National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
PRE-SERVICE SCIENCE TEACHERS’ FAVORITE SCIENTISTS
Get PDFThe purpose of this study is to investigate pre-service science teachers’ favorite scientists. This study was conducted according to a screening model. The study group consisted of 199 volunteer pre-service teachers who were attending in the Science Education Department at a state university in Turkey. Of the total pre-service science teachers, 56 were first grade, 57 second grade, 55 third grade, 31 fourth grade, 172 female, and 27 male. In the study, I asked, “Who is your favorite scientist? Why? Please, write your reason.” and pre-service science teachers wrote their favorite scientist with reasons. Data obtained was analyzed by using content analysis method. As a result of the research, it was seen that pre-service science teachers wrote 28 different scientists. Eight scientists were Turkish-Islamic and 20 were foreign. 27 scientists were male, one was female. Six female pre-service science teachers wrote Marie Curie as their favorite scientist. Pre-service science teachers’ favorite scientists were mostly foreign both at grade levels and in general total. The most written favorite scientists were Aziz Sancar, Ibn-i Sina, Albert Einstein, Isaac Newton and Nikola Tesla
Examining the Interplay between English Language Teachers’ Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research
Get PDFAction research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are argued to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers\u27-researcher self-efficacy beliefs and growth mindset hypothesizing that action research can impact.The participants of this study were composed of 219 practicing English language teachers who have had varying degrees of action research engagement during or after their graduate programs in English Language Teaching. A quantitative research design was used, and two questionnaires were employed. The findings showed that while teachers’ researcher efficacy beliefs are dramatically raised with the increase in their action research involvement, there was no noticeable relationship between teachers’ mindset and teacher-researcher self-efficacy beliefs. We drew critical implications for language teachers and provided recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset
White Racial Identity Development and the Tenure Process of African American and Black Community College Faculty
Get PDFDiversity of student racial and ethnic identities are increasing at predominantly white community colleges. The faculty is not diversifying at the same rate as the student population. The majority of faculty and administrators identify as White. The purpose of this study was to explore how White Racial Identity of White faculty and administrators impacted the tenure process of African American and Black faculty. I used narrative inquiry as the methodology. Interviews were chosen to center the voices and experiences of African American and Black tenured faculty. One Midwest institution was the focus of the study. Based on the data findings, I recommended White faculty and White leaders receive training on how White Racial identity informs their thinking, behavior, and decision making related to African American and Black tenure track faculty. The setup of mentorship programs for relationship building and social capital sharing and recommended human resource leaders utilize faculty exit interviews and focus groups studies to learn how to recruit and retain African American and Black tenure track faculty to tenure and beyond
Identifying Motivations of New Counselors for Continuing Professional Development of Multicultural Competencies: A Qualitative Study
Get PDFThe need to increase multicultural counseling skills is a crucial area of focus in the continued evolution of the counseling profession. This necessity is due to a number of factors, including the ongoing demographic and societal changes in the United States. The research has helped to bring awareness of the need for increased and continued professional development in the area of cultural literacy and multicultural competencies skills for beginning counselors and others in counseling-related programs. At the micro level, the research investigated new clinicians’ self-awareness of their own biases, assumptions, internalized/externalized actions, and beliefs toward other cultures. The purpose of the study was, therefore to identify the motivations of new counselors for continuing professional development of multicultural competencies. The research discussed the internal motivators and external perceptions beginning counselors had of their curricula, required professional development, and personal decisions to continue skill development. The data was collected from seven participants using semi-structured interviews and analyzed using the qualitative approach of Grounded Theory. The findings produced several primary codes, which, once further analyzed, revealed themes leading to three theoretical statements. These themes include motivations for cultural knowledge, skills, and exposure; motivations for fulfilling the standards and ideals of the counseling profession; and motivations for self-discovery and a desire to learn new skills. The thoughts and discussions the participants shared helped to reveal information that may lead to improved individual counseling relationships, improved outcomes for clients, and overall evidence-based practices
Preexisting Sexual Trauma and the Impacts on Psychological Well-Being of College Students
Get PDFChildhood sexual abuse appears to be a taboo topic with a long history of being left out of the discussion regarding mental health in adulthood despite the varied and devastating consequences. The overall lack of research on this topic, especially regarding the college student population, can be considered a barrier to treatment for those individuals. The current literature review attempts to fill the research gap by discussing the epidemiology, prevalence, and description of preexisting sexual trauma in college students. The potential negative effects of preexisting sexual trauma and how they occur with college students were explored to highlight how pervasive the impact these histories are for individuals. By providing information and resources that can be utilized by college counseling centers in a variety of ways, services to students with preexisting sexual trauma could be enhanced to improve overall student well-being
The Reality of Professional Development Focused on Classroom Culture
No full textProfessional development focused on classroom culture is often revered as an important component for building teachers’ skill sets. This study examined the current reality of professional development focused on classroom culture in Orange School District (OSD; a pseudonym). The participants in this study included administrators and teachers in OSD at all career stages. These participants participated in focus group interviews and surveys, respectively. The results of this study revealed that while professional development focused on classroom culture is revered as an important component for building teachers’ skill sets, it did not emerge as a focus in professional development experiences. Through the implementation of a professional development standards policy, an increased prioritization of professional development focused on classroom culture could have a far greater impact on the administrators, the teachers, and ultimately the students of OSD. Thus, a supportive classroom culture can be created and sustained and student success can be supported
A Thematic Exploration of the Liberation of Identity Through Indigenous Self-Determination: Themes of Native American and Alaska Native Identity
Get PDFStrong ethnic identity is associated with overall well-being, resilience to change, and higher self-esteem (Kiang et al., 2006; Martinez & Dukes, 1997; Umaña-Taylor, 2003; Yip & Fuligni, 2002) and serves as a protective factor against the stress associated with discrimination (Alvarez & Kimura, 2001; Phinney et al., 1998). Given the historical and systemic barriers faced by the Native American and Alaska Native population, including the history of genocide, colonization, and intergenerational trauma, the development of a strong Indigenous ethnic identity is a necessary area of research focus. Specifically, Native American and Alaska native individuals are 3.5 times more likely to die by suicide than any other ethnic group, a number that has gradually been increasing since 2003 (Leavitt et al., 2018), with 26% of all completed suicides occur between the ages of 18-24 (CDC, 2018). Patterns of high suicide risk align with Newman and Newman’s (2018) Early and Later Adolescence developmental stage, during which individuals are seeking to manage the psychosocial crisis of individual and group identity versus alienation and identity confusion. Such findings support the value of research emphasis on the concept of Indigenous identity as a protective factor among Indigenous communities. This project utilized Indigenous sources of scholarship to explore the concept of Indigenous identity development through three research questions: 1. What is the impact of colonization on Native Americans and Alaska Natives? 2. How does marginalization impact identity development among Native Americans and Alaska Natives? and 3. What factors contribute to identity development among Native Americans and Alaska Natives? Five themes are identified as the foundation for future research exploration, and clinical implications are provided
Developing Critical Reflection and Inquiry Among Teacher Candidates in an Elementary Mathematics Methods Course
Get PDFThis study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics
The Language-Dream Relationship in Multilinguals
Get PDFAccording to the United States Census Bureau, the United States alone is host to around 350 languages. When it comes to investigating languages in dreams by multilinguals, some studies have focused heavily on only two languages—Spanish and English. The purpose of this study was to add to the understanding of how language use relates to the dream content of multilinguals. This study recruited the assistance of nine polylingual individuals. The participants were instructed to record their dreams in the languages in which they occurred for 2 weeks. After 2 weeks, the participants translated their dreams into English in order for them to be interpreted and analyzed for themes. The findings of this study indicated that multilinguals\u27 daily life languages, whether their initial or later acquired languages, were replicated in their dreams. According to the findings, the frequency of language use appears to be more important than when it was first learnt, when it comes to the occurrences of language in dreams. The findings of this study indicate that multilingual dreams are capable of being examined and understood even when the therapist and client do not speak the same language
The Relationship Between the Quantum Consciousness and Depression
Get PDFDepression is a prominent issue in mental health. This research will attempt to improve the quality of available therapies by offering additional helping options and introducing a new perception of depression. Different fields (psychology, quantum mechanics, and Kabbalah) have been integrated with data collection through personal interviews to support the research hypothesis. The subject sample consisted of five people with Kollel experience or similar educational experience in the present or in the past. All participants were orthodox Jewish men, 30 years old or older, married with children, with a high level of education. Participants presented attitudes, life conduct, and perceptions similar to those predicted by the theoretical part of the research: mainly the positive correlation between the quantum consciousness (QC) awareness and mental resiliency, including the effective use of QC awareness to cope with depression triggers. It seems that the correlation between interview findings and data collected in the literature review supports the hypothesis that QC awareness has a significant counter-effect on depression and can serve as a base for a therapy method to be used to help people suffering from depression