Western Connecticut State University
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SELF-REGULATION THROUGH GOAL SETTING AND REFLECTIVE PRACTICE: IMPACT ON STUDENTS’ PERCEIVED SCHOLASTIC COMPETENCY AND MOTIVATION IN NINTH-GRADE MATHEMATICS CLASSROOMS
Full text linkThe purpose of this study was to explore the impact of self-regulatory practices on scholastic competency and motivation in the classroom. Research on goal orientation theory indicates that students who have power over their learning will become more competent and motivated. Data were collected using an exploratory sequential mixed-methods design. The treatment group was comprised of ninth-grade mathematics students who received a goal setting and reflection treatment that was embedded in their mathematics unit of study and a comparison group where students received standard mathematics instruction. For the quantitative portion of the study, data were collected using a pretest/posttest method. Each student participant completed two instruments that measured scholastic competency and motivation within the classroom. For the qualitative portion of the study, students were interviewed in order to better understand the findings of the quantitative data. Findings were analyzed and while there were no statistically significant results that the self-regulatory practices of goal setting and reflection impact students’ perceptions of scholastic competency and motivation in the classroom, qualitative findings emerged that inform current educators on the implications of self-regulatory strategies and suggestions for future research.Doctor of Education (EdD)Education & Educational Psycholog
UNDERSTANDING THE EFFECTS OF MIXED REALITY SIMULATION ON PRE-SERVICE TEACHER SELF-EFFICACY
Full text linkThe purpose of this mixed methods multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a curriculum enhanced via mixed reality simulation experiences. There were two cases within the present study, one was bound by pre-service teacher candidate participants enrolled as students within one of three sequential courses enhanced via mixed reality simulations. The pre-service teacher candidate participant case was further bound and subdivided into sub-units by level of exposure, either 30, 60, or 90 minutes of total exposure within the simulated classroom, respectively. The second case utilized professional candidate participants with connections to the mixed reality simulation experience, and included professors, a simulation manager, and an administrator within the department of education and education psychology. Employing a sequential embedded design, quantitative data were collected before qualitative data, from a purposeful sampling of 53 student participants (n = 53) from the pre-service teacher candidate participant case. Said student participants were administered a demographic survey, as well as an assessment of their sense of self-efficacy at the start of the semester, and again following the conclusion of three occurrences of mixed reality simulations, each of which were five to eight minutes in length. Following the quantitative data, qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professionals (n = 5) from the professional candidate participant case. Semi-structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Quantitative data were analyzed using a 3 × 2 one-between–one-within subjects ANOVA and showed a significant main effect for the between-subjects factor of total exposure (30, 60, 90 minutes), as well as a significant interaction for the between-subjects and within-subjects factor of time (before, after). Qualitative data were explored using inductive coding and directed content analysis via codes informed by the literature, which subsequently yielded the creation of a finding statement, supported by four themes, each of which included multiple categories and subcategories. The significance of the findings were discussed, as were recommendations for educators, and suggestions for potential future research opportunities.Doctor of Education (EdD)Education & Educational Psycholog
EXPERIENTIAL CHARTER SCHOOLS: A MULTI CASE STUDY
Full text linkSince their creation in 1991, charter schools have been controversial within the educational community. As charter school laws lie in the realm of state legislation, there is wide variation in the requirements for charter school application and how accountability is measured. National studies comparing standardized student achievement test scores from charter schools with traditional public schools have mixed reviews, with the strongest schools identified within large, urban districts such as Boston, Washington, DC, and Houston. This qualitative study explored non-urban charter schools that utilized experiential learning as their curricular foundation. The purpose of this multi-case study was to examine two charter schools located in different states on the east coast of the United States. The research investigated (a) best practices utilized in their operation, (b) how they defined student success, and (c) what organizational structures existed to support the model. The findings from this research regarding best practices included founding the school on a strong set of principles, or mission, to provide a focus and shared beliefs that provide purpose to the organization, interdisciplinary, collaboration, and flexibility. The findings from this research regarding measuring student success reveal that using multiple data points, focusing on character development, and encouraging self-reflection as successful practices of these schools. Focusing on recruitment of teachers, support through professional development and mentoring, and cultivating community emerged from the study as three best practices of organizational structures to support non-urban charter school utilizing the experiential learning model.Doctor of Education (EdD)Education & Educational Psycholog
Light Years, Dark Matter
No full textInspired by the eighty-eight official constellations, this book explores one poet’s associations between these stellar stories and life on Earth. Poems in Light Years, Dark Matter explore fictional, mythological, cultural, and personal perspectives. Each is an exercise in free association that offers an accessible and contemporary interpretation of astronomical nomenclature assigned hundreds or even thousands of years ago. Each piece connects the dots between then and now, up there and down here, and plays with the plentiful creativity the stars and astronomy inspire.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
THE SELF-PERCEPTIONS OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP PRACTICES
No full textThis research focused on the transformational leadership traits of principal participants from a sample bound within the geographic regions of Westchester County, New York and Fairfield County, Connecticut. The mixed methods case study utilized three different instruments to gather data from principal participants. Using the online program SurveyMonkey to distribute the Phase 1 instruments, the researcher-created demographic questions were administered first to each participant. Upon completion of the demographic questions online, the participants proceeded to complete the Leadership Practices Inventory (LPI). The survey results were analyzed descriptively, including mean and standard deviation. Using a sample of convenience, participants were selected to participate in Phase 2 of data collection to develop a deeper understanding of the case study of the phenomenon of transformational leadership. Twenty-eight individual qualitative interviews were conducted with principal participants to gain further insight into the phenomenon.
At the completion of Phase 2 qualitative data collection, qualitative data analysis occurred. Inductive, emergent coding guided the researcher and three finding statements arose from the data analysis process. Three finding statements emerged from the data analysis process, with categories and sub-themes emerging from the participants’ words and experiences. The first finding statement was that participant principals believe themselves to be, or were transformational leaders. Three categories emerged from the participants, which included “Yes,” “No,” and “At Times and I try” categories. The second finding statement that emerged was that change was a central tenet to the participant principals’ interpretations of transformational leadership. Several themes emerged from the finding statement, including definition of transformational leadership, communication, collaboration, vision or big picture, transforming people, and self-perceptions. The third finding statement was that the intangible, human elements of leadership were a central tenet to the participant principals’ perceptions of transformational leadership. The first theme that emerged was communication, with sub-themes of acknowledgement, building relationships, listening, and value placed on communication. The second theme that emerged was model the behavior, with sub-themes of praise, visible or being open, leading people, self-perceptions, and vision. The third theme that emerged was relationship building, with sub-themes of acknowledgment, trust and respect, vision for the school and themselves, and self-perceptions.Doctor of Education (EdD)Education & Educational Psycholog
The Girls: Three Separate Works for the Screen
No full textThe Girls: Three Separate Works for the Screen
Women play many roles throughout their lives, but perhaps the most underestimated relationships they experience are the ones they share with one another, specifically female friendships. These three works each explore the relationships between women in today’s world.
"Magnets" plays off the typical rom-com set up. Instead of the girl having the sassy, supportive group of girlfriends who she relies on to find her guy, this girl relies on dating men to try and score some solid new girlfriends. I mean, what else is a girl supposed to do when all her friends have moved on to married life?
"Strip and Run" is a comedy of characters script, in the vein of Bridesmaids and The Bachelorette. A close-knit bawdy group of millennial girlfriends are willing to do just about anything to rescue one of their own.
"The Company" is the pilot episode of a suspense drama series. Its main focus is analyzing the spotlight put on the empowerment of women. There has been a megaphone given to the voice of female empowerment of late, which is long over due. However, where do the lines of justice begin to blur? Is the abuse of power in the name of empowerment something to fear?Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
The Eye of a Little God
No full textThe Eye of a Little God is a psychological thriller that peels back a multi-layered, twenty-year long mystery involving a small-town girl named Bryn Wallace. Over the course of 200 pages, it exposes Bryn’s web of delusions, created by societal pressures, unstable relationships, and repressed memories. The story also reveals the truth about two separate deaths, one occurring in the present and one that occurred twenty years before the book’s present. The novel is written in multiple points of view, including a haunting second person and an array of vivid flashbacks and police transcripts, providing snippets of Bryn’s childhood, her fragile grasp of reality, and statements from those who know her dark secret.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
Seeing Red
No full textSeeing Red is a YA modern fantasy that reimagines the fairy tale “Little Red Riding Hood” and brings in new versions of known fairy tale characters like Snow White and Sleeping Beauty. It focuses on 17-year-old Charlie Ward, who grew up believing she was a werewolf like her family but, after a tragedy, discovers she is something else entirely—a Red. It subverts common fairy tale tropes such as the damsel in distress and the big bad wolf in order to tell a more modern, empowering story. The novel is written in limited third person, focusing on Charlie, though her journey is tightly connected to several other key characters. Seeing Red suggests that power is more than simple strength and that sometimes the obvious choice is not the villain at all—sometimes evil lurks where it is least expected.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
Library support for accreditation: A guide to online resources
No full textThe resources on this guide provide information on accreditation from a variety of perspectives. First there are the national, regional, and disciplinary accreditation agencies. After that there are perspectives and activities as seen by librarians and libraries in the form of articles, presentations, LibGuides, and institutional repositories. Keep in mind this is not a complete list of accreditation bodies, but rather a selection of those available. If you want to see others not listed, consult one of the national databases for the subject area. (Summary from original document in C & RL News
THE UTILIZATION OF INQUIRY-BASED SCIENCE INSTRUCTION IN CONNECTICUT
No full textThe purpose of this study was to explore the perspectives of practitioners of inquiry-based instruction from 35 Connecticut school districts. The source of the participants, Connecticut State Science Assessment Advisory Committee members, and their involvement in science education acted to bound the research.
Using a multiple case study design, data were gathered from 28 participants: teachers n = 21, curriculum leaders n = 4, professional development experts n = 2, and state education advisor/ teacher preparation expert n = 1 involved with Connecticut schools. Each participant was asked to complete an online demographic and inquiry utilization questionnaire. From the results of the questionnaires, a cadre of 11 participants was selected to participate in semi-structured interviews. A round of follow-up interviews of five key participants was conducted to further clarify the phenomenon. Two of the follow up interviewees were observed using the EQUIP rubric to assess inquiry implementation. Artifacts such as minutes, PowerPoint presentations, and a reflexive journal were collected throughout the study.
An inductive approach to content analysis of data from the survey and interviews was used to explore constructs, themes, and patterns. After segmentation took place, the data were categorized to allow patterns and constructs to emerge. The data were reduced based on the emergent design and those reductions, or themes, were informed by ongoing data collection using constant comparison as different levels of codes emerge. Data collection further informed data analysis and future data collection. Initial coding of patterns was reduced until theoretical saturation occurred and the data allowed five thematic findings to emerge from the data. The five themes were: teach, process, impasse, develop, and support. The significance of each theme and its implication for practitioners and researchers were discussed and offered, respectively.Doctor of Education (EdD)Education & Educational Psycholog