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The Impact of Mindfulness on Stress Levels of Teachers and Students
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Peihan Zhu for the degree of Doctor of Education in Learning, Leadership, and
Community
Presented on July 26, 2023
Title: The Impact of Mindfulness on Stress Levels of Teachers and Students
Abstract approved:
________________________________________________
Christie Sweeney, Ed.D. Dissertation Committee Chair
The purpose of this study was to understand the impact of mindfulness practices on the
stress levels of teachers and students when those practices are integrated into the
classroom in a systematic and purposeful manner. This study utilized qualitative case
study methodology to investigate a mindfulness program’s impact on teachers and
students. Data were collected using surveys, interviews, and school resources about the
mindfulness program. Direct participants in this study were teaching/academic staff,
administrative staff, and school administrators. Students were indirectly involved in this
study. In this study, surveys were attempted by 46 teaching/academic staff and
administrative staff. A total of three school administrators completed the surveys.
Interviews were completed with five teaching/academic staff, one administrative staff,
and two school administrators. The researcher also reviewed 21 student surveys
designed, conducted, and provided by a wellness and social science educator at the
school. The findings from this study have indicated that when mindfulness practices are
implemented in a systematic and purposeful manner, as exemplified at the research site,
THE IMPACT OF MINDFULNESS ON TEACHERS AND STUDENTS iii
the program and the corresponding implementation of mindfulness practices
demonstrated positive impacts on the stress reduction of teachers and students, while
extending these impacts to administrators and the broader school community. Some
examples of these positive impacts: teachers stated that practicing mindfulness
transformed their teaching experiences, they felt less stressed, became more caring, and
experienced improved relations with students; students stated practicing mindfulness
helped them be calm, recenter, manage stress, and allowed them to resort to love and
confidence; participating faculty/staff observed school administrators used mindfulness
skills to connect the community as a whole; many participants described the mindfulness
program at the school, along with the variety of mindfulness practices, helped foster a
community of mutual understanding and connection.Christie Sweeney
Annette Holba
Cynthia Vascak
Nathaniel Bowditc
This Was All Us: The Experience of Middle School Youth Engaging in YPAR Within Their White Community.
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Rebecca Carlson for the degree of Doctor of Education presented on June 19, 2023.
Title: This Was All Us: The Experience of Middle School Youth Engaging in YPAR
Within Their White Community.
Abstract approved:
____________________________________________
Annette M. Holba
Dissertation Committee Chair
This phenomenological study examines the experience of middle school youth at a small
public school in New Hampshire as they engaged in youth participatory action research
(YPAR) designed to promote diversity, equity, inclusion, and belonging within their
predominantly White suburban community. This study centered the 22 participants’
perspectives by employing only the students’ written or spoken words for first and
second cycle coding. Data sources included small group and individual semi-structured
interviews and student presentations. The themes of agency and developmental
relationships permeate these findings. The ideal YPAR outcome of praxis was not
realized, however, and an explanation for that shortcoming is explored. The central
findings of this study provide educational leaders an effective model for YPAR
opportunities within a public-school setting. They also speak to possible challenges to
social justice education created by the current political climate and recommend steps
educational leaders should take to support students and educators engaging in social
justice work.Annette Holba
Jody N. Polleck
William H. Lupini
Nathaniel Bowditc
Government credit risk and private capital participation in public-private partnership: The case of local governments in China
Full text linkIn China the Public-Private Partnership (PPP) projects are adopted to achieve the strategic goals of governments and to ensure the sustainable operation of local government finances. However, rigorous empirical research on the determinants of private capital’s participation in PPP is sparse. This study investigates the effects of government behaviours on the participation of private capital in the PPP projects by focusing on the role of government credit risks. We construct a dynamic game and adopt an empirical analysis using panel data of Chinese provinces from 2013 to 2018. Our findings reveal a significant inverse relationship between the government credit risk and the private capital participation in PPP. It provides policy-makers and researchers with useful information about using the PPP to promote investment on infrastructures while ensuring a sustainable local fiscal system
Learning from Labor: The Impact of Compensation on the Undergraduate Internship Experience
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Stephen N. Meno for the degree of Doctor of Education in Learning, Leadership, and
Community presented on November 14, 2023
Title: Learning from Labor: The Impact of Compensation on the Undergraduate
Internship Experience
Abstract approved:
Scott J. Mantie, Dissertation Committee Chair
The level of supervision an intern receives during an internship has been shown to
impact the quality of the student learning experience. However, there is evidence that
unpaid undergraduate interns receive less supervision due to a variety of factors. The
purpose of this mixed-methods study is to understand the relationship that university
funds for unpaid internships have on the quality of an intern’s learning experience, which
may retain some of the poorer characteristics of unpaid internships. Data was collected
through an online survey that measured student’s perception of their internship
experience through a series of Likert scale questions and three open-ended questions.
Participant recruitment was done with the assistance of career service professionals who
manage internship programs, as well as advertising the survey on LinkedIn and
professional listservs. Statistical and qualitative analysis were used to interpret data from
144 undergraduate student participants who did an internship between January 2022 and
July 2023 that was paid, unpaid, or supported by a university stipend. The findings
support that compensation does impact the internship learning experience, especially
regarding an intern’s satisfaction with their experience, and the amount of knowledge
they gain. However, the findings also suggest that the source of compensation does not
directly correspond to the quality of supervision an intern receives. Implications for
practice of career service professionals are discussed
The Professional Learning Community Model’s Impact on School Culture in Elementary Schools
No full textAN ABSTRACT OF THE DISSERTATION OF
William V. Carozza for the degree of Doctor of Education in Learning, Leadership, and Community presented on March 29, 2023
Title: The Professional Learning Community Model’s Impact on School Culture in Elementary Schools
Abstract approved:
Kathleen Norris, Ed.D., Dissertation Committee Chair
This QUAL-quant study explores the school experience of nine teachers and three principals in three northern New England elementary schools, each with a strong professional learning community (PLC) model in place. The study used reflexive thematic analysis (Braun & Clarke, 2021), to collect and analyze the qualitative data. The Professional Learning Community Assessment-Revised (PLCA-R) (Olivier et al., 2010) was administered to measure the quality of the school’s PLC model. In addition, the School Culture Survey (SCS) (Gruenert & Valentine, 1998) was utilized to measure the quality of school culture in these three schools and provide a context for the qualitative data. Results indicated that the PLC model contributed strongly to a positive school culture, particularly in the areas of collegial support, collaborative leadership, and teacher collaboration. Further study should be completed to measure the effect of the PLC model on middle and high schools as well as urban and more diverse communities
Shoveling the Ramp: Exploring the Connections Between Nature-Based Learning and Attention Deficit/Hyperactivity Disorder
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Aaron J.T. Cinquemani for the degree of Doctor of Education
Presented on April 26, 2023
Title: Shoveling the Ramp: Exploring the Connections Between Nature-Based
Learning and Attention Deficit/Hyperactivity Disorder
Abstract approved:
____________________________________ April 30, 2023
Roxana Wright, Ph.D.
Dissertation Committee Chair
This research study used qualitative descriptive (QD) research methods to explore the
perceptions, perspectives, and experiences of four educators who had access to nature-
based learning (NBL) opportunities, and who taught students with attention
deficit/hyperactivity disorder (ADHD). Methods consisted of the anonymous
collection of volunteer participant answers to a questionnaire. Additionally,
participants had the option to anonymously answer emergent questions as they arose
from coding cycles. This study showed that educators perceive students with ADHD,
and all students that struggle in school academically, and/or behaviorally, and have
exposure to NBL tended to be more successful. This study also showed that educator
participants need access to NBL pedagogy, and ADHD pedagogy professional
development to more intentionally expose students to the behavioral and academic
benefits NBL opportunities provide. The central findings of this study suggest teacher
preparation programs, state departments of educations, local school districts, and
school administrators should learn more about and acknowledge the restorative
characteristics of NBL for at-risk students, and all students. To achieve this, education
institutions should invest in quality professional development, and/or coursework
specifically on attention restoration theory (ART). By intentionally integrating NBL
and ADHD pedagogy into teaching practices and school programming through a
strong understanding of ART, educators can help an increasing number of at-risk
American student’s better access school. More equitable and inclusive access to
school can increase attendance rates and decrease behavioral and/or academic
challenges for students with ADHD.Roxana Wright
Michael Duffin
Jeffry Beard
Nathaniel Bowditc
Determining the Presence and Potential Causes of Mental Health and Well-being Concerns in Student Affairs Professionals
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Kathryn Riddinger for the degree of Doctor of Education in Learning, Leadership and
Community
Presented on March 24, 2023
Title: Determining the Presence and Potential Causes of Mental Health and Well-Being
Concerns in Student Affairs Professionals
Student affairs professionals play an integral role in supporting college students’ mental
health and well-being. Yet the current literature lacks research that specifically
documents these phenomena within this set of professionals. The COVID-19 pandemic
created additional mental health and well-being concerns that are worth empirically
exploring. The current study aims to document how student affairs professionals
experience mental health and well-being in relation to their identity, functional area,
salary, years of experience, and the COVID-19 pandemic, utilizing a mixed method,
explanatory sequential design. Of the 327 American student affairs professionals that
completed the demographic questions, 245 completed all items in this survey. Factors
that impact mental health and well-being in this population (autonomy, competence, and
relatedness) are also explored as outlined by the self-determination model of health
behavior change. Data was analyzed using analysis of variance (ANOVA) and inductive
thematic coding. Findings suggest that mental health in student affairs professionals is
iii
impacted by the following: a) workplace autonomy, b) competence-building, c) positive
relationships, d) gender, e) salary, f) years of experience, and g) functional area.
Psychological well-being is impacted by the following: a) workplace autonomy,
b) positive relationships, c) salary, and d) functional area. How student affairs
professionals’ experienced COVID-19 was a function of race and ethnicity, work from
home status, and functional area. Additional potential factors, as well as implications for
this study are discussed
Examining Student Departure: A qualitative program evaluation of the Ascent program at Plymouth State University
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Rebecca A. Grant for the degree of Doctor of Education in Leadership, Learning and
Community
Presented on March 29, 2023
Title: Examining Student Departure:
A Qualitative Program Evaluation of the Ascent Program at Plymouth State
University
Abstract approved:
__________________________________________
Roxana Wright, Ph.D., Dissertation Committee Chair
The purpose of this qualitative evaluation was to understand how the Ascent program, a
bridge initiative at Plymouth State University, programmatically addressed institutional
concerns regarding student retention and persistence during its three-year pilot phase,
according to the perceptions of past participants, faculty, and administrators. The
evaluation was designed to provide an opportunity for direct stakeholders to articulate
their authentic perceptions of the efficacy of the Ascent program as an initiative
developed to mitigate student departure. To gain this insight, a focus group was
conducted with prior Ascent students who are now in mentorship roles in the program,
and semi-structured individual interviews were conducted with Ascent instructors and
administrators. Many student participants articulated that their participation in the
program aided in their transition to college, provided valuable social support, and
increased self-confidence. Additionally, it was found that student mentorship, increased
academic advising and advocacy, and exposure to campus resources were successful
aspects of the programmatic structure. While the Ascent program was not found to have
mitigated student departure, the successful aspects of the program that should be
considered for implementation in future departure mitigation efforts include increasing
student support through building positive relationships with faculty and peers,
implementing rigorous advising practices, and providing opportunities for foundational
academic skill building. The findings from this study may inform future retention and
persistence initiatives at Plymouth State University and may provide insight for other
institutions of higher education that are working to address student attrition
Mathematical Narratives and Perspectives of Emerging Elementary Educators
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Stephanie M. Banks for the degree of Doctor of Education
Presented on February 9, 2023
Title: Mathematical Narratives and Perspectives of Emerging Elementary Educators
Abstract approved:
February 13, 2023
Annette M. Holba, PhD
Dissertation Chair
This narrative inquiry study explored how emerging elementary educators perceived
their understanding of mathematics learning and teaching as they became elementary
educators. The study considered how past experiences influenced emerging educators’
frames of reference as they began to teach elementary mathematics. Methods consisted
of individual interviews and focus groups with pre-service and in-service elementary
educators. Participants also completed a mathematics self-efficacy inventory. Findings
indicated participants embraced new mathematics strategies and valued mathematics
reasoning over memorization, however, deeply rooted habits of mind, particularly
related to beliefs about mathematics abilities persisted. Participants described
challenges primarily associated with mathematics programs used by their schools and
districts. Furthermore, many participants discussed a practice disconnect between what
they learned in their teacher preparation programs and the realities of being in a
classroom. Teacher educators should acknowledge prior experiences and incoming
beliefs of pre-service teachers and may need to provide opportunities to question and
deconstruct unproductive beliefs and attitudes in the pre-service classroom.Annette M. Holba
Karen J. Graham
Tiffany Karalis Noel
Nathaniel Bowditc
