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A Multilevel Logistic Regression Analysis on the Likelihood of Overeating and Unplanned Eating
No full textThis paper analyzed three models of emotional eating: the restraint disinhibition model, the affect-regulation model, and the externality model (Herman and Polivy, 1975; Haedt-Matt & Keel, 2011; Schachter, 1968). Emotional eating is a risk factor that contributes to the probability that a person will overeat or have an unplanned meal, which can contribute to weight gain and obesity (Goldbacher et al., 2012). Using multilevel logistic regression in Hierarchical Linear and Nonlinear Modeling (HLM) software, two-level models were created with overeating and unplanned eating as the dependent variables (Version 7; Raudenbush, Bryk, & Congdon, 2010). All three models provided valid frameworks for understanding the risk factors associated with overeating and unplanned eating. Level 1 of the models included situational factors (e.g. negative mood, place, people, and type of meal), which were analyzed to understand how context affected the probability of overeating and unplanned eating. Level 2 of the models included within-person characteristics (e.g. BMI, age, race), which were analyzed to understand how individual demographics affected the probability of overeating and unplanned eating.Vanderbilt UniversityPsychologyCollege of Arts and ScienceThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
CAPSTONE ELL Portfolio
Full text linkTeaching and Learning Department Capstone ProjectIn this ELL Portfolio, I demonstrate my expertise and knowledge gained from learning in this
program, sustaining my theoretical understanding and application to practice for working with English Language Learners. Through the reflection upon educational literatures, the coursework and experience working with students, I build on my professionalism and commitment in teaching and learning.
This portfolio contains three sections: (1) my philosophy of teaching (2) professional knowledge
of the TESOL domains supported by artifacts of my coursework and (3) my reflection on application to practice, including implications of the collection of work and vision of my future
development. In the first part, I discuss the conceptual framework and educational literatures that
most influence me as a teacher in working with future English language learners. In second part,
I provide artifacts of my work demonstrating my professional knowledge in the following
domains: planning, instructing, assessing, identity and context, learning, content, commitment
and professionalism. I explain my interpretation of these domains and discuss how the artifacts I provide relate to the specific domain in terms of four aspects: (1) learners and learning, (2) the
learning environment, (3) curriculum and (4) assessment. In the final part, I discuss the ways in
which I bridge between theories and practice in my future class, including opportunities and
challenges as well as the possible solutions. Also, I point out the directions in which I will keep
developing professional knowledge in future practice.Department of Teaching and LearningPeabody College of Education and Human Developmen
An Explanatory Model of First Year Retention: Application and Adaptation of Braxton, Doyle, Hartley, Hirschy, Jones & McLendon's Rethinking College Student Retention
Full text linkLeadership Policy and Organizations Department capstone projectOn average, more than a quarter of all entering first-time, full-time students do not return to
their institution for a second year. One in five fail to persist at all. Yet, “of the 45 percent of
students who start college and fail to complete their degree, less than one-quarter are dismissed
for poor academic performance. Most leave for other reasons” (Kuh, et al., 2006). Central
Methodist University’s College of Liberal Arts and Sciences, with its residential undergraduate
enrollment of 1,900 students and a first-year retention rate of 66%, is emblematic of hundreds of
small to mid-sized liberal arts colleges and bachelor-degree granting universities dotting the
landscape of higher education. Based heavily but not exclusively on Braxton, et al.’s Rethinking
College Student Retention (2014), this study focuses on Central Methodist University against
which established theory is applied in search of pragmatic, actionable strategies supportive of
student retention.Department of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
ELL Capstone Portfolio
Full text linkTeaching and Learning Department capstone projectThe ELL Capstone portfolio is aimed at demonstrating my understanding of teaching
English Language Learners (ELLs) and my mastery of relevant theoretical frameworks and
pedagogy.
It consists of three parts: My Philosophy of Teaching; TESOL Domains and Standards;
Application to Practice. In the first part, I state my teaching philosophy by identifying what I
value when teaching English as a foreign language, which is grounded on conceptual theories. In
the second part, I demonstrate my interpretations of eight TESOL domains and standards,
Planning, Instructing, Assessing, Identity and Context, Language Proficiency, Learning, Content
and Commitment and Professionalism. Except Language Proficiency, along with each domain,
one to two artifacts completed by me during my study in Peabody College are presented to assist
in illustrating my understanding, in terms of the learner, the learning environment, the
curriculum and the assessment, of the domain addressed. In the third part, I reflect upon what I
have learned in the past two years and describe my ideal teaching model from the perspectives of
lesson preparation, lesson delivery, assessment and reflection. More importantly, I anticipate
possible challenges regarding my future teaching context and propose potential solutions. The
portfolio is concluded by presenting my expectations for myself.Department of Teaching and LearningPeabody College of Education and Human Developmen
Amy-Jill Levine on Who Counts? 100 Sheep, 10 Coins, and 2 Sons
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Amy-Jill Levine about her book Who Counts? 100 Sheep, 10 Coins, and 2 Sons, coauthored with Sandy Eisenberg Sasso and illustrated by Margaux Meganck
ELL Capstone Portfolio
No full textTeaching and Learning Department capstone projectThe capstone illustrates my philosophy of implementing culturally responsive teaching in various contexts, with more detailed elaboration in each domain of different aspects in teaching. The last part of application explains the difficulties which I encountered in my practicum and how I want to further explore into the profession of teaching.
My philosophy is to hold a pluralistic attitude towards the different cultures of my students and their funds of knowledge. I envision to become a teacher who can find out the individualized needs of each student exactly and build on these funds to achieve an effective teaching. In order to realize the philosophy, I studied not only at the classroom level of planning, instructing and assessing, but also reach out to the community for resources of teaching. Furthermore, second language acquisition theories also provides a tool to facilitate my work.
In practice, I mainly encounter the three problems of how to track student thinking, parent involvement, and interaction in class. All three problems try to answer the questions of what is the funds of knowledge, how to find the funds, and how to build on these funds. In the section, possible directions to solve these problems are proposed, and yet more exploration waits ahead to delve into the profession.Department of Teaching and LearningPeabody College of Education and Human Developmen
Designing the Future: Education for a Master Planned Community in an Innovative and Choice-Filled Landscape
Full text linkLeadership Policy and Organizations Department capstone projectThe Sterling Ranch Development Company is developing 3,400 acres of land in Douglas
County, Colorado. This open range along the Colorado Rocky Mountains will be home to
40,000 people and 12,000 homes at its full development. Knowing that education plays
a central role in anchoring the values and cohesion of a community, the developers have
sought an intentional relationship with Peabody College to inform their design for an
“educational ecosystem” that will include schools, shared facilities, and community
partners. The development is centered on sustainable building practices and community
development that can serve as a model for responsible stewardship and technological
innovation in other master planned communities. The larger education context
surrounding this development encompasses a high-choice, innovative school district in
the midst of an affluent, fiscally conservative community. This study is a mixed methods
study, utilizing qualitative focus group interviews, a community survey, and field visits to
model schools of innovation across the country.
This study seeks to address the following questions:
1. How does the high choice landscape of Douglas County influence
parents’ preferences, priorities, and activities regarding the education of
their children?
2. What is the role of innovation in education and how is it perceived by
community members?
3. Given the findings of questions 1 and 2, what models of educational
innovation might inform the master plan for the educational ecosystem
at Sterling Ranch?Department of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
English Language Learners Capstone Project
No full textTeaching and Learning Department capstone projectThis capstone explores the connections between a personal teaching philosophy and
the five domains of the TESOL standards. The philosophy centers around a culturally
inclusive, educational advocacy based approach to teaching English Language Learners
(ELLs). The subsequent breakdown of the five domains explores how these principles can
be applied through teachers’ understandings of language, culture, planning, assessment,
and professionalism. An emphasis is placed on strategies that best benefit ELL students,
including metalingual approaches to designing lesson plans, educational advocacy through
community and political engagement, and authentic assessment practices that serve to
close current achievement gaps. The concluding reflection aims to bridge these theoretical
claims with plans for future practice.Department of Teaching and LearningPeabody College of Education and Human Developmen
Self-Criticism, Sexual Minority Stress and Disordered Eating Behaviors
No full textMinority stress theory recognizes the presence of added stress for individuals that belong to marginalized minority groups (Meyer, 2003). When considering the mental health of those who identify as sexual minorities, the role of internalized heterosexism (i.e. negative, self-hating thoughts attributed to a pervasive culture that stigmatizes non-heteronormativity) becomes crucial (Szymanski, 2008; Watson et al., 2016). We measured the relation between heterosexist discrimination as a measure of sexual minority stress and endorsement of disordered eating behaviors and cognitions in a sample of university students and then tested self-criticism as a moderator of this relation. Participants completed a battery of self-report instruments measuring self-criticism, heterosexism, and disordered eating behaviors and cognitions via an online platform. Main effects of self-criticism on specific DE outcomes were found, along with zero-order correlations between sexual minority stress, self-criticism, and DE outcomes.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Cloud Droplet Number Concentration from MODIS Collections 5.1 and 6 for 2008
No full textEstimates of Cloud Droplet Number Concentration over global oceans for the calendar year 2008 derived from MODIS Cloud Product Collections 5.1 and 6. Observations are from the MODIS instrument flown on NASA's Aqua satellite