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Criminal Prosecutions and the 2008 Financial Crisis in the U.S. and Iceland: What Can a Small Town Icelandic Police Chief Teach the U.S. about Prosecuting Wall Street?
No full textPoliticians, journalists, and academics alike highlight the paucity of criminal prosecutions for senior financial executives in the US in the wake of the 2008 financial crisis. One common argument for the lack of prosecutions is that, though industry players behaved recklessly, they did not behave criminally. I evaluate this claim by detailing the civil, and small number of criminal, actions actually taken and by reviewing leading arguments about whether behavior before the crisis was criminal. Rejecting the “reckless innocence” explanation, I provide examples of criminal behavior that could have been prosecuted and review the literature on why there were few cases made, despite potential criminal activity. Though scholars identify numerous explanations, I argue a combination of inadequate investigatory resources and regulatory capture offer the best explanation. I then explain Iceland’s different approach and why it successfully criminally prosecuted senior executives from its three largest banks, among others. Though the size of the two economies and the impact of the crisis for each explain a large part of the different roads taken, the independence and outsider status of Iceland’s prosecutor also contributed, and is instructive for how the US could structure its regulatory apparatus, should it want to prioritize prosecutions in the future
A Phenomenological Investigation of Early Childhood Education Preparation and Experiences of California Certificated Elementary School Educators Assigned to Transitional Kindergarten
No full textThis dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the knowledge and skills to implement developmentally appropriate practice (DAP). Methodologically, interviews with teachers currently assigned to TK classrooms in local education agencies (LEAs which are also referred to as “school districts”), provided numerous data sets regarding teacher preparation, institute of higher education (IHE) responsibilities, LEA policies and practices, teacher knowledge about DAP, evidence of implementation of both DAP and developmentally inappropriate practice (DIP), classroom environments, and other challenges. Results from this study indicate that many California children in TK classrooms are receiving instruction which is not developmentally appropriate. Ineffective or inappropriate teaching at any level can negatively impact academic and social-emotional growth. Closer examination of these potential implications could indicate the need for additional study, policy changes, and mitigation of adverse, albeit, unexpected consequences of TK legislation
Integration of Technology Within Intervention Strategies for Students With High Functioning Autism: A Phenomenological Approach to Analyzing Educators’ Viewpoints
No full textThere is a phenomenon that exists within the Maryland State Public School System regarding technology integration within intervention strategies for students with high functioning autism (HFA). Educators have attested that there is minimally available technology for consistent use when working with their students during intervention strategies and services. Thus, when stakeholders understand the actual experiences of the professionals that work with students that have HFA on a daily basis, positive reform may occur at the immediate level by administrators within school buildings. The purpose of this study was to examine how general and special educators experienced technology use during interventions that they provided to their students with HFA. There were two main research questions: How do general and special educators describe their experiences using technology during interventions for students with HFA? What factors are IEP team committee members considering when they decide to include or refrain from adding technology accommodations within an IEP for students with HFA? The instrumentation utilized in this study was a set of open-ended questions conducted in an interview format. After careful analysis of the data collected, six main themes were detected connected to the conceptual framework of educational equity, persuasive technology, and theory of mind. The necessity of serious funding reform for technology within this particular county are the implications for future practices in the Maryland State public school system. Provision of technology including electronic devices, adequate professional development, and increased funding will equalize educational access for disabled students with HFA
First-Time Freshman Student Experience With the Placement Exam and Remedial Mathematics: A Phenomenological Study
No full textMany students arrive at college underprepared to complete college-level mathematics. One reason for this may be the lack of preparation and information shared with students about the community college math placement exam. The purpose of this qualitative phenomenological research study was to gain a deeper understanding of first-time freshman student experience and perceptions with the community college mathematics placement exam and subsequent remedial mathematics placement. Social constructivism provided the conceptual framework for this study, which focused on the way that individuals seek to develop meaning from lived experiences with their culture and society. Data collection included information collected from nine participants who completed one on one in-depth interviews, written reflections, and participated in a focus group. The three themes that emerged from data collection were implications of time in remediation, lack of guidance related to remediation, and study habits. The results of the study revealed that participants felt that they were not prepared for the placement exam due to time between completing a mathematics course and taking the placement exam. Participants attributed high school factors such as large classes and teacher availability as being a factor in their remedial placement. Participants also recalled a lack of understanding and guidance provided from both high school and community college leadership that properly informed them of the nature of the exam. Finally, participants indicated how they came to accept their remedial math placement and changed study habits by using institutional and personal resources to progress out of the remedial course
How White Professors of Diversity-Focused Courses in Teacher Education Programs Experience and Engage White Preservice Teachers in Conversations Focused on Race
Get PDFThis dissertation explored how White professors of diversity-focused courses in teacher education programs experienced and engaged White preservice teachers in conversations focused on race. This study was framed and guided by a conceptual framework of social constructionism, critical race theory (CRT), and critical Whiteness studies (CWS). This qualitative single case study explored the experiences and strategies of eight White professors who taught diversity-focused courses in teacher education programs. The study was specifically guided by two research subquestions: (a) How do White professors of diversity-focused courses experience the process of engaging White preservice teachers in conversations focused on race? (b) What are the strategies utilized in conversations focused on race in diversity-focused courses, and how effective are they perceived to be by White professors of the diversity-focused courses in engaging White preservice teachers in conversations focused on race? Through In Vivo, Emotions, and Values codings as first cycle coding methods and Pattern coding as a second cycle coding method, six major themes emerged from the data. Findings indicated that while many White preservice teachers often initially responded negatively to discussions about race, it was possible for White professors of diversity-focused courses to interrupt students’ White identity and White normativity through intentional and facilitated experiences with racial diversity and multimodal education