National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
The Heart of the Defense: Exploring The Relationship Between Emotional Intelligence, Cultural Competence, And Client-Centered Lawyering In Public Defense
Full text linkThis dissertation explores the relationship between emotional intelligence (EI), cultural competence, and client-centered lawyering (CCL) within the public defense system. Using a mixed-methods design, this study analyzed quantitative data from 96 White public defenders and qualitative data from a focus group of 7 experienced public defense trainers. Because of the disparate racialized impact of the criminal legal system and anti-Blackness as a foundational component of the United States, cultural competence was operationalized as antiracism. Pearson correlations revealed significant, positive relationships between EI and CCL, r = .483, p \u3c .001; antiracism and CCL, r = .356, p \u3c .001; and EI and antiracism, r = .225, p = .027). Regression analyses indicated that EI significantly predicted both antiracism (β = .225, p =.027) and CCL (β = .483, p \u3c .001), and that antiracism independently predicted CCL (β = .260, p =.004). A combined model including both EI and antiracism accounted for 29.7% of the variance in CCL scores, R² = .297, p \u3c .001. Qualitative findings revealed that CCL and cultural competence are often viewed by attorneys as intuitive or already mastered, yet training on these skills typically provokes emotional dysregulation and resistance. The qualitative and quantitative analysis resulted in the Emotion-First Praxis Theory (EFPT), which posits that EI is a prerequisite for antiracist and client-centered practice, and that if contextualized in antiracist work, emotionally developed White facilitators should work with White people, to prepare them for the kinds of collaborations needed to ensure tangible results. Recommendations are offered to improve antiracism work in and beyond public defense systems. Future research should validate the CCL measure with clients, expand sampling, and empirically test EFPT in diverse settings
Sustained Effects of Reading Recovery®: Beyond the Intervention
No full textThe purpose of this study was to conduct a longitudinal analysis of the sustained effects of Reading Recovery® on literacy achievement beyond the initial intervention period. It examines the program’s long-term effectiveness, assessing whether early literacy gains are maintained and identifying key factors that contribute to sustained progress. This study, titled “Sustained Effects of Reading Recovery®: Beyond the Intervention,” seeks to fill a critical gap in existing research by providing insights into the extended impact of this early literacy intervention.
A longitudinal, mixed-methods approach was employed, incorporating quantitative data analysis and qualitative insights from educators and administrators. The study was conducted across 25 elementary schools, involving 36 Reading Recovery® teachers, 12 elementary principals, and 51 first-grade classroom teachers. Data collection methods included standardized literacy assessments, surveys, and semi-structured interviews. Quantitative data tracked student literacy progress over multiple years, while qualitative data provided a contextual understanding of the intervention’s implementation and sustainability.
Findings indicate that a majority of students who completed the Reading Recovery® program sustained literacy achievement beyond first grade. The study highlights key factors influencing sustainability, including ongoing literacy support, professional development for teachers, and administrative commitment to early intervention.
Conclusions suggest that Reading Recovery® contributes positively to long-term literacy development but requires continued monitoring and reinforcement within the broader educational framework. Recommendations include sustained professional learning for teachers, strategic literacy planning at the school level, and further research into systemic factors that enhance or hinder the long-term success of early literacy interventions
A Monte Carlo Analysis of Cost Competitiveness of Chinese and U.S. Fine Chemical Exports to Europe Under Europe’s Energy Crisis
Full text linkThe European energy crisis, driven by geopolitical conflicts, has created a significant supply-demand gap in Europe’s fine chemical sector, necessitating reliance on imports from the United States and China. This quantitative study examined how energy, labor, and logistics costs interacted to shape the cost competitiveness of U.S. and Chinese fine chemical exports to Europe, using a Monte Carlo simulation parameterized with historical data from 2015-2023, to provide a probabilistic forecast of competitive outcomes. The findings revealed that while China holds a 76.55% probability of being the lower-cost supplier, its advantage is characterized by high volatility primarily due to its logistics component. In contrast, the U.S. demonstrates a stable and predictable cost structure, positioning it as a low-risk alternative. Sensitivity analysis identified China\u27s logistics cost as the dominant factor influencing the competitive balance, with traditional drivers such as the U.S. energy advantage and China\u27s rising labor costs found to be secondary. This study concluded that in global fine chemical trade, logistical resilience has eclipsed factory-gate production costs as the primary determinant of competitiveness, proposing an evolution toward a Total Cost of Risk framework, where cost volatility is weighed alongside the mean cost. The study provided actionable implications and recommended Europe adopt risk-adjusted sourcing strategies, China focus on de-risking its logistics channels, and the U.S. leverage its supply chain stability as a core strategic advantag
The Day You Begin: A Case Study of Culturally Responsive Pedagogy in Early Childhood Classrooms
Full text linkCulturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.
Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.
Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts
The Premature Loss of the Black Male and Its Implications on the Black Family System and Community: A Proposed 12-Step Grief Support Group Model
No full textPremature deaths, ages 15–44, and loss of Black males through homicide, along with suicide and systemic violence, and incarceration, create lifelong emotional and psychological trauma for those who remain behind in Black family settings and society. U.S. social injustices against Black communities and multigenerational losses and racial harm create specific population-based challenges, such as questioning care, lack of accessibility to competent resources, and Black identity issues, which traditional grief recovery programs struggle to help adequately. Even though approaches such as cognitive-behavioral therapy, complicated grief treatment, present-centered therapy, trauma-focused therapy, including eye movement desensitization and reprocessing (EMDR) therapy, and forgiveness therapy are proven treatments to address grief, their suitability for Black survivors of violence and family members of the incarcerated requires deeper research. Other models, such as art therapy, play therapy, hip-hop therapy, culturally adapted therapy, group therapy and support groups, and faith-based interventions, may be more culturally attuned but less structured. This review evaluates treatment methods and 12-step programs, modeled after Alcoholics Anonymous, while discussing their utilization in grief healing, together with their minimal effectiveness for Black victims. This review reveals insufficient existing methods amid the crisis and therefore supports the creation of a specific 12- step grief model that targets Black communities
Exploring Pre-Service Teachers’ Self-Efficacy Beliefs and Self-Handicapping Behaviours in the Context of University Culture
No full textThis study explores pre-service teachers\u27 perceptions of university culture, their beliefs regarding academic self-efficacy, and their engagement in self-handicapping behaviors, as well as the interrelationships among these variables. A questionnaire was administered to a sample of 251 pre-service teachers selected through an appropriate sampling method. In addition to descriptive statistical analyses, correlation and regression analyses were conducted.
The findings indicate that pre-service teachers predominantly perceive university culture as hierarchical, exhibit high academic self-efficacy beliefs, and demonstrate minimal self-handicapping behaviors. Furthermore, both university culture and academic self-efficacy beliefs were found to be negatively correlated with self-handicapping behaviors. Notably, only the university\u27s innovative team culture significantly predicted pre-service teachers’ academic self-efficacy and self-handicapping behaviors. Additionally, academic self-efficacy emerged as a significant negative predictor of self-handicapping behaviors
Appearance Over Function - The Impact of Long-Term Oral Contraceptive Use on Brain Development, Breast Tissue Composition, and Future Lactation Outcomes
No full textThis integrative review examines the long-term effects of combined oral contraceptive (COC) use beginning in puberty on brain development, breast tissue composition, and future breastfeeding outcomes. Puberty is a critical developmental stage during which hormonal changes significantly impact the neurological and reproductive systems. The introduction of synthetic estrogen and progestin through COC use during this time may disrupt natural hormonal pathways, potentially altering neuroendocrine signaling and breast tissue maturation. Such changes may have lasting consequences, including impaired milk production, a weakened milk ejection reflex, disrupted maternal-infant bonding, and reduced overall breastfeeding success. The review synthesizes findings from endocrinology, neuroscience, and lactation science to suggest that early, prolonged COC use may interfere with the biological processes essential for lactation. These findings further highlight the importance of individualized care, encouraging medical providers to carefully evaluate whether COCs are appropriate for each patient, especially adolescents, and to consider alternative contraceptive methods that may pose fewer long-term developmental risks
What Interviewer Reflexivity Has to Offer Qualitative Inquiry: Reflections on Ikeda/Soka Studies
No full textInterviewer reflexivity is essential in social sciences to enhance the integrity of research studies because it builds trustful relationships, facilitates a nuanced understanding of phenomena, and captures both the individual and social dimensions of the human being (McNair et al., 2023; Olmos-Vega et al., 2022; Soedirgo & Glas, 2020; Villanueva, et al., 2024). Although Finlay’s (2003) five lenses of interviewer reflexivity—strategic, contextual-discursive, embodied, relational, and ethical—provide detailed guides for researchers to consider throughout their interview studies, there is limited literature that demonstrates how these lenses of reflexivity can offer qualitative inquiries in Ikeda/Soka studies, an emerging educational field for peace and happiness. This article aims to demonstrate the application of interview reflexivity and address two research questions: 1) How do Finlay’s lenses enhance the interviewer’s awareness beyond the interview? 2) How can reflexivity be applied in Ikeda/Soka studies? The findings indicate that the five lenses of interviewer reflexivity promote research transparency by recognizing the influence of personal experiences and encouraging authentic dialogue with the interviewee. Reflexivity is integral to the interview process, extending beyond mere reflection after an experience. It deepens the understanding of Ikeda/Soka studies beyond direct interactions, revealing insights that are often overlooked in this field
A Systematic Review of Quizlet in Vocabulary Acquisition
No full textThe aim of this review article is to assess the use of “Quizlet” as a supplementary web 2.0 tool for vocabulary acquisition in English language settings. To our knowledge there is a dearth of research that thoroughly examines the use of Quizlet. To this end, this paper demonstrates the results of a systematic review of the literature regarding vocabulary acquisition through Quizlet. 25 studies from the ERIC and Web of Science databases, all published in academic journals within the past four years, were analyzed to identify their key concerns and offer an updated understanding of vocabulary acquisition. The scope of this review paper is the topic, research design, and main findings of the studies. The main findings reveal that Quizlet has a positive effect on retaining new vocabulary, expanding students’ vocabulary knowledge, their motivation, their willingness to the course, and teachers’ and students’ attitudes. Based on the main findings, recommendations for further research are also provided, considering the limitations of the reviewed studies
Seen and Heard: A Visual Testimony of Purity Culture Using Qualitative Photovoice Methodology
No full textPurity culture, rooted in Christian teachings, has profoundly shaped individuals’ identities, relationships, and perceptions of sexuality, gender, and faith. While popular culture is talking about the effects of purity culture, scholarly literature is lacking. This study employed photovoice methodology to center the voices of those who grew up in purity culture, using photography and personal narratives to explore its long-term effects. The study focused on how individuals who have experienced purity culture articulate and visualize their stories, revealing nuanced insights across seven thematic domains: gender expectations, romantic relationships, faith, mental health, identity formation, sex and sexuality, and healing and empowerment. The findings offer valuable insights for mental health professionals, educators, and faith communities seeking to understand and support individuals affected by rigid moral teachings. This study contributes to the broader discourse on religious trauma and identity negotiation by integrating visual storytelling with critical reflection, emphasizing the importance of participant voice in research. The implications for practice and future research center on fostering spaces that encourage autonomy, healing, and critical engagement with religious and cultural ideologie