it gradually moves toward increasing levels of sexual abuse. The core concept emerging from the data analysis is boundary management. Its role in the reconstitution of family relationships and for the concept of dialogue, particularly the aspects of reciprocity and mutuality are discussed.

Extending the linking function of spoken language with digital technology: A neighborhood online community network

Lollar, Karen Laurel Sedlmayr University of Denver 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The digital age is a significant technological event in our lives. Media theorists predict that human experience is altered as human communication adapts to the language, sensory balance, and consciousness of an emphasis on digital technology. Such predictions are based on retrospective studies of previous technological changes suggesting that spoken language and its derivatives are extended by technology in new ways. These claims are of interest to communication scholars who study the development of spoken language. Neighborhood websites as a form of community network were studied as an example of how digital technology might extend communicative actions that create community. The study analyzed website use in Denver neighborhoods using a national for-profit community network. Question 1 in this inquiry-guided approach asked “how are neighbors using their local community network to support neighborhood communicative actions?” Question 2 asked, “how has the online experience contributed to the meaning of community for neighborhood members?” Analysis included three parts: (1) a quantitative analysis of use of neighborhood websites by 240 Denver neighborhoods, (2) an in-depth study of the use of the website by four neighborhoods actively using their website with specific attention to the discussion threads, and (3) a qualitative interpretation of interviews with 20 neighbors using the discussion board in the case study neighborhoods. Analysis was framed by 5 communicative actions that build community: involvement, information-sharing, shared identity, social interaction, and civic discussion. Results support the claim that the linking function of spoken language is extended by digital technology. Websites in 138 (58%) of 240 study neighborhoods are implemented although one percent of the neighborhood population participate actively on the discussion board. Participants are early adopters of the technology and report neighborhood communicative actions were extended positively by the website. Online civility and anonymity are contentious issues for discussion board participants. Recommendations for neighborhood networks include (1) access must be universal; (2) the website needs an active coordinator and marketing effort; (3) discussion boards need an active core group; (4) involvement is time-consuming replacing other involvement. Recommendations for additional baseline research are offered as well as suggestions for community network practitioners.