7482 research outputs found
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What Makes a Good Leader? Evaluating the Connections between Appraisal Style and Leadership Behaviors
No full textVanderbilt University Honor’s Thesis; Dr. Leslie Kirby & Dr. Craig Smith
Thesis completed for PSY-4999 Honors Thesis, under the instruction of Dr. Meg Saylor and Dr. Jo-Anne Bachorowski. Thesis describes a study conducted by author on the connections between appraisal style and leadership style. Study was conducted using online surveys distributed to undergraduate students at Vanderbilt University.The success of leaders can be highly variable and depends on a number of factors including the degree to which leaders engage with their subordinates. This continuum of passive and active behavior is represented in the distinctions between laissez-faire, transactional, and transformational leadership. Past studies have found that the individuals with a more transformational leadership style are not only better performers, but also increase the satisfaction of their subordinates. In trying to understand why some people adopt this style of leadership, the leader’s emotions and emotional tendencies could play a large role, because emotions affect both individual and social behavior. This study evaluated possible relationships by analyzing the connections between appraisal style and leadership style. Previous research has demonstrated that individuals who are more optimistic and have more hope are more likely to have a transformational leadership style, as such this study expected to find connections between a hopeful appraisal style and a transformational leadership style. This study was conducted using online surveys and data was collected from 86 undergraduate students. The results do indicate a connection between motivational relevance and leadership style, but overall the results provide inconclusive evidence for a specific connection between appraisal style and leadership style. Future directions for further research are provided.Vanderbilt UniversityPsychologyCollege of Arts and ScienceThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Student Handbook 2015/2016
No full textThe Vanderbilt University Student Handbook is produced by the Office of the Dean of Students for student reference. This document contains policies and guidelines for students at the University
Black Girls’ Experiences in Schools: Adopting an Alternative, Strengths-Based Model to Discipline
No full textTeaching and Learning Department capstone projectAlthough research on Black students disproportionality in suspensions and expulsions has been conducted since the 1970s, it has mainly centered Black male students (Smith-Evans et al., 2014). For decades, there has been an assumption in the education field that Black girls are having positive experiences in school settings since their achievement scores and graduation rates have been higher than their Black male counterparts. Recent research from Crenshaw et al. (2015) and Morris (2016) shows that Black girls are negatively impacted by school disciplinary policies, as they are disproportionately suspended and expelled at rates higher than any other group when broken down by the same gender.
Utilizing intersectionality as a framework, this Capstone will consider why Black adolescent girls who attend public schools engage in behaviors that lead to punitive consequences; the outcomes of such policies; alternative models to stringent disciplinary policies, especially zero-tolerance; and the possible outcomes of alternative models on Black girls. I will further consider the necessary components of alternative disciplinary models in ensuring that Black girls are validated, maintained, and supported in school settings.Department of Teaching and LearningPeabody College of Education and Human Developmen
An Investigation of Academic Support for Limited English Proficient (LEP) Students in Jeffereson County Public Schools
No full textLeadership Policy and Organizations Department capstone projectThis project is a one‐year investigation of the nature of academic supports afforded
to limited English proficient students in the Jefferson County Public Schools district in
Louisville, KY. Surveys, interviews, observations, and document analysis were
conducted to illuminate some of the ways the district, schools, and individual
teachers increased the chances for academic success during the 2015‐2016 academic
year. This report presents current and relevant research on second language
learners, presents findings, and concludes with recommendations for the district.
This report shows that while the district makes available human and financial capital,
additional work on measurable goals, professional development, and structures for
tracking and scheduling will ultimately serve LEP students well. This project was
conducted by final year doctoral students at the Peabody College of Education at
Vanderbilt University. A complete works cited page accompanies the full report.Vanderbilt UniversityDepartment of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
Child and Parental Factors Affecting Coping Strategies and Psychosocial Outcomes for Parents with Children with Prader-Willi Syndrome
No full textCourse: (PSY-PC-4999) Honor Thesis
Dr. Meg SaylorPrader-Willi Syndrome (PWS) is a rare, genetic neurodevelopmental disability characterized by hyperphagia, mood swings and intellectual disability. Families with a child with PWS often experience increased family tensions and a greater number of stressors, even compared to families with children with different intellectual and developmental disabilities (IDDs). However, there is variation in parental stress, anxiety and depression levels. This study explored the effects of both child factors, such as hyperphagia and severity of behavioral problems, and parental factors, such as coping strategies, on parental stress, anxiety and depression, for parents of children with PWS (n = 154). Results show that child factors significantly impact parental stress, anxiety and depression. Parental usage of rational, active coping strategies is strongly linked to lower stress and depression levels, while parents who employ avoidant, helplessness coping strategies are more likely to have higher levels of stress, depression and anxiety. While there were no significant interaction effects between parental coping strategies and the severity of the child’s behavioral issues on parental stress levels, the best outcomes were achieved when parents did not use avoidant coping strategies and their children had fewer behavioral problems. Future research implications and outcomes are discussed.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences. Elisabeth Dykens, Ph.D. and Elizabeth Roof, M.A., L.P.E
Beyond the Guided Reading Table: Independent Literacy Tasks
No full textTeaching and Learning Department capstone projectDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Devotion and Decay: Death in the Late Medieval Imagination
No full textMedieval representations of death can illuminate how individuals conceptualised the experience. The poem "A Disputacione Betwyx The Body and Wormes" is a productive lens through which to consider contemporary notions of death and wider theological ideas such as the body-soul complex, as well as aiding our understanding of the reasons for the prevalence of the macabre in the late Middle Ages
Volney Gay on the Hidden Face of American Slavery
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Volney Gay about his book On the Pleasures of Owning Persons: The Hidden Face of American Slavery
Joerg Rieger and Rosemarie Henkel-Rieger on How Faith and Labor Can Overcome America's Inequalities
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Joerg Rieger and Rosemarie Henkel-Rieger about their book Unified We Are a Force: How Faith and Labor Can Overcome America's Inequalities
Designing an Intergenerational Literacy Program for Teen Parents and their Children
No full textTeaching and Learning Department Capstone ProjectIntergenerational literacy programs (i.e. family literacy programs) seek to raise the literacy level of both parent and child by linking their education and treating them as a learning unit. Though intergenerational literacy programs are typically used in Adult Basic Education settings, high school reading specialists who work with teen parents should consider using this model. An intergenerational literacy program has the potential to both motivate struggling readers by leveraging their interest in their children and improve their children’s literacy. This paper explores the design and implementation of an intergenerational literacy program for teen parents within a high school context by presenting the research on intergenerational literacy programs, early literacy development, and parenting teens. The paper concludes by offering reading specialists general principles and a curriculum outline for conducting such a course.Department of Teaching and LearningPeabody College of Education and Human Developmen