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City University of Seattle: University-Wide Equity Audit AY 2023 (Executive Summary)
No full textExecutive Summary. The overarching aim of City University of Seattle’s (CityU) university-wide equity audit was to better understand the extent to which CityU’s schools, departments, and business units are engaging in Equity, Diversity, and Inclusion (EDI). The equity audit represents an opportunity to gather baseline data to help identify both the scale and in what ways EDI has been operationalized, embedded, prioritized, and applied to our work to date
Effects of Self-Monitoring and Behavior Specific Praise Interventions for Students with Behavior Problems
No full textIn primary elementary education classes, students with behavioral concerns lack self-management skills and engage in anti-social behaviors that disrupt their education and classmates'. Although many educators have implemented positive behavior-specific praise interventions, this target group action research study aimed to determine if appropriate student behavior increases with the implementation of self-monitoring goal setting in addition to behavior-specific praise. The participant was a second-grade student with an Individualized Educational Plan and exhibiting problem behaviors. The student created expected behavior goals and selected a daily goal. Next, the participant self-evaluated the frequency they displayed their behavior goal on a scale of 1 (not at all) to 5 (all times) for eight weeks. The researcher also reflected on the behavior frequency of the student goal and collected data on prosocial behaviors observed for eleven weeks. Data analysis showed an increase in exhibited prosocial behavior when self-monitoring goal setting was implemented
Multi in So Many Ways: A Narrative Inquiry into a Culturally and Historically Sustaining Creole Studies Program
No full textThrough phenomenological analysis and qualitative grounded theory, this dissertation provided a higher education case study through which to understand how Creole people have survived through transmission of culture and values learned at the crossroads of American history -- a time when two different cultures, one European-American and the other African and enslaved collided in the New World (Espree, Jazz Zeitgeist: The Coming of Age of a New American Sound and Story in the Early Twentieth Century, 2000, p. 3). Creoles, both marginalized and vilified for having ideas dissimilar to both black and white Americans, are by definition historically multiracial/multicultural. Often forced to assimilate by context and circumstance, they still retain a significant portion of cultural identity and survival skills based on family history and associations forged over time. Focused on the case of a Creole Studies higher education program in Louisiana, this dissertation documented the unique perspectives of program stakeholders and key archival program records to reveal folk and traditional beliefs, values, faith and language, particularly as these are related to higher education achievement. Using narratives of older Creole women and men who are stakeholders in the Creole Studies program in Louisiana, and the program stakeholders, the critical task was to document folk and traditional beliefs, values, faith and language in the context of emerging 21st values and survival skills, particularly as these were relevant to higher achievement and education. This research includes document analysis. 8 Narratives and interviews were the primary methodologies used in this research. What has been documented are the unique perspectives of Creoles in Natchitoches, Louisiana. Additionally, this dissertation has been aligned so that the research purpose, problem and questions are designed to be exploratory, questions that evoke memories, sentiment and honest reflection about the program’s viability in addition to its contributions. Also included is an emergent theory in Historically and Culturally Sustaining Higher Education Programming (HCSHEP)
Increasing Engagement with Neurodiverse Learners
Get PDFThis professional development study was undertaken to expand my learning around how to best engage neurodiverse learners that refuse tasks in the classroom. Low task completion and excessive demands for teacher attention commonly characterize reluctant learners. (Abramowitz & O'Leary, 1991). Task refusals can lead to aggressive behaviors such as shouting, hitting, and eloping. The student's behaviors can then become the focus of time spent in the classroom while their learning becomes secondary. In the literature, I examined different approaches to motivating behavior. Through my research, I discovered that extrinsic motivation and ABA therapy appeared often in the literature as an intervention for neurodiverse learners and were deemed to be the gold-standard by the Center for Disease Control (Center for Disease Control, 2022). I also examined Self-Determination Theory and intrinsic motivation and a combination of extrinsic and intrinsic approaches. My findings showed extrinsic motivation was not always successful as a singular approach, and that a combination of extrinsic motivation combined with an environment that supported intrinsic motivation was most beneficial to the student. My research also found that before employing motivational interventions, a keen understanding of the student and a trusting relationship between student and teacher needed to be established. Only then was a combination of extrinsic and intrinsic motivational interventions most effective
Supporting Women Wishing to Retain or Relinquish Christian Faith Following Religious Trauma
Get PDFFaith and religious practice or participation are often standard components of an individual's identity and worldview. Religious beliefs and communities offer outlets for socialization, a positive sense of self-worth, and a way to externalize and make meaning of events. However, when trauma occurs, or there is a clashing of beliefs with one's identity and life choices, many will experience confusion, isolation, shame, anger, and even various forms of abuse. Religious Trauma (RT) is the result of chronic abuse inflicted by damaging activity and doctrine, or the impact of severing connection with one's beliefs of faith communities. This paper is a review of available literature highlighting the experience of RT for women in the context of Evangelicalism who are now navigating what to do with their faith. It also explores the protective factors of faith and the intersection of RT and resilience in this population. Several articles and supplemental works were coded for emerging themes. Some of these themes included attachment to God and church congregations functioning human attachments, the oppressive view of women, movements such as "purity culture" which postured women as sexually responsible, and patriarchy. Moving towards efforts to reconcile beliefs and identity, this review also provides research evidencing best practices for treating RT, and several areas for future research that might help future practitioners foster healing in women who have experienced RT
Reducing Math Anxiety in Elementary Students
Get PDFThis classroom action research study sought to determine strategies for alleviating math anxiety in fourth grade students. The study used a survey, math assessment data, and observational field notes to analyze the effectiveness of affirmations and intentional interactions with students in reducing anxiety. Through comparing survey results and observation notes taken over a four-week period, this study found that intentional interactions alleviated anxiety during a task but did not have a long-term effect. Classroom environment and relationships with instructors, however, were found to have an effect over the course of the school year
Shared Leadership for School Communities: Characteristics, Practices, and Effects
No full textThis capstone study examines shared leadership in response to increasingly diverse student needs. Drawing upon and optimizing the unique knowledge, skills, and expertise of teacher leaders positively affects staff efficacy and student achievement. First, a shared leadership model possesses the key characteristics, evidence-based practices, and competencies of a shared vision, trust, efficacy, and positive relationships. Leaders must facilitate the collaborative creation of a clear school vision to increase student success and achievement, and they must build relationships and trust by actively listening and trusting the expertise of teachers, supporting teachers, building a shared vision, and giving teachers a voice. Leaders must also increase teacher efficacy by promoting a strong culture of training and collaborative instructional work. Second, this study shows the positive effect that shared leadership has on student achievement, team effectiveness, and team goal achievement. Finally, this capstone study presents recommendations on the implementation of shared leadership in response to the increasingly diverse needs of students. These recommendations are recruiting high-quality principals; creating a shared school vision; cultivating of a safe and collaborative school culture; promoting professional learning communities; developing relationships, trust, and teacher voice; building teacher capacity; and supporting teachers while ensuring accountability