Western Connecticut State University
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The Roger Sherman Debate Society and Dr. Harold Schramm's 2007 Commencement Address Excerpts
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Teacher Identity Development Through Growth Mindset, Coping and Meaning Making: An Intepretive Case Study of Preservice Teachers in the Liminal Space of Simulated Parent Teacher Conferences
Full text linkThe subject of teacher identity is problematized by a number of factors and is compounded by its relationship to various constructs, including liminality. To further explore the process of teacheridentity development in preservice teachers, this interpretive case study addresses what the contribution of liminal experiences are to teacher identity formation, within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Qualitative data analysis resulted in one finding statement featuring three key themes each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences, (a) adopted a growth mindset, (b) employed coping strategies in liminality, and (c) made meaning from experiences. A discussion of the findings demonstrates that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity; implications included positioning the mixed-reality experience as a mastery opportunity to enable preservice teachers to build perceived self-efficacy and practice resilience. Preservice teacher participants who employed coping strategies in liminality exercised different forms of coping, but the range of strategies was limited. Because emotional regulation is an important asset to teaching, an implication is that teacher preparation might be mobilized as a context to teach coping strategies. Finally, with respect to how preservice teachers made meaning from experiences, a significant factor was the role reflection played in this process and an implication involves the need for preservice teachers to be acquainted with a range of reflective practices, including reflecting on their own identities
Donations for U.S. Soldiers
No full textDanbury and WCSU community members place donations for U.S. soldiers in a collection bin
A CASE STUDY OF THE CATHOLIC COLLEGE EXPERIENCE FOR RURAL, FIRST-GENERATION STUDENTS
No full textResearch is needed on rural, first-generation college students and what supports them in attending and persisting at a private Catholic university. Specifically, this dissertation sought to understand participant experiences for those who attended Gaspar University, a Catholic university in the Northeast. Analysis of qualitative interviews, existing documents, and participant questionnaires identify the aspects of these student’s high school experiences and home life that enabled them to access higher education. The study also sought to identify the factors and experiences that contributed to their persistence in higher education. The conclusions drawn suggest that programs in high schools that set college-going expectations would be beneficial for rural, first-generation students to help them with creating their own personal college aspirations. Specifically, attention should be given to providing students with information not only about college majors but also the size, atmosphere, and support systems that various colleges provide. While in high school, students should also work to increase their executive functioning skills that can help students be successful once they are attending college. Additionally, colleges should offer a strong first-year experience for students that is particularly beneficial for first generation, rural students as this helps them to acclimate to college and provides them with a sense of community. It also provides them with skills and knowledge to increase their own ability to be successful in college. Lastly, the participants of this study connected to their faith while at their Catholic College and they believed that this advantaged them in a variety of ways.Doctor of Education (EdD)Education & Educational Psycholog