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Development for diverse school leadership : a case study exploring the experience of early career Latina education leaders in a Latino leadership fellowship program.
No full textThe underrepresentation of Latina education leaders in PK–12 leadership perpetuates the systemic challenges faced by under-resourced communities. When there is a lack of Latina leaders, students miss out on the unique skills Latina leaders bring to their leadership. Many Latina leaders overcome several obstacles on their path to education leadership. Unfortunately, even after entering leadership roles, many leaders lack access to continued development to meet their unique needs, hindering Latina leaders’ career advancement.
This descriptive qualitative case study examined the perceptions of Latina leader participants about how the six forms of cultural wealth met their professional development needs after participating in a fellowship. Guided by a qualitative methodology, I used a semi-structured interview protocol to interview eight Latina education leaders who participated in a fellowship program. In addition, I also conducted an in-depth literature review on the barriers and opportunities to increase the representation of Latina leaders. Yosso’s (2005) community cultural wealth theory provided the theoretical framework used in this study. Yosso’s (2005) model identified strengths that people of color possess in the form of aspirational, familial, linguistic, navigational, social, and resistant capital. The focus of this study was to elevate Latina leaders’ voices on how they use community cultural wealth to meet their professional needs.
The implications of this study included improving professional development experiences for aspiring Latina education leaders. The findings included three themes that provided insights for key decision-makers to support the professional needs of Latina leaders. First, participants’ personal assets, cultural backgrounds, and valued workplace traits collectively contributed to professional success and identity-grounded leadership. Second, personal self-image growth, validation, and access to a values-aligned support network positively contributed to realizing one’s potential. Finally, the individual struggles, systemic barriers, and ongoing fortitude and resilience to seek ways to navigate and overcome challenges supported their professional development. The study provided actionable insights to meet the professional needs of Latina leaders
Teaching the gospel : ancient pedagogy and the quest for gospel communities.
No full textThis dissertation is about how the authors and first audiences of the Synoptic Gospels might have participated in patterns of pedagogical reading and writing prevalent during the Roman imperial period. Two central claims form the “axle” of the dissertation’s thesis. First, the Synoptic evangelists encode their readers as students, which is to say that when they address their readers most directly, the authors of Matthew, Mark, and Luke employ stratagems and tools typical of ancient educators. The second claim follows from the first: that the didactic and educational posture the evangelists take towards their readers implies their audiences’ participation in networks of pedagogical reading. By analyzing comparative data for other ancient pedagogical reading networks, the present work offers a new account of “gospel communities” that sits intelligibly within the social matrices of imperial-period intellectuals and teachers
Aquinas on punishment : its nature, its purpose, and its role in the atonement.
No full textPunishment is an important and widespread topic in Aquinas’s thought, yet it is also one for which Aquinas offers little systematic exposition and one to which modern interpreters of Aquinas have given relatively little attention. This dissertation thus seeks to explore Aquinas’s understanding of punishment, identifying his answers to three basic questions: What is punishment? What is punishment’s purpose—i.e., for what end does God punish, and for what end ought the state to punish? And what role, if any, does Aquinas assign to punishment in his account of the atonement? In answering these questions, I show that while Aquinas thinks that punishment of wrongdoing is just in itself, he does not think that the justice of punishment engenders an obligation to punish. Rather, the normativity of punishment derives from the way that punishment contributes to goods beyond justice. This structured account of the normativity of punishment gives punitive agents strong reason to punish but also latitude to forgo punishment for goods higher than justice. This understanding of punishment consistently informs Aquinas’s accounts of God’s work of punishment, the state’s work of punishment, and of how Christ’s death has salvific efficacy
Finding the right support for cancer patients at work : effects on job insecurity and well-being.
No full textThis study examines how control over cancer diagnosis disclosure, supervisor changes in frequency of communication, and person-environment (P-E) fit in terms of support offered affect job insecurity and well-being among cancer-affected employees. Drawing on Conservation of Resources (COR) theory and P-E Fit theory, we propose that disclosure control serves as a resource that mitigates job insecurity, but its effectiveness depends on contextual factors. Data from 196 cancer survivors indicate that disclosure control reduced job insecurity only when supervisor communication frequency remained stable or increased, and support was high. In turn, job insecurity mediated the relationship between disclosure control and well-being, highlighting the importance of communication and fit in supporting employees
Positive psychology resources and burnout in problem-solving court coordinators.
No full textThere is substantial literature on burnout and its detrimental psychological and behavioral impacts across professions in the human services, medical/psychological, law enforcement, and emergency services fields (Borritz, et al., 2006; Cooper, 1998; Maslach, et al., 1997; Maslach & Leiter, 2017; Rushton, et al., 2015; Wearing & Hart, 1996), but there were few evaluations of the impacts of burnout on the court system (Miller, et al., 2018), with even fewer evaluating the potential impacts on non-social work human service positions, such as problem-solving court coordinators. Additionally, the majority of previous studies had evaluated burnout from a pathology perspective, rather than a “strengths-based” wellness-focused perspective (Klinoff, et al., 2018).
The specific responsibilities of a problem-solving court administrator are associated with high stress levels, with one study finding reported stress levels similar to first responders and judges in problem-solving courts (Downey, 2014). Based upon previous positive psychology research, it was believed that there was a predictive relationship between burnout and hope, optimism, social support, and psychological flexibility (Gustafsson & Skoog, 2012; Klinoff, et al., 2018; Lloyd, et al., 2013).
This research study examined the prevalence of burnout in a population of 114 problem-solving court coordinators, and the dynamics between burnout and the positive psychology resources of hope, optimism, social support, and psychological flexibility. Each of the positive psychological resources was found to have a significant relationship with burnout, with higher levels of hope, optimism, social support, and psychological flexibility associated with lower levels of burnout. In multiple regression analysis, however, only optimism and psychological flexibility demonstrated significant unique variance in burnout
Creating empowering environments for women in Baptist congregations.
No full textThis dissertation explores the markers, beliefs, practices, and processes within Baptist congregations that foster empowering environments for women, develops a tool to help congregations assess the degree to which their environment is empowering for women, and seeks to understand the rise of the newest wave of Christian nationalism and its influence on women in Baptist congregations. Grounded in feminist theory and empowerment theory, this mixed-methods study draws on qualitative interviews with women ministers and quantitative survey data from six congregations to identify the beliefs, practices and processes that contribute to gender equity in Baptist life and create a tool to assesses congregational environments. The qualitative phase uses constructivist grounded theory to analyze interviews with women pastors in affirming congregations. Findings show that public affirmation alone is insufficient—true empowerment requires addressing benevolent sexism, gender microaggressions, structural inequities, and theological barriers. Participants emphasized the importance of feminist organizational structures, support networks and a commitment to gender justice rooted in congregational values. The quantitative phase introduces the Congregational Gender Equity Attitudes and Action Assessment (CGEAAA), a newly developed scale that measures congregational beliefs and behaviors related to gender equity. Principal component analysis confirmed six subscales: Congregational Empowerment and Inclusion, Congregational Structural Sexism, Congregational Hostile Sexism, Congregational Benevolent Sexism, Experiences of Congregational Gendered Harassment, and Congregational Gendered Expectations. The CGEAAA demonstrated strong reliability and revealed significant differences across gender, race, role, and congregational involvement. This study contributes to scholarship at the intersection of religion, gender, and social work by offering an empirical tool and theoretical framework for congregational transformation. It also highlights how Christian nationalism reinforces patriarchal norms in Baptist congregations. Ultimately, the dissertation calls for congregations to move beyond symbolic inclusion and toward systemic and theological change that supports the thriving of women in Baptist congregations
God king or king of God? : the royal ideology presented through the Deuteronomistic history.
No full textThe civilizations of the ancient Near East show many signs of cultural exchange and influence. One shared aspect could be royal ideologies. There are common attributes, such as the importance of order and the intertwining of politics and religion. This research involves comparing the reigns of the Mesopotamian kings Hammurabi and Sennacherib with David and Solomon in the Deuteronomistic History. Through comparing their rules, the research attempts to derive the similarities and the uniqueness of the Judean kingship compared to the Mesopotamian civilizations. Despite some universal traits, the royal ideology shown in the Deuteronomistic History distinguishes itself by embedding itself with the Covenantal Theology of Deuteronomy
A descriptive case study exploring teachers' experiences of a CASEL SEL framework based social and emotional learning program at one elementary school in a marginalized community.
No full textThis dissertation investigates teachers' experiences with social-emotional learning (SEL) programs in one elementary school, with a particular focus on marginalized communities. Through a descriptive case study approach, the research explores the multifaceted impact of SEL initiatives on student engagement, behavior, and academic performance. The study is grounded in the theoretical framework established by the Collaborative for Academic, Social, and Emotional Learning (CASEL), providing a robust foundation for analysis. The key reason for using a case study approach on an SEL program at a school in a marginalized community allowed me to examine students' specific context, challenges, and nuances using the CASEL SEL framework components in a learning environment in great detail. Data were collected through participant semi-structured interviews, observations, and weekly reflection surveys, providing a comprehensive understanding of the SEL program's effects. The findings reveal that while students initially showed hesitancy in participating in SEL activities, they gradually demonstrated increased engagement, empathy, and improved classroom behavior. However, challenges such as language barriers and educators' need for professional development were identified. The research highlights the importance of culturally responsive practices and stakeholder engagement in successfully executing SEL initiatives. The study underscores the critical role of superintendents and school board members in prioritizing SEL and allocating necessary resources. Recommendations include providing ongoing professional development, fostering parental involvement, and integrating SEL into the academic curriculum. Future research should focus on the long-term impacts of SEL programs and explore best practices for engaging diverse communities. The findings distribution proposal outlines a strategic plan for disseminating the research insights to key decision-makers through presentations at national conferences and publications in relevant professional journals. Ultimately, this dissertation aims to provide valuable insights that can guide educational leaders in creating supportive, inclusive environments that foster social-emotional growth and academic success for all students, particularly in marginalized communities. This research contributes to the ongoing dialogue on effective SEL implementation and its potential to transform educational outcomes by bridging the gap between theory and practice
Socrates' pedagogy : education and learning in the "Symposium".
No full textThroughout Plato’s dialogues, Socrates endorses a learner-focused approach to education, where the educator teaches by asking the students questions and letting them come to their own understanding. This approach to teaching and learning has been coined the Socratic Method. Platonic dialogues such as the Republic, Protagoras, and Meno are most referred to when discussing Plato’s ideas about education. However, I believe the Symposium has a lot to add to this debate, and it is often neglected. Plato’s Symposium contrasts three of Socrates’s pedagogical relationships: Socrates’s relationship to Agathon, Socrates’s relationship to Diotima, and Socrates’s relationship to Alcibiades. Each of these pedagogical relationships reveals something unique about the teaching and learning process. I perform a case study of each of these pedagogical relationships and discuss how they provide tangible resources for modern-day philosophy professors. I consider empirical research supplementally
Progress towards the total synthesis of nargenicin A1 : diastereoselective access to the cis-decalin core.
No full textThe polyketide macrolide antibiotic nargenicin A1 was discovered in the late 1970’s by researchers at Pfizer, Inc. The compound was a first-in-class natural product and currently stands as the flagship member of a family boasting fourteen additional congeners. Organic chemists quickly targeted nargenicin A1 for total synthesis due to its unique structural features, complex stereochemical pattern, and promising biological activity, including potency against resistant strains of S. aureus and M. tuberculosis. Despite continued interest from pharmaceutical companies, the natural product had not yet succumbed to total synthesis over forty years since isolation. Herein, we report our efforts towards a de novo synthesis of nargenicin A1. Our approach began with a quinone Diels-Alder reaction to construct the cis-decalin scaffold in the first step. Two fragments for the upper and lower arms of the compound’s macrolide were installed via Grignard reaction, including an isopropenyl unit intended as a functional group handle for late-stage olefin metathesis chemistry. A Schenck-ene reaction and an unusual SN2’ Mitsunobu displacement elaborated the oxidation pattern on the left-hand ring of the decalin core, which set the stage for creation of nargenicin A1’s strained THF ether bridge. This feat was accomplished via a Lewis-acid induced formation of a tertiary carbocation which was trapped in a transannular fashion by a secondary siloxy group. Further functional group manipulations successfully set all eight contiguous stereocenters about the cis-decalin core. Unfortunately, all attempts at olefin metathesis failed, and we were unable to synthesize nargenicin A1’s trisubstituted alkene using our original strategy. Efforts towards oxidative cleave of the isopropenyl group were also met with failure; even ozone only epoxidized the double bond, indicating extreme steric encumbrance about the position. As a last resort, we synthesized a novel stereotriad fragment containing the full upper arm of nargenicin A1’s macrocycle and installed it early. Unfortunately, the chemistries from our older routes did not prove amenable to this new system, and we were unable to advance towards ether bridge formation. At present, the initial approach only requires one carbon-carbon bond formation before access to the natural product becomes within reach