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Dissertation Proposal Presentation

Transcript: Overview Theoretical Framework Research Questions Introduction Methodology 1.What factors lead to teacher attrition on public secondary campuses? 2. Under what circumstances would these teachers be willing to return to teaching? 3. What have the experiences of these teacher leavers been since resigning? Significance of the Study Problem Statement Purpose of the Study Research Design Data Analysis Building Trustworthiness Literature Review Challenges Strategies EXPLORING TEACHERS’ PERCEPTIONS OF PROFESSIONAL ATTRITION Megan N. Benavidez Texas State University School Improvement, PhD Department of Counseling, Leadership, Adult Education, and School Psychology (CLAS) Problem Statement Between 25% and 50% of educators resign within their first 5 years of teaching (Hong, 2012; Kamrath & Bradford, 2020; Marinell & Coca, 2013; Mawhinney & Rinke, 2018; Schaefer, 2013; Schaefer et al., 2014; Simon & Johnson, 2015; You & Conley, 2015). Dissertation Committee: Dr. James W. Koschoreck - Chair Dr. Emily Summers Dr. Clarena Larrotta Dr. Rosa Pena Purpose of the study Teacher attrition is a heavily researched area due to its impact on society. The unique perspective of teacher leavers are a forgotten population (Mawhinney & Rinke, 2018; Schaefer et al., 2014). “The teaching pool keeps losing water because no one is paying attention to the leak” (Korthagen, 2004, p. 91). Explore the experiences of five teacher leavers

Dissertation Proposal Presentation

Transcript: For my dissertation topic, I have chosen to look into the use of psychology in advertising. I have chosen this as I think that it is interesting to learn about different techniques used by advertising companies to sell us products, both obvious, and bordering on subliminal. Examples of psychology in advertising I intend to discover whether psychology in advertising is an innocent marketing tool or whether it is a form of manipulation, to play on the emotions of the consumer. The history of psychology in advertising How it has changed throughout the years Psychology to sell 'bad' products - tobacco/alcohol etc. Psychology to sell products to children - unethical? Whether psychology in advertising is manipulative or just a form of marketing. The future of psychology within advertising What is psychology in advertising? What is psychology? Psychology is the scientific study of mental functions and behaviors with the immediate goal of understanding individuals and groups. Psychology in Advertising Advertisements that play on your emotions and relationships (inducing feelings of inadequacy) How I will research Psychology in Advertising American Psychological Association - Papers/Journals Adbusters - Kalle Lasn, co-founder - Likened psychological methods to 'brainwashing experiments' Commercial Alert - Website about culture Soap, Sex and Cigarettes - Cultural history of American Advertising. Questionnaires about what people think when they see certain advertisements. Marlboro Ferrari Barcode What I intend to find out Psychology in advertising is the above study, except using the results to sell products. Any Questions? I have yet to decide on my dissertation topic, yet I feel that through wide research I will then focus on one aspect. Topics I will research Dissertation Proposal

dissertation proposal presentation

Transcript: ADAMS, A., DAS ROY, R. & MAHBUB, A. (1993) Participatory Methods to Assess Change in Health and Women’s Lives, B Joint Project in Matlab (Dhaka, BRAC-ICDDR). ADAMS, E. & INGHAM, S. (1998) Changing Places: children’s participation in environmental planning, (London, The Children’s Society). Armstrong, D. (2000) A survey of community gardens in upstate New York: implications for health promotion and community development Health and Place, 6, 319–327. Baxter, J. and Eyles, J. (1997) Evaluating qualitative research in social geography: establishing ‘rigour’ in interview analysis. Transactions of the Institute of British Geographers, 22, 505–525. Burgess, J. and Clark, J. 2009. Practitioner evaluations of participatory processes in environmental decision-making. In Jordan, A and Adger, N. (eds) Governance for Sustainability. (CUP Press), 159-190. Burgess, J., Clark, J., Davies, G., Eames, M., Mayer, S., Staley, K., Stirling, A. and Williamson, S. 2007. Deliberative Mapping: exploring a new analytic-deliberative methodology. Public Understanding of Science, 16(3), 299-322. Davies, G. and Burgess, J. 2004. Challenging the ‘view from nowhere’: citizen reflections on specialist expertise in a deliberative process. Health and Place 10, 349-361 Burgess, J., Bedford, T., Hobson, G., Davies, G. and Harrison, C.M. 2003. (Un) sustainable consumption. In Berkhout, F., Leach, M. Scoones, I. (eds) Negotiating Environmental Change: New Perspectives From Social Ccience. Cheltenham: Edward Elgar, 261-292 Clark, J., Burgess, J. and Harrison, C.M. 2000. "I struggled with this money business”: respondents' perspectives on contingent valuation. Ecological Economics, 33, 45-62 Burgess, J., Harrison, C.M. and Filius, P. 1998. Environmental communication and the cultural politics of environmental citizenship. Environment and Planning, A. 30, 1445-1460. Harrison, C.M., Burgess, J. and Filius, P. 1996. Rationalising environmental responsibilities: a comparison of lay publics in the UK and the Netherlands. Global Environmental Change, 6(3), 215-234. Burgess, J. and Harrison, C.M. 1993. The circulation of claims in the cultural politics of environmental change. In Hansen, A. (ed) The Mass Media and Environmental Issues. Leicester: Leicester University Press, 198-221. Burgess, J., Harrison, C.M. and Goldsmith, B. 1990. Pale shadows for policy: the role of qualitative research in environmental planning. In Burgess, R. (ed) Studies in Qualitative Methodology: vol. 2. London: JAI Press, 141-168. Burgess, J., Harrison, C.M. and Limb, M. 1988. People, parks and the urban green: a study of popular meanings and values for open spaces in the city. Urban Studies, 25, 455-473. Hargreaves, T., Burgess, J. Revealing the hidden actors in transitions: Exploring interdisciplinary research activities as part of transition processes’ Paper to the 1st European Conference on Sustainability Transitions: ‘Dynamics and Governance of Transitions to Sustainability’. Amsterdam, June 2009. Dickinson, J., Duma, S., Paulsen, H., Rilveria, L., Twiss, J. and Weinman, T. (2003) Community gardens: lessons learned from California healthy cities and communities. American Journal of Public Health, 93, 1435–1438. Doyle, R. and Krasny, M. E. (2003) Participatory rural appraisal as an approach to environmental education in urban community gardens. Environmental Education Research, 9, 91–115 Ferris, J., Norman, C. and Sempik, J. (2001) People, land and sustainability: community gardens and the social dimension of sustainable development. Social Policy and Administration, 35, 559–568. Fusco, D. (2001) Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38, 860–877. GAVENTA, J. (1991) Toward a knowledge democracy: viewpoints on participatory research in North America, in: O. FALS-BORDA & M.A. RAHMAN (Eds) Action and Knowledge: breaking the monopoly with participatory action-research (New York, NY, Apex Press). Hancock, T. (2001) People, partnerships and human progress: building community capital. Health Promotion International, 16, 275–280. Holland, L. (2004) Diversity and connections in community gardens: a contribution to local sustainability. Local Environment, 9, 285–305. Irvine, S., Johnson, L. and Peters, K. (1999) Community gardens and sustainable land use planning: a case-study of the Alex Wilson Community Garden. Local Environment, 4, 33–46. Jamison, M. S. (1985) The joys of gardening: collectivist and bureaucratic cultures in conflict. The Sociological Quarterly, 26, 473–490. Krueger, R. A. (1988) Focus Groups: A Practical Guide for Applied Research. Sage, Newbury Park, CA. Kurtz, H. (2001) Differentiating multiple meanings of garden and community. Urban Geography, 22, 656–670. Mayo, M., Taylor, M. (2000) ‘Partnerships and power in community regeneration’ in Partnership Working: Policy and Practice edited by Balloch, S. & Taylor, M. (Sage: London) pp.20-41 Patel, I. C. (1991) Gardening’s socioeconomic impacts:

Dissertation Proposal Presentation

Transcript: Vocational Community Rehabilitation Organizations: Promising Employment Practices and Organizational Well Being LITERATURE THE STUDY Rosanne Renauer Interrelationships between Vocational Rehabilitation and Community Rehabilitation Organizations Differences between Non-Profit and For Profit Organizations Culture Vocational Rehabilitation Mission Organizational Performance Considerations LITERATURE REVIEW LITERATURE REVIEW Qualitative Research Case Study Grounded Theory Vocational Rehabilitation Definition History Competitive and Supported Employment Community Rehabilitation Organizations Definition History Relationship to Vocational Rehabilitation and Disability Competitive and Supported Employment Employment Programs and Practices Organizational Performance Organizational Theory Transformational Leadership Performance Indicators Differences between Non-Profit versus For Profit Organization Culture Definition Workplace Impact INFLUENTIAL STUDIES Effective VR Service Delivery Practices A 253 page report describes a 4-state sample identifying effective practices that lead to successful employment outcomes. The study identified 4 high performing states (Texas, Utah, Mississippi and Maryland) and asked the following main case study research questions 1) what are the specific best practices that appear to be evidence-based and transportable to other state VR agencies, and 2) what are the best models of effective practice, policy, and procedures among state VR agencies that result in the creation of an environment that promotes innovation and the effective delivery of services to assist individuals with disabilities to achieve employment outcomes? Multiple domains were noted across the three organizational levels within each state agency for senior managers, mid-level managers and selected counselors and other staff involved with the agency’s innovations and best practices. (Leahy, et al, 2013) Leahy, M. J., Chan, F., Lui, J., Rosenthal, D., Tansey, T., Wehman, P., Kundu, M., Dutta, A., Anderson, C. A., Del Valle, R., Sherman, S., & Menz, F. E. (2014). An analysis of evidence-based best practices in the public vocational rehabilitation program: Gaps, future directions, and recommended steps to move forward. Journal of Vocational Rehabilitation, 41(2), 147–163. https://doi-org.proxy2.cl.msu.edu/10.3233/JVR-140707 Well being, Positive psychology Leadership VR Culture Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575. doi:10.1037/0033-2909.95.3.542 Diener, E., & Suh, E. M. (Eds.). (2003). Culture and subjective well-being. MIT press. Diener E. (2009) Subjective Well-Being. In: Diener E. (eds) The Science of Well-Being. Social Indicators Research Series, vol 37. Springer, Dordrecht Title Well being is subjective, positive,complex,dynamic Well being considers physical, mental, social and environmental status Wellness and well being both integrate body, mind, spirit. Transformational Leadership Title Bass, B.M. (1985). Leadership and Performance Beyond Expectation. Free Press. Bass, B. & Avolio, B. (1993). Transformational leadership and organizational culture. Public Administrative Quarterly, 7(1), 112-121 Diaz-Saenz, H. R. (2011). Transformational leadership. The SAGE handbook of leadership, 5(1), 299-310. • Idealized Influence (II) – the leader serves as an ideal role model for followers; the leader "walks the talk," and is admired for this. A transformational leader embodies the qualities that he/she wants in his/her team. In this case, the followers see the leader as a model to emulate. For the followers, it is easy to believe and trust in a transformational leader. • Inspirational Motivation (IM) – Transformational leaders have the ability to inspire and motivate followers through having a vision and presenting that vision. Combined, these first two I's are what constitute the transformational leader's charisma. A transformational leader manages to inspire the followers easily with clarity. The transformational leader convinces the followers with simple and easy-to-understand words as well as with their own image. • Individualized Consideration (IC) – Transformational leaders demonstrate genuine concern for the needs and feelings of followers and help them self-actualize. This personal attention to each follower assists in developing trust among the organization's members and their authority figure(s). Teams are able to rely on and work together so decisions can be made more quickly, the transformational leader increases their buy-in. • Intellectual Stimulation (IS) – the leader challenges followers to be innovative and creative, they encourage their followers to challenge the status quo. A common misunderstanding is that transformational leaders are "soft," but the truth is that they constantly challenge followers to higher levels of performance (Bass, 1985). Title Organizational culture tends to be unique to a particular organization, composed of an objective and subjective dimension, 35

Dissertation Proposal Presentation

Transcript: The importance of Psychological skills for improving performance in 'Elite Level' Sport Climbing and Bouldering Define key aspects of title - 1st December 2012 Arrange athlete interviews - 24th December 2012 Explore and prepare body of research - 1st January 2013 Submit 500 word progress report - 5th January 2013 Conduct Athlete Interviews - February 15th 2013 Discuss personal experience relating to Interviews - February 25th Discuss relevant issues/weaknesses within interviews - March 1st 2013 Critically analyse and discuss athlete interviews - March 1st 2013 Produce Findings section March 25th 2013 Recommendation for further research - 1st April 2013 Submit Dissertation - May 2013 Thanks for Listening Any Questions? Improve my knowledge of the subject. Ultimately... What impact do psychological skills and techniques have on the performance of climbers? Library based research to support and iron out weaknesses within interviews Aims Potential lack of research directly relating to climbing Timetable Interviews with representative sample of 5 'elite level' climbers. Potential lack of access to 'elite level' climbers. Do 'elite level' climbers perceive this as being true? If there is a significant importance, what skills do they utilise? Potential for loss of focus and diversion from original aims. Substantial literature. Is there enough understanding by the general public? Problems? Introduction/Rationale Methodology Personal Experience added to interviews and research What level of importance do 'elite level' climbers place on psychological skills? Does this information relate to or reflect my own experiences? 'As physical as climbing is, it is even more mental' Horst (2010) A Mind Game? How does research literature support or reject their use of these skills?

Dissertation Proposal Presentation

Transcript: Identify what professional development experiences & activities of women CSAOs in their careers Applebaum, S. H., Audet, L., & Miller, J. C. (2003). Gender and leadership? Leadership and gender? A journey through the landscape of theories. Leadership & Organization Development Journal, 24(1). 43-51. Beeson, J., & Valeron, A. M. (2012). The executive leadership imperative: A new perspective on how companies and executives can acclerate the development of women leaders. Business Horizons, 55(5). 417-425. Chong, C., & Yeo, K. (2015). An overview of grounded theory design in educational research. Asian Social Science, 11(12). 258-268. Collin, K., Van der Heijden, B., & Lewis, P. (2012). Continuing professional development. International Journal of Training and Development, 16(3). 155-163. Creswell, J. (2013). Qualitative inquiry & research design. Thousand Oaks, CA: SAGE Publications Garland, P. H. (1985). Serving more than students: A critical need for college student personnel services. ASHE-ERIC Higher Education Report 7. Madsen, S. R. (2008). On becoming a woman leader: Learning from the experiences of university presidents. San Francisco, CA: John Wiley & Sons Roberts, D. M. (2007). Preferred methods of professional development in student affairs. Journal of Student Affairs Research and Practice, 53(1), 2-18. Schwartz, R. A. & Bryan, W. A. (1998). What is professional development? New Directions for Student Services 85, 3-13. Shea Glasser, H. (co-host). (2014, April 9). Student affairs live: Women in student affairs (Podcast). Tharenou, P. (1990). Psychological approaches for investigating women's career advancement. Australian Journal of Management, 15(2). Explore why these experiences & activities mattered in their career path Defining the Term: Professional Development Data Analysis Use of Grounded Theory Understanding How Professional Development Experiences Impact Women Chief Student Affairs Officers -Attendance at Alice Manicur Symposium in January 2014 -Chief Student Affairs Officer positions exist on almost event higher education campus, although the titles vary among the over 2,500 individuals -Women are underrepresented in these roles (Shea Glasser, 2014) -Professional development experiences can influence career advancement (Beeson & Valerio, 2012) In this study, professional development experiences include: -Professional association membership -Formal & informal mentorship -Training and classes -Symposium & institute attendance -Professional conference attendance -Professional webinars -Leadership development programs Jennifer Wegner Dissertation Proposal August 4, 2015 Participant Identification Research Questions References Integration Research Inspiration Data Collection Informed by the Literature Research Proposal Presentation Impact Identification Conceptual Framework Methodology *Coding ~Initial Coding Sort data into individual codes ~Axial Coding Compare data segments, organize, & re-organize to identify categories ~Selective Coding Connect the data pieces into narrative theory Constant comparative analysis consistently compares data between participants to consider variations, trends, similarities, differences Use of memos to capture reflections informing analysis Field notes to capture vibrant description of interviews 1. What professional development activities have women CSAOs engaged in during their career? 2. In what ways did these particular professional development experiences matter to them? 3. How are these professional development experiences helping them in their current CSAO position? Grounded Theory: Data generates themes & categories that explain a phenomenon (Chong & Yeo, 2015) Actions & processes over time that explain how & why certain professional development experiences impact the careers of women CSAOs (Creswell, 2013) Recognize how these experiences & activities impacted who they are as women CSAOs Participants identified through demographic survey to NASPA Regions I, II, III, IV-E Participant Criteria: ~Cisgender Woman ~4+ Unique Professional Development Experiences ~CSAO at 4-year Institution ~At Least 1 Other Student Affairs Position in Career Path Random selection using Carnegie Classifications (Basic Classification & Size and Setting Classification) * Professional Development Competencies ~NASPA/ACPA Personal Foundations Competency ~Council for Advancement of Standards Characteristics of Individual Excellence *Professional Development in Student Affairs ~Earliest Call in 1969 ~Formal, Nonformal, & Informal Experiences *Women in Leadership ~Individual Attributes ~Institutional Diversity ~Language of Leadership *Professional Development & Career Impact ~Individual Commitment ~Employer Encouragement to Utilize New Skills & Knowledge ~Retain Staff Journal Exercise Resume/CV Submission 60-minute In-Person Semi-Structured Interview *Emerging Area of Scholarship *Desire to Explain the Intersection of Professional Development & Career Ascension Beyond Narratives &

Dissertation Proposal Presentation

Transcript: June 17, 2013 1 in 88 children diagnosed with Autism (CDC, 2012) 1 in 76 deaf children also identified with ASD (Szymanski and Brice, 2008) 1 in 59 deaf children also identified with ASD (Szymanski, Brice, Lam, and Hotto,2012) 4 in 60 deaf children also identified with ASD in Region 4 RDSPD self-contained classes Incidence of co-occurring disabilities of hearing impaired and ASD on the rise! What is being used most commonly in programs across the country to best meet their needs? Research Question Introductory email sent. Electronic survey sent to program directors. Placement of Students with Hearing Impairments and ASD Are students with these unique needs best met in deaf classrooms with autism itinerant support or autistic classes with auditory impaired itinerant teacher support? Theoretical Framework Behaviorism July 1, 2013 Applied Behavior Analysis Professional development is lacking and needs to be created. What's the problem? Survey ends with the aim of at least 40 respondents. Refer to page 27. Refer to pages 21-24. Refer to page 7. Peer Interaction Skills Training August 5, 2013 Refer to page 28-32. Refer to page 8-9 Reminders are sent to nonrespondents. What instructional setting best addresses the needs of students with co-occurring disabilities of Autism Spectrum Disorder and hearing impairment? June 3, 2013 There is no consistency among programs across the country. In Home Behavior Training Placement for Students with Co-occurring Disabilities of Hearing Impairment and Autism Spectrum Disorder Proposal Angela Terry Doctoral Student Jones International University Summary Refer to page 11. Methodology Deaf Education 59.9% of deaf children were receiving their instruction in a regular school setting with hearing students and an additional 17.4% received their instruction in a self-contained classroom on a campus with hearing students (Gallaudet Research Institute, 2008). Reasons for these changes can be attributed to several factors including the increased number of students being implanted with cochlear implants, total communication used in self-contained and regular school settings, and the increased focus on academics comparable to hearing students Deaf programs must work to increase the hearing impaired students’ language at all levels and in all areas. Autism Education Most recent approaches have been more eclectic and are correlated between approach and psychological theories about autism (Tutt, Powell, & Thornton, 2006). Ivar Lovaas – a pioneer in the field of autism and home-based intensive behavioral programs Education of Children with Hearing Impairments & ASD Steinberg (2008) identified two needs of education programming these children need: one that identifies concerns early and one that considers both the deafness and the autism so that appropriate interventions can be designed. ABA use is supported by Szymanski et al (2012) Progress on goals and objectives related to language/communication and behavior/social skills Success on state assessment Graduation rate Class for Students with Autism with AI Specialist Support Chapters 4 & 5 completed. Current programs and programming need to be reviewed to find what works for these students. Data is reviewed & analysis completed. Current Trends in Special Education Class for Hearing Impaired With Autism Specialist Support July 2, 2013

Dissertation Proposal Presentation

Transcript: Personal interest Language skills Geographic location ideal Use of personal network Future research interests Presents a new perspective in kin-national research Interesting research for: governments, IGOs, NGOs, think tanks Methodology History of Hungary, Serbia Other academic work on Slovakian- and Romanian-Hungarian relations Both countries have strong records of kin-national policies Vojvodina Autonomous Province Inter-ethnic relations versus bilateral relations Serbian integration with the European Union Why have relations between Serbia and Hungary been different than other bilateral relations in the larger region, relating specifically to kin-national issues? Why has Serbia's approach to Hungarians in Vojvodina AP been different than other ethnic groups in Serbia and the former Yugoslavia? Has Hungary had an effect on Serbia's domestic minority policies especially its power vis-a-vis the EU accession process? What have Serbian reactions been from Belgrade and Novi Sad to Budapest? How have they been similar? How have they differed? Content Analysis Open source documents (e.g., newspapers, periodicals, journals, &c.) Academic resources Public records and policy documents Legislation Interviews with political elite (e.g., national and local politicians, NGO staff, government experts, academic experts, &c.) Comparative qualitative analysis of prior government relations/reactions (i.e., other cases of foreign relations) Possibly anthropological observations/oral histories, depending on contexts of inter-ethnic relations in Vojvodina. Joseph Davis, IMRCEES 2012-14 14 May 2013 Adviser Dr. Eamonn Butler Background Information Hungarian-Serbian Relations Focuses on Hungarian laws about kin-nationals Analyses Hungarian relations with Slovakia and Romania Focuses on the Wars of Yugoslav Succession and Serbian support of kin-nationals Supra-national focus on the European Union as a tool for policy, minority rights cannon Limited work on Hungarian-Serbian kin-national issues Research Question and Hypothesis Obstacles to Research Language Gaining access for interviews, usefulness of information gathered in interviews Accessing information Geography Literature Rationale Kin-National Policies and Bilateral Relations

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