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Dissertation: Proposal Defense

Transcript: The idea is to tell the story of SEMIS in a way that... Continue analysis and writing of narrative vignettes Draft of Chapter V Timeline 1. What theories help teacher educators to understand and describe the development of an “eco-ethical consciousness?” What ought to be the role of education? interviews of current and past key members of the organization, November 25th Study population will be recruited using a convenience sample of approximately 20-30 adults being interviewed. What previous experiences or events brought you to SEMIS? Defend the dissertation and graduate in December 2013 IV. EcoJustice Education Sample Interview Questions Purpose of the Study Ethnographic case study research of a reform effort that explores the potential and power of teaching and learning to be members of socially-just and environmentally sustainable communities. January 5th HSA Approval Begin first round of interviews Martusewicz, & Edmundson, 2005 To better understand teacher learning, and communicate a need for programs that support the development of both an “eco-ethical consciousness” and a “pedagogy of responsibility”. 2. How can/does an intermediary organization work with adult learners to foster the development of a “pedagogy of responsibility?” January 31st Brokering and leveraging resources Essential Secondary Questions Set 1: For all subjects interviewed who are, or were directly involved with SEMIS. Introduction What experiences or events brought you to that work? No vulnerable populations and no individuals under 18 will be part of the research. "Deep" Design of SEMIS A. EcoJustice Education B. Adult Learning and Development C. Summary D. Implications E. Further Research November 25th I hold the position that… Examining and identifying how to teach skills, and habits of mind, that support socially-just and environmentally sustainable communities. Investigate the design of a unique intermediary organization on the cutting edge of educational reform. Ethnographic research that closely examines and sets out to communicate the complex design of how a local intermediary organization draws from theories of professional development and school change to form articulated “theories of action” from which the research will provide an actual “theory of action” for the organization. In this critical moment in history, we need a major shift in how we perceive and interact with the world. How do you describe the connections between environmental degradation and social justice? which undermine living systems and ought to be minimized or eliminated. May 31st April 15th Typically they engage in: Continue interviews and transcriptions Drafts of Chapter IV Section A & B (Contextualizing Lit for EJE, Adult Learning, and other emerging themes) Final Drafts of main vignettes telling the story of SEMIS Drafts of Chapter V Section B: Articulated Structure, and Section C: Articulated Theories of Action, and Section D: Actual Theories of Action III. Autobiographical Statement/Self-Reflexivity Setting the context for the proposed research. Research Questions What do you think SEMIS does successfully? Dissertation Proposal Defense January 5th Any organization that operates between policy—or any set of principles—and implementers. Illuminates a “theory of action” (Argryis, & Schön, 1974) that emerges from the thick descriptions (Geertz, 1973) in the story of SEMIS. Subjects More Specifically: All participation will be voluntary and subjects may withdraw at any time without penalty or consequence 1. Phase 1: Ethnographic Observations of SEMIS 2. Phase 2: The Story of SEMIS Design the identification and analysis of documents archived by SEMIS. observations of the structure and function of the organization, When did you start to make those connections? Draft of Chapter V and VI What do you think limits or challenges SEMIS? Methods draw heavily from critical ethnography, oral history, and case study research that culminates in a "deep" description of the design of SEMIS. Overarching Question February 15th A. Eco-ethical Consciousness B. Pedagogy of Responsibility A. Statement of the Problem B. Purpose of the Study C. Significance of the Study D. Conceptual Framework for the Study E. Definitions F. Organization of the Chapters Table of Contents Set 2: For those subjects interviewed with strong influence on SEMIS but may not be directly aware of or involved in the organization. That traces the roots of SEMIS through… The unique design of an intermediary organization framed in EcoJustice Education. Proposal approved by committee HSA submitted Schools overwhelmingly prepare students for roles in communities shaped by individualism and consumerism at the expense of healthy social and environmental relationships… Ethnographic case study research. Begin Revisions / Preparation for Fall Defense Autobiographical story "Backyard Research" written Drafts of Chapters I and II May 1st a. Subjects b. Procedures c. Results d. Limitations e. Conclusion March

DISSERTATION PROPOSAL DEFENSE

Transcript: Dissertation Proposal Defense James Vaughn Native San Franciscan Dissertation Committee Dissertation Committee Dr. Timothy McCarty, Dissertation Chair Dr. Keith Larick, Dissertation Committee Member Dr. Charles Young, Dissertation Committee Member Personal/Family Personal/Family James Vaughn Father of 3 Sons- Co-Parent w/ Tanya Legacy of Educators on Maternal Grandfather’s side Man of God Youngest of 5 siblings Professional Professional 27 years in Education Principal K-8 Current position - Director of Student Services Autism Coordinator Director of Special Education summer school and extended school year Procedure & Activities Education Doctoral Candidate, Organizational Leadership, Brandman University Masters in Special Education- San Jose State University Education Specialist II Credential- San Jose State University Bachelors of Science- Administration of Justice, SJSU Effective School Board Presidents: Dissertation Title Tasks, Teamwork, and Relationships Statement of the Research Problem Statement of the Research Problem complex issues complex issues School board presidents and school board teams face complex issues such as such as student discipline, budget and finance, distance learning and COVID-19 new legislation new legislation School board presidents and teams face new legislation the California Voting Rights Act (CVRA) School presidents lead meetings School presidents lead meetings School presidents lead meetings and their school board teams need to adhere to policies such as the Brown Act need strategies need strategies School board presidents and school board teams need strategies to help manage various types of conflict Limited research Limited research Limited research on school board presidents and how they work with their school board teams mesh and work together as a team mesh and work together as a team Limited research on how groups of elected officials mesh and work together as a team Purpose Statement Purpose The purpose of this qualitative multi-case study is to describe team dynamics challenges exemplary school board presidents’ face as they make complex board policy decisions based on Parker’s twelve characteristics of effective teams. Additionally, this study will describe strategies that exemplary school board presidents use to build governance teams during complex board policy decisions. Research Questions Research Questions How are the team dynamics challenges that exemplary school board presidents describe as they make complex board policy decisions based on Parker’s twelve characteristics of effective teams? team dynamics challenges team dynamics challenges Step 2 strategies Review of Literature 8 Key Factors Historical Context Historical Context History of School Boards School Board Members and School Board Presidents Policies & Legislation Complex Issues Existing School Board Team Development Existing School Board Team Development Governance Team Professional Development CSBA Masters in Governance Modules Theoretical Foundations of Team Models Synthesis of Team Development Models Theoretical Framework- Parker’s Model Theoretical Foundations and Framework Theoretical Foundations and Framework Gap in Literature This study will contribute to the literature by exploring the collective team challenges school board members face as they engage in collaborative activities from the lens of school board presidents. Development of team dynamics need more exploration as teams are engaged in these critical decision-making situations and are learning their roles and responsibilities as school board members. While many types of teams have been studied, school board presidents working with their associate school board members, have not been studied. Additional research is needed to understand the team building processes as school boards debate and decide upon complex school board policies. Gap in Literature Significance of the Study This study will contribute to the literature by exploring the collective team challenges school board members face as they engage in collaborative activities from the lens of school board presidents. Development of team dynamics strategies require more analysis as school board teams are entrenched in these crucial decision-making situations and are learning their roles and responsibilities as school board members and when implementing board policies. The development of an unhealthy governance team and can have a negative impact on the district and the implementation of board policies that impact student achievement. On the positive side, healthy school boards can make decisions that are supported by all stakeholders and this process leads to better educational programs for students. unhealthy governance team Methodology: Qualitative multi-case study conducted through interviews of 5 exemplary school board presidents of California unified school districts. Qualitative methods utilized to describe the team dynamics challenges of school board presidents as they

Dissertation Proposal Defense

Transcript: Respondent Selection and Recruitment Taub (2012) First research endorsed by ACUHO-I Setting Evaluate implementation and execution in home institution Associate Vice President for Student Affairs Implementation Bolman and Deal's (2003) four frames Subject matter is sensitive Line of questioning is not as sensitive Analytic Methods Gender Neutral Housing Research The behaviors, attitudes and practices of students, faculty, and staff at a college or university (Rankin et al., 2010). Unique needs of LGBT students 7 vectors Establishing identity in vector 5 6 phase model-external Develop relationships and community Data Analysis How has gender neutral housing impacted the campus climate? Organizational Theory Erikson's (1963) 8 stages of phsychosocial development Schlossberg's (1995) transition theory Gender neutral by: Room Apartment Self Identify as: LGBT Transgender None needed Interviews Document Analysis A Case Study of Gender Neutral Policies in University Housing Other administrators 1.How closely does the proposed policy align with what actually occurs in the halls? 2. How has the policy changed since it was first implemented? Seek self-actualization How was gender neutral housing executed and how were challenges addressed? Provide case study example for new implementors of Gender Neutral Housing Definitions Gender neutral housing for 2 years Located in liberal city 10,000 undergraduates 40 residence halls Political frame Development of Gender Neutral Housing Policies Social cognition Symbolic frame Poor evaluation measures Not uniform Dialectical Interest groups Interviews 1.How do you think the policy has changed the campus? 2.How does this policy influence perception of LGBT people? 6 phase model-internal Highlights the unique needs of lesbians and gays Evaluation is minimal Maslow's (1943) hierarchy of needs Kircher and Hong (2010) “Those who experience a mismatch between their biological sex and their psychological awareness of gender, feeling more comfortable in the identity of the other gender” (Wester, McDonough, White, Vogel, & Taylor, 2010, p. 214). Motivation and Identity Development Members of Gender Neutral Housing Committee Upper Level Administrators Residence Life/LGBT Affairs Administrators Students Research question 1: (Implementation) Measures of Quality Administration Residence Life Staff Students LGBT Affairs Office Data Execution Human Resource frame Searching for commonalities Telling the story Comparison (Weiss, 1998) Drop out risk Introduction Transgender Campus climate Gender neutral housing grass-roots top-down Structural frame Tinto's (1997, 1998, 2003) student involvement theory Literature Review RQ1: Implementation RQ2: Execution RQ3: Impact Just and purposeful Student involvement = Student learning “Residents are more likely than commuters to… express satisfaction with their undergraduate experience" (Astin, 1999, p. 525). Bullying The Case Administration Residence Life Staff Students Research Question 1: (Implementation) How was gender neutral housing implemented and how were obstacles addressed? Research Question 2: (Execution) How was gender neutral housing executed and how were challenges addressed? Research Question 3: (Impact) How has gender neutral housing impacted the campus climate? Results Political Anarchical Data Collection Procedures Interviews Document Analysis Ethical Considerations Limited Case Study approach Interesting to other institutions D'Augelli's (1994) theory of LGB student development Scope Conclusions Student involvement = Student retention Chickering's (1993) identity development theory How was gender neutral housing implemented and how were obstacles addressed? Support for Gender Neutral Housing Evolutionary Teleological Organizational chart model 1.What was the impetus for creating a gender neutral housing policy? a.Who pushed for the change? b.What was your initial reaction to the idea? Questions aligned with research focus Boyer's (1995) six principles of community Research question 2: (Execution) Local administration Research question 3: (Impact) Identity vs role confusion Intimacy vs isolation Transition into LGBT identity Cass's (1984) model of sexual identity formation Student involvement = Self esteem Life cycle Human capital Concerted cultivation Statement of problem Astin's (1999) theory of involvement ACPA Final selection Policy already implemented Eager to participate Largest gender neutral program Josh Chave Schossberg's (1989) marginality and mattering Bureaucratic Collegial Honesty Integrity of Key Informant Student achievement Community and Involvement Focused Interview Methodology Interview protocol design and structure Develop case description Recorded interviews transcribed Repeated readings and inductive coding Rationale and audience Assumptions Impact Always at least 3 data sources Member checking throughout process Checking with key informant Yin (2003) Key Informant Birnbaum's (1988) four frames Increasing March 11, 2013

Dissertation Proposal Defense

Transcript: -history of anthropology and sociology -gender/sexuality -Jewish diasporic subjectivity -internal colonialism Ruth Landes 1908-1991 I interrogate how Jewish female anthropologists and sociologists (like women in imperialist projects and national struggles from the end of the 19th century until WWII) may have proved their nationalist-imperialist belonging and “modern” subjectivities through their research with black and indigenous women (Brodkin 1998; Burton 1994:7; Mufti 1998; Woollacott 2006:104). BACKGROUND Forming gendered and racialized Jewish subjectivities in the internal colony: Jewish women social scientists and their transracial, transdisciplinary and transnational networks, 1920-1965 Problem Statement Definitions of Jewishness Theoretical Sampling Significance Concept Model Three kinds of networks "webbed connectivities" (Patil 2015:1, 12) challenging the gender of "theory" "connected histories" (Subrahmanyam 1997) Research Timeline Social Network Analysis Ellen Hellmann 1908-1982 A "Jewish" science? anti-Semitism-->racism internal colonization diaspora as networks relational and embodied practices, and processes of becoming (Damon 1996: 495; Schwadron 2013; Mufti 2007). Mufti: “oppositional culture,” a form of decolonization in-between-ness (Schwadron 2013): a conflict between assimilation into the white norm, versus affirmation of difference (King 2000) racialized Jewish stereotypes impacted self-understandings (Bloul 2013) embodied (gendered and sexualized) experiences of being Jewish, how they envisioned their bodies, how they performed gendered and sexualized Jewishness (Schwadron 2013) During Phase C: travel to three archives in order to gain access to the papers of the three core women including: manuscripts, journals, field notes, correspondence, photographs, and any existing ethnographic object collections. Fighting anti-Semitism by "remote control" & proving "modern" subjectivities Abby Gondek PhD student Global and Socio-cultural Studies Florida International University Dissertation Proposal Defense, April 22, 2016 METHODOLOGY Data Collection Central Research Objective Data Analysis Viola Klein 1908-1973 Grounded theory methodology: Phases A & C: open/eclectic coding, reflective and analytical memos Phase E: axial and thematic coding Social Network Analysis: Phases B & D edge lists "ego-centric networks with alter-connections" node properties and relation attributes Reflexive writing style Phase A: May-July 2016 Published materials Phase B: August-September 2016 SNA I Phase C: October 2016 – March 2017 Archival Visits Phase D: April 2017-May 2017 SNA II Phase E: June 2017 – April 2018 Dissertation Writing

Dissertation Proposal Defense

Transcript: Students in alternative schools Critical Theory recognition power relations possibility for transformation California State University, San Marcos Tuesday, October 18, 2011 Methodology (McLaren & Girarelli, 1995, p.2) student view of instruction (Atkins et al., 2005; Brown, T., 2007; Foley & Pang, 2006; Kelly, 1993; Kim & Taylor, 2008; Lehr & Lange, 2003; McNulty & Roseboro, 2009; Muñoz, 2004; Quinn et al., 2006; Warren, 2007) Informs policy and procedures Many establishing a caring and supportive environment Lack of rigorous academic standards Self-Determination Theory (SDT) Generalizability Critical Theory Self-Determination Theory Student Voice (APA, 2008; Marinez 2009; Skiba & Rausch, 2006; Wallace, Goodkind, Wallace, & Bachman, 2008) Created for the benefit of the traditional schools Critical Constructivist Theoretical Framework Basic pyscological needs: autonomy competency relatedness A Mixed Methods Examination of Student Experience in an Alternative School Real Huge Can we reimagine alternative education? Statement of the Problem Research 1) Who attends alternative school? (Arcia, 2006; Brown, T., 2007; Cox, 1999; Kelly, 1993; Kim & Taylor, 2008; Lehr, Tan, & Ysseldyke, 2009; McNulty & Roseboro, 2009; Muñoz, 2004) Gives voice and advocates for students who have been marginalized Achievement Serving students labeled “at-risk” of educational failure Warehousing underperforming students Most vunerable and disadvantaged (Atkins et al., 2005; Darling & Price, 2004; Fairbrother, 2008; Loutzenheiser, 2002; Washington, 2008) recognition power relations possibility for transformation new methodology? critical enlightenment, critical emancipation, interpretation immanance (Brown, T., 2007; Kim & Taylor, 2008; Lehr et al., 2009; McNulty & Roseboro, 2009; Muñoz, 2004; Warren, 2007). Uniting logic and emotion Impossible to separate the knower and the known Practical for critical social action Acceptance of complexity Knowledge is socially constructed Power plays an exaggerated role Member checking Data triangulation (Lehr & Lange, 2003; Lehr et al., 2009) Deci & Ryan (2000) Overview student outcomes Limitations Real Alternatives? Research Questions Researcher Espistemology Reserarcher Espitomology The Gaps Significance The results might imply that alternative education has a hugh mountain or just a few peaks to climb to become a real alternative. What are the descriptive statistics? What are their goals? What is their perceived basic psychological needs satisfaction? How might students be associated into homogenous groups? Literature Review student experiences Theoretical Framework Student Voice Proposal Defense by Susan Glassett Committee in Charge Limitations supports and barriers Methodology Provides a systemic view from the student perspective communication as dialogue 2) What is the lived student experience before, during, and after attending an alternative school? Real Alternative? Adds to our knowledge Literature Review Tip Positionality Discipline Enrollment in alternative schools is increasing , due in part to excessive use of zero tolerance policies. Traditionally underserved students are being disproportionately suspended and expelled Research Questions (Darling & Price, 2004; de la Ossa, 2005; Fairbrother, 2008; May & Copeland, 1998; Poyrazli et al., 2008; Quinn et al., 2006; Saunders & Saunders, 2001; Washington, 2008). Data Operate with a relatively high degree of autonomy All aspects need research, especially research on student outcomes. (Kincheloe, 2005) Dr Erika Daniels, Chair Dr. Patricia Prado-Olmos Dr. Carolyn Hofstetter student profiles What are student outcomes from attending alternative school?? What factors (structural and cultural) support or challenge academic achievement and persistence in school? Statement of the Problem Improves practice Kincheloe and McLaren (2005) Significance of the study "Critical theory is, at its center, an effort to join empirical investigation, the task of interpretation, and a critque of this reality." Little to no accountability for student outcomes in alternative schools

Dissertation Proposal Defense

Transcript: I Matter: Understanding the Self-care Practices of School Counselors and How Internal and External Factors Create Barriers Problem The # of students who request to see a counselor, each day, on average. 13% of children ages 8 to 15 have issues related to mental health. 1 student suicide 9 students this year have attempted self-harm/suicide on school property. Self-care is actively sustaining the personal and professional self through purposeful and proactive efforts to replenish the physical and psychological self. Introduction Introduction The percentage of school counselors operating with some form of impairment. Research Questions: 1.) What are the self-care habits of Missouri school counselors? 2.) How do internal and external factors influence school counselor self-care habits? Theoretical Frameworks Review of Literature Clayton Alderfer's E.R.G. Theory Robert Kegan & Lisa Lahey's Immunity to Change Theory Key Elements of the Review of Literature School counseling is a "high touch" profession. School counselors advocate for self-care, yet they fall short in achieving healthy self-care practices themselves. The average school counselor is only productive for 10 years before impairment becomes an overwhelming barrier. Deficits in meeting physiological needs (sleep, hydration, nutrition, & exercise) is linked with deficits in well-being such as depression, anxiety, poor decision making, low cognitive performance, and others. School counselors are vulnerable to satisfy relatedness needs as their role differs largely from other school positions. Many school counselors experience role ambiguity and extraneous job assignments which interfere with their professional identity, causing growth needs (e.g. work-life balance) to become frustrated. Self-care is an ETHICAL MANDATE for school counselors. Validating Quantitative Data Mixed-Methods Approach Methods Research Sample Stage 1 of Data Collection Electronic Survey Researcher-generated list of Missouri school counselor email addresses yielded 2,575 emails, representing 483 of the 565 school districts in Missouri (approx. 85%). Researcher goal is to receive 500 or more responses to the electronic survey during a 4-week initial data collection time frame, with a reminder email occurring between weeks 2 and 3. Research Sample Stage 2 of Data Collection Focus Groups Participants may self-select to participate in a focus group facilitated by the researcher via digital discussion. Researcher goal is to receive at least 20 participants interested in a follow-up discussion of self-care. Collection Instrument Collection Instruments Stage 1 of Data Collection Electronic Survey-Survey Monkey Demographics: 9 Questions Role, Gender, Age, Ethnicity, Years in Counseling, Years in Current School District, Grade Level, Student-to-Counselor Ratio, and Missouri Geographical Location Existence Needs: 14 Questions Sleep, Hydration, Nutrition, and Exercise Relatedness Needs: 11 Questions Interpersonal Relationships, Belongingness, and Interpersonal Esteem Growth Needs: 10 Questions Work-life Balance, Self-esteem, and Personal and Professional Development Locus of Control: 6 Questions Open-ended Questions investigating the control school counselors feel over their own self-care practices/habits Stage 2 of Data Collection Focus Groups (Plan B: Interviews via phone) Competing Commitments: 5 Questions Open-ended questions investigating the competing commitments (visible or hidden) that work against another stated goal (i.e. those things working against achieving healthy self-care practices). 50 Questions Trustworthiness, Limitations and Delimitations Trustworthiness, Limitations and Delimitations TRUSTWORTHINESS Internal Validity: Researcher generated questions; survey relies heavily on face validity External Validity: Study is best transferable to 31 states with a similar policy context as Missouri Self-care set within two existing theoretical frameworks LIMITATIONS Timing of Data Collection Method of collecting school counselor email addresses Predetermined survey responses on most questions Survey as primary data tool DELIMITATIONS Population includes Missouri school counselors only Forced, 4-point Likert Scale, no "neutral" response Chosen Theoretical Frameworks Tentative Timeline Tentative Timeline

Dissertation Proposal Defense

Transcript: Learn to Communicate Communicate to Learn Memory Social Cognition "Why" Audience Collaboration Beliefs Goals Qualitative Grounded Theory Create Meaning • This study is delimited to first through fifth grade teachers. • All teachers in the study will be selected from suburban communities in Northeastern Illinois. • The research utilized within this study will conclude within one school calendar year. • The information communicated in data collection is limited to the accuracy and honesty of participants’ answers. • Study participants are instructors in the elementary grade level setting, and not from middle or upper grades. Common Core State Standards Learning outcomes for students grades K-12 and college readiness. 4 writing anchor standards 3 styles of written works tools for writing + addresses writing content based on frameworks for writing development, instruction and assessment. - does not address essential writing skills such as motivation, feedback and revision (Troia & Olinghouse). - lacks a variety of writing outcomes (Lawrence, Galloway, Yim & Lin, 2013). Jessica Thacker Holt Wednesday, March 18, 2015 Purpose of the Study Importance of Writing : Influences of Flower and Hayes' Model Delimitations/Limitations Writing Constraints Research Timeline Artifact elicitation of teacher lesson plans relate to participants' beliefs and views on writing instruction components (Mirriam, 2009). Potential to generate additional perspectives during the interview process (Wagner, 2011). The Common Core State Standards for Writing Can be a predictor of academic success (Nora, de la Cruz, Pozo, & Neira, 2006). Protections National policy is now seen as an agent of change in public education. (Spring, 2005). Dissertation Proposal Writing is viewed as a secondary literacy skill to reading (Wray, 2013). In the progression of learning development, writing is typically the last skill taught (Learner, 2002). (Hicks, 2011; Morgan, 2014) Teacher Interviews Teacher Lesson Plans Memoing Common Core State Standards Technology Definition of Terms Common Core State Standards: Educational standards established for kindergarten through twelfth grade by the National Governors Association Center for Best Practices Writing acquisition: The processes used for individuals to effectively learn how to compose written works. Writing instruction components: How the subject of writing is taught to students. Writing mechanics: The correct use of basic print conventions. Writing structure: organization of ideas used in written compositions. Long Term Memory Background knowledge, audience Working Memory Coordinating of writing skills Multiple processes Students with reduced memory capacity may struggle as writers. Cognitive Writing Acquisition The purpose of this qualitative study is to establish what two different educational groups (teachers and educational legislators), each deemed as experts in their own right, determine as essential components of writing instruction. A secondary purpose is to determine the compatibility of these essential components between the two groups. Writing expectations as outlined by CCSS fall within the bottom three levels of Bloom's Taxonomy. Teacher expectations of writing fall within the top three levels. Theoretical Framework Memoing Jot ideas that contribute to the evolving theory (Cresswell, 2007). Used during and after collecting data to identify relevant information (Goulding, 2002). Teacher Expectations Study of college teachers showed they have higher expectations than CCSS (Wolsey, Lapp & Fisher, 2012). Studies of high school teachers showed higher expectations than CCSS (McMackin, 1994; Nauman, Stirling & Borthwick, 2011). Content > Mechanics Research Questions There is a mismatch between teacher expectations and educational policy. Constructivist Framework (Miles, Huberman & Saldana, 2004; Riessman, 2003). Thematic (Bazeley, 2013; Miles, Huberman & Saldana, 2004; Squire, Andrews & Tamboukou, 2008). Comparative Pattern Analysis (Patton, 2002; Hays & Singh, 2012). Hayes Model (1996) Writing is the most prevalent communication disability (Hooper, Swartz, Wakely, Kruif &Montgomery, 2002). National and State Standards vs. Teacher Standards Data Collection Writing is essential to education. Data analysis is completed thoroughly. Participants will be willing and honest. Narratives will be analyzed through the language The Need to Study Writing Image retrieved on 3/15/15 from http://www.louterpromoveren.nl/wp-content/uploads/2011/05/hayes.jpg Comparative Grounded Theory Analysis of Effective Writing Instruction Components as Expressed by Elementary Teachers and Common Core State Standards Writing helps strengthen thinking processes (D’On Jones, Reutzel & Fargo, 2010). Writing is one of the main educational areas where students perform the lowest. CCSS and Teacher Expectations Teachers are no longer seen as educational experts in their field Methodology Goal Identify essential components of writing

Dissertation Proposal Defense

Transcript: Jennifer Flora University of Charleston An Initial Look at the Relationship between and among Higher Education Executives’ Physical Activity & Self-Leadership About Overview Statement of Purpose Background, Significance, and Contribution Literature Review Methodology Quality & Ethical Considerations Statement of Purpose Statement of Purpose The purpose of this study is to examine the relationship between physical activity and self-leadership of full-time, executive administrators at accredited colleges and universities as identified by the Higher Learning Commission of the United States, as of 2018. Background Background, Sigificance, and Contribution Fill a gap in self-leadership literature Speculate about the causal direction of the relationship between physical activity and self-leadership Identify trends in post-secondary executives’ physical activity and self-leadership levels; Demonstrate the extent to which physical activity and self-leadership are related; Significance Significance This research seeks to better understand the relationship between physical activity and self-leadership. As little to no empirical research has been done on the relationship between self-leadership and an executive’s level of physical activity. Contributions Contributions By adding to the current self-leadership literature; and By expanding our understanding of the nature of the relationship between physical activity and self-leadership and the role this relationship plays in influencing internal development This study's contribution is significant in two ways: Literature Review DIVING DEEPER Search Strategy & Constructs Self-leadership Self-leadership Manz (1983) coined the term self-leadership, a concept derived from two areas in psychology: social learning theory and intrinsic motivation theory. His theory emphasizes that we (individuals) are in control of what we are and who we are. Self-leadership is the process of influencing oneself by practicing self-awareness to identify discrepancies between where we are versus where we want to be and then intrinsically enacting the “necessary tools and strategies to motivate and control behavior and thought” (Boss & Sims, 2008, p. 142). Dr. Charles Manz 1983 Derived from and built upon foundational theories Self-leadership is the process of influencing oneself Focus on the executive leader at work Physical Activity Physical Activity Physical activity defined Positive dose response relationship Role in executive health Self-leadership strong emphasis on importance Executive Leaders Executive Leaders Why higher education? Problem executives are facing Importance of self-leadership and physical activity Methodology Methodology Research Question Sample Population & Size What is the Relationship Between and Among Higher Education Executives’ Levels of Physical Activity and Self-leadership? Instrumentation Data Collection & Analysis Executives in Post-secondary Education Identified by the Higher Learning Commission n=336 Demographic Questionnaire RSLQ IPAQ SurveyMonkey Global Scores PMCC Quality & Ethics Quality & Ethics Validity & Reliability Assumptions & Limitations Delimitations RSLQ IPAQ Cross-sectional design Data Analysis HLC sample population Self-leadership at every level Physical activity narrowing Instrumentation selection Self-leadership utilization assumption Honest answers Nature of assessment tools Generalizabiliy limitations ?s Questions?

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