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A Narrative Analysis of Successful Black Elementary Title I Teachers of Black Students Living in Poverty
No full textThe purpose of this study was to use critical race theory with a narrative inquiry approach to explore the experiences and perceptions of six successful Black elementary Title I teachers who educate Black students living in poverty (BSLP). Teacher participants were asked to share narrative stories about their lived experiences educating BSLP, their experiences and perceptions of race, racism, and poverty, and ways these experiences and perceptions informed instructional practices they use to increase achievement and close achievement gaps among BSLP. Semi-structured interviews were conducted using Seidman’s three-interview series. After interviews were recorded and transcribed, they were analyzed and coded using in vivo, values, and pattern coding to generate categories and themes. In addition to interviews, lesson plans and parent newsletters were coded as additional data to support findings. Narrative profiles were used to present teacher participants’ stories of their lived experiences. Nine themes were organized under three headings related to teacher practices. Three themes were on practices related to race and racism: preparing students for life outside of the classroom/school, treating students like they are your own children, and embracing students’ culture through Black history in education. Three themes were on practices related to race and poverty: being warm demanders, treating parents as allies, and wanting to teach Black students living in poverty. Three themes were on effective instructional practices for BSLP: making learning active and fun, using small group instruction, and making reading instruction meaningful and relevant. Characteristics of culturally responsive teaching were evident in many of the practices identified through the themes.
Keywords: Narrative profiles, critical race theory, Black students living in poverty, in vivo coding, values codingChapter I: INTRODUCTION 1 -- Background of the Study 6 -- Problem Addressed in this Research 11 -- Purpose and Scope 12 -- Significance 13 -- Conceptual Framework 19 -- My Experiential Knowledge 22 -- Pilot Study 25 -- Existing Theory 27 -- Storytelling 36 -- Intersections of Race and Class in Education 39 -- Race. 39 -- Poverty. 42 -- Intersection: Race and Poverty. 43 -- Summary 45 -- Chapter II: LITERATURE REVIEW 46 -- Title I Programs 46 -- Effects of Poverty on Education 49 -- Teacher Perceptions and Knowledge of Poverty 50 -- Culture of Poverty. 55 -- Poverty and Cognition 57 -- Barriers to Educating Blacks in America 60 -- History of Schooling for Blacks 60 -- Black-White Achievement Gaps 67 -- Opportunity Gaps in Advanced Academic Programs 71 -- Deficit-Based Perspectives about Black Students 76 -- Racializing Ability/Disability 79 -- Promising Practices for Educating Black Students Living in Poverty 84 -- Culturally Responsive Teaching 85 -- Warmth and Demand 90 -- Summary 92 -- Chapter III: RESEARCH DESIGN 95 -- Research Questions 97 -- Research Methods 98 -- Narrative Inquiry 99 -- Researcher Relationships 102 -- Participant Selection 103 -- Data Collection 106 -- Interviewing. 106 -- Recording the Data. 110 -- Notetaking and Memoing. 111 -- Transcribing the Data. 111 -- Data Analysis 112 -- First Cycle In Vivo Coding. 113 -- First Cycle Values Coding. 117 -- Second Cycle Pattern Coding. 119 -- Data Presentation 121 -- Validity 126 -- Ethics 129 -- Conclusion 131 -- Chapter IV: PARTICIPANT INTRODUCTIONS AND NARRATIVE PROFILES 133 -- Patricia Simpson 134 -- Meet Patricia 134 -- Before She Was a Teacher 135 -- Educating BSLP in Title I Schools 141 -- Reflections 150 -- Gwendolyn Whitaker 151 -- Meet Gwendolyn 152 -- Before She Was a Teacher 152 -- Educating BSLP in Title I Schools 164 -- Reflections 180 -- Regina Fields 181 -- Meet Regina 182 -- Before She Was a Teacher 182 -- Educating BSLP in Title I Schools 198 -- Reflections 207 -- Keri Haslem 208 -- Meet Keri 209 -- Before She Was a Teacher 209 -- Educating BSLP in Title I Schools 218 -- Reflections 237 -- Dianne Ellison 237 -- Meet Dianne 237 -- Before She Was a Teacher 238 -- Educating BSLP in Title I Schools 249 -- Reflections 271 -- Corey Boyd 272 -- Meet Corey 272 -- Before He Was a Teacher 272 -- Educating BSLP in Title I Schools 283 -- Reflections 293 -- Conclusion 294 -- Chapter V: DISCUSSION OF THEMES 296 -- Teachers’ Racialized Experiences and Perceptions 297 -- Teachers’ Experiences and Perceptions of Poverty 307 -- Summary 316 -- Themes on Practices Related to Race and Racism 317 -- Preparing Students for Life Outside of the Classroom/School 318 -- Treating Students Like They Are Your Children 329 -- Embracing Students’ Culture Using Black History in Education 335 -- Themes on Practices Related to Race and Poverty 346 -- Being Warm Demanders 346 -- Building Positive Relationships 347 -- Creating a Caring and Safe Classroom 351 -- Expecting Students to Grow Academically to High Levels 360 -- Treating Parents as Allies 367 -- Wanting to Teach Black Students Living in Poverty. 373 -- Themes on Effective Instructional Practices for BSLP 377 -- Making Learning Active and Fun 377 -- Using Small Group Instruction 383 -- Making Reading Instruction Meaningful and Relevant 389 -- Conclusion 397 -- Chapter VI: CONCLUSION 399 -- Research Questions Revisited 401 -- Limitations 410 -- Recommendations for Further Study 411 -- Final Thoughts 413 -- References 417Clevenger-Schmertzing, LorraineSchmertzing, Richard W.Cox, JTEd.D.Education in Leadershi
Metaphysical Times Ostara 2022
No full textThis item contains 1 PDF with 16 pages a title page and a table of contentsThe volume begins by discussing the spring (Vernal) equinox and how it was celebrated by the ancient Celts in Ireland and Scotland. Then moves to the symbolism of fire in Hindu mythology. Next music in magic is discussed and how it impacts spells that are cast. The volume then continues by discussing why the goddess Ostara is used for the Vernal equinox. Some books are reviewed for aspiring witches and give advice on books to purchase
Faculty Senate Internationalization and Globalization Committee Meeting Minutes, April 19, 2022.
No full text1 electronic record. PDF. 70371 bytes.Valdosta State University Faculty Senate Internationalization and Globalization Committee Meeting Minutes, April 19, 2022. Electronic records. 1 PDF document
Statistical Analysis of Thermodynamic Quantities in the Binding of Ligands to Bovine and Human Serum Albumin
Get PDFAlbumin is one of the most studied proteins because of its diverse functions (Peters, 1995). Albumin varies between species, but past research on Human Serum Albumin (HSA) and Bovine Serum Albumin (BSA) has shown structural similarities between the two. Binding properties of HSA and BSA can be compared using the thermodynamic parameters of enthalpy, entropy, and Gibbs free energy (ΔH, ΔS, and ΔG). Previous studies have shown a linear relationship between enthalpy and entropy when temperature is held constant (enthalpy-entropy compensation). Prior data used thermodynamics to compare the two proteins on a micro-level (1-10 ligands). This thesis is the first to statistically analyze thermodynamic quantities in the binding of ligands to HSA and BSA on a macro-level (200+ ligands). A bioinformatic approach was used to obtain thermodynamic data from 197 primary literature sources available in PubMed (Sayer, et al., 2022). Linear regression was applied and showed a significant positive correlation between enthalpy and entropy in both proteins examined. The findings indicate the existence of a significant enthalpy-entropy compensation. This thesis quantitatively described the variation of ΔH°, ΔS°, ΔG° in the binding of ligands to BSA and HSA by using Cumulative Distribution Function (CDF). The obtained CDFs were used to derived Normalized Probability Density Function (NPDF) for each thermodynamic quality. The Shannon entropy was calculated to assess the variability on ΔH°, ΔS°, ΔG°. The resulting values of Shannon entropy shows that both ΔH° and TΔS° have larger values than that of ΔG° for both proteins. ΔG° contained lower levels of information (uncertainty) than ΔH° and TΔS° for both proteins.
Keywords: Bovine Serum Albumin; Human Serum Albumin; Thermodynamics; Enthalpy; Entropy;-- Data collection 6 -- Linear regression analysis of ΔH° and ΔS° 6 -- Cumulative distributions of ΔH°, TΔS°, and ΔG° 6 -- Normalized Probability distribution function of ΔH°, TΔS°, and ΔG° 7 -- Venn diagrams for ΔH°, TΔS°, and ΔG° of BSA and HSA 7 -- Shannon entropy for NDPF of ΔH°, TΔS°, and ΔG° 8 -- Mathematical software 8 -- Chapter III: RESULTS 9 -- Enthalpy–entropy compensation 9 -- Cumulative distribution of thermodynamic quantities 12 -- Normalized probability density distributions of thermodynamic quantities 12 -- Shannon entropy of ΔH°, TΔS°, and ΔG° 19 -- Chapter IV : DISCUSSION 23 -- REFERENCES 25 -- APPENDIX A: ΔH° and ΔS° for BSA and HSA binding to different ligands 29Kang, JonghoonBlackmore, MarkJames, ChristineM.S.Biolog
Promotion and Integration of OER: A Case Study of the Community College Librarian's Role
Get PDFOpen educational resources (OER) provide college students with course materials on the first day of class, ensuring an equitable learning experience for all. The concept of OER has been around for almost 20 years, yet many faculty and librarians are just now becoming aware as more and more statewide initiatives are introduced. The adoption of OER has been a slow and gradual movement. Faculty are the driving force behind OER but need more support to understand, locate, and evaluate resources. Librarians across the country are skilled and capable of filling this gap. Faculty and librarian collaboration can bridge together ideas and resources to benefit students.
A qualitative case study was used to understand how faculty and librarians collaborated at a community college to adopt OER. Librarians and faculty were interviewed to understand their experiences of working together to promote and adopt OER at their campus. Uncovering the practices and strategies at this college could enhance the knowledge of faculty and librarians at other community colleges that are beginning campus OER initiatives. The study was guided by the following overarching research question: What strategies and practices are faculty and librarians at a community college in Alabama using to enhance collaboration to move OER initiatives forward?
Data collected and analyzed from the participants revealed seven primary themes. The themes centered on communication, student benefits, faculty hesitancies, departmental and administrative decisions, librarian partnerships, and campus repository building. Findings showed collaborative efforts of librarians and faculty helped move OER initiatives further at this college. Statewide collaborations of like-disciplined faculty and librarians could further advance OER initiatives across the state.
Keywords: Community College, Faculty, Librarians, Libraries, Open Educational Resources, TextbooksChapter I: INTRODUCTION 10 -- Background 11 -- Statement of the Problem 13 -- The Motivation for the Study 15 -- My Experiential Knowledge 15 -- The Need for OER at Community Colleges 16 -- Conceptual Framework 17 -- Purpose of the Study 20 -- Research Questions 21 -- Significance of Study 22 -- Delimitations and Researcher Assumptions 23 -- Definition of Terms 24 -- Chapter II: LITERATURE REVIEW 26 -- A Brief History of Open Educational Resources 26 -- What are Open Educational Resources? 28 -- Awareness and Impacts 31 -- The Community College 32 -- College Affordability and Textbook Costs 33 -- Student Perceptions 36 -- Faculty Perceptions 41 -- Librarian Roles 46 -- COVID-19 Impacts 49 -- Filling in the Gap 51 -- Chapter III: METHODOLOGY 54 -- Design and Rationale 54 -- Research Questions 56 -- Methods 57 -- Setting and Participants 57 -- Data Collection 60 -- Data Analysis Procedures 61 -- Validity 63 -- Researcher Bias 65 -- Ethical Issues 66 -- Summary 68 -- Chapter IV: FINDINGS 69 -- Overview of Data Collection 70 -- Description of Participants 71 -- Results by Research Questions 74 -- Results for Research Sub-question 1 75 -- Results for Research Sub-question 2 76 -- Results for Research Sub-question 3 81 -- Results for Research Sub-question 4 85 -- Results for the Central Research Question 89 -- Summary 92 -- Chapter V: CONCLUSION 94 -- Overview 94 -- Summary of Findings 95 -- Summary for Research Sub-question 1 97 -- Summary for Research Sub-question 2 98 -- Summary for Research Sub-question 3 99 -- Summary for Research Sub-question 4 100 -- Discussion 101 -- Limitations 113 -- Implications for Practice 113 -- Implications for Future Research 116 -- Conclusion 118 -- REFERENCES 120 -- APPENDIX A: Librarian Interview Guide 129 -- APPENDIX B: Faculty Interview Guide 132 -- APPENDIX C: Institutional Review Board Exemption 135Workman, Jamie L.Hartsell, TaralynnHill, D. LaverneEd.D.Education in Curriculum and Instructio
Seeking Educational Leadership Certification in Preparation for Applying for the Principalship: A Job Desirability Perspective
Get PDFThis quantitative study used survey research methods and job choice theory to investigate the factors influencing educators to pursue leadership certification in preparation for the principalship and determine how the leadership certification rule changes in Georgia have impacted educators who aspire to become leaders. Educators’ perceptions of the overall attractiveness of the principalship and their job intentions, specifically their likelihood of seeking, being offered, and accepting a leadership position in the foreseeable future were investigated using the Principal Job Survey (Barksdale, 2003; Pounder & Merrill, 2001). Descriptive statistics and a series of hierarchical regression models were employed to analyze the relationship between the independent variables (objective, subjective, work itself, school context, and critical contact), demographic variables, Georgia educational leadership certification requirements, and the dependent variable, the job desirability index. Results indicated several significant predictors of willingness. Specifically, subjective and work-itself job choice factors, educators’ probability of obtaining certification under GaPSC rules, and probability of obtaining Tier II certification only. Implications reveal the additional cost and time requirements of current Georgia certification rules heavily influence educators’ willingness to obtain leadership certification, emphasizing the importance of policymakers acknowledging the challenges of these requirements and considering incentives to attract and retain quality leaders.
Keywords: Educational Leadership; Leadership Certification; Principalship;Chapter I 1 -- Statement of the Problem 10 -- Purpose of the Study 12 -- Research Questions 12 -- Significance of the Study 13 -- Conceptual Framework 14 -- Summary of Methodology 21 -- Limitations of the Study 22 -- Definition of Terms 23 -- Summary 24 -- Chapter II 26 -- Historical Review 26 -- Leadership Preparation Reform 30 -- Leadership and Student Achievement 37 -- Qualified Leader Shortage 45 -- Summary 50 -- Chapter III 52 -- Research Design 53 -- Population and Sample 53 -- Data Collection 54 -- Instrumentation 55 -- Content Validity 59 -- Data Analysis 61 -- Summary 64 -- Chapter IV 65 -- Participants 66 -- Quantitative Findings 69 -- Subjective Scale.. 69 -- Work-itself Scale 73 -- Reliability 77 -- Descriptive Statistics 78 -- Correlations 79 -- Research Question 1 82 -- Research Question 2 89 -- Research Question 3 94 -- Summary 112 -- CHAPTER V 114 -- Overview of the Study 117 -- Summary of Findings 120 -- Discussion 123 -- Limitations 127 -- Recommendations for Future Research 128 -- Conclusion 129 -- REFERENCES 133 -- APPENDIX A Institutional Review Board Approval 150 -- APPENDIX B Permission Request to School District 152 -- APPENDIX C Confidentiality & Consent to Participate in Research 154 -- APPENDIX D Principal Job Survey 156 -- APPENDIX E Permission to Use Survey (Barksdale, 2003) 163 -- APPENDIX F Permission to Use Survey (Merrill, 1999) 165Bochenko, Michael J.Mammadov, SakhavatPate, J. LeonLaisey, John D.Ed.D.Educational Leadershi
So, They Really Can Learn Here: Profiles of Effective Elementary School Mathematics Teachers of African American Students in Middle Georgia’s Title I Schools
No full textThis qualitative study used a narrative inquiry design to generate a counter-narrative that challenges the negative stereotype commonly assigned to Title I schools and amplifies the voices of the students and teachers who are thriving in those school environments while teaching and learning math. I used a criterion-based purposive sample to select five successful math teachers in a local Title I school. Using Seidman’s (2019) three-phased interview process, I obtained information about their past and present experiences that helped shape their unique, successful teaching styles. A thorough analysis of the data yielded the following three assertions, which confirmed the body of current literature: effective Title I math teachers must (a) build authentic relationships with parents and students; (b) choose to give the students what they need/deserve; and (c) evolve toward a more culturally responsive pedagogical (CRP) way of being. The findings suggest that teachers in Title I schools might see gains like those of the participants in this study by engaging in CRP-based courses and remaining current on the latest educational strategies that have proven helpful for Black and underserved children.Chapter 1: INTRODUCTION TO THE STUDY 1 -- Personal Connection 2 -- Statement of the Problem 8 -- Research Goals 13 -- Conclusion 16 -- Chapter 2: CONCEPTUAL FRAMEWORK 18 -- Explaining a Conceptual Framework 18 -- Experiential knowledge 23 -- Subjectivity 23 -- The Golden Rule Subjective I 24 -- The Cultural Subjective I 25 -- Alone, but Not Alone Subjective I 26 -- Teaching 28 -- Theoretical framework 34 -- Positioning theory in conceptual framework 34 -- Critical Race Theory (CRT) 35 -- CRT tenet 1 36 -- CRT tenet 2 39 -- CRT tenet 3 41 -- CRT tenet 4 45 -- CRT tenet 5 47 -- Related Research 51 -- Conception of Title I schools 52 -- Title I schools and the (de) Segregated South 56 -- Title I schools as portrayed by the master narrative 63 -- Myth 1: The students do not value education 65 -- Myth 2: The poor are lazy 67 -- Myth 3: Students living in poverty have linguistic deficiencies 69 -- Myth 4: Parents are ineffective and inattentive to their child’s academic needs 70 -- The master narrative and Title I schoolteachers. 71 -- Mathematics standards and their impact on Title I students 74 -- Counter-stories and the master narrative 80 -- Counter-narratives and culturally relevant/responsive pedagogy in math 81 -- Expectations and Strategies for High Academic Success.83 Conclusion 88 -- Chapter 3: METHOD 91 -- Narrative Inquiry 92 -- Research Design 93 -- Research question evolution 95 -- Research questions 96 -- Setting selection process 97 -- District and school criteria 97 -- Setting 100 -- Participant Selection Process 101 -- The Gatekeepers 102 -- Contacting school district representatives 102 -- Contacting principals and intervention coaches 104 -- Selecting participants 109 -- Research Relationships 112 -- Data Collection 116 -- A change of plans. 117 -- Interviews. 117 -- Observations 121 -- Researcher memos and journaling 122 -- Data Analysis 123 -- Transcription 124 -- Code categorization: The process 126 -- In vivo coding 128 -- Values codes 128 -- Process codes 130 -- Versus codes 132 -- Code mapping 135 -- Pattern Coding 137 -- Themeing the data 137 -- Theme cross comparisons 139 -- Connecting strategies 140 -- Data presentation 142 -- Validity 143 -- Researcher bias 144 -- Reactivity 145 -- Ethical concerns 148 -- Conclusion 149 -- Chapter 4: PARTICIPANT PROFILES 150 -- Community Setting 151 -- School Setting 157 -- Profiles 160 -- Ms. Shavon 161 -- Meet Ms. Shavon 162 -- In her own words 163 -- Reflection 178 -- Ms. Keisha 179 -- Meet Ms. Keisha 180 -- In her own words 181 -- Reflection 197 -- Ms. Dedicated 198 -- Meet Ms. Dedicated 199 -- In her own words 200 -- Reflection 213 -- Ms. Ramonda 214 -- Meet Ms. Ramonda 215 -- In her own words 217 -- Reflection 229 -- Ms. Jasmine 231 -- Meet Ms. Jasmine 232 -- In her own words 233 -- Reflection 247 -- Conclusion 248 -- Chapter 5: DISCUSSION OF THEMES AND ASSERTIOINS 249 -- Individual Themes 250 -- Theme 1: Passionate about teaching Title I students 251 -- Theme 2: Teaching style influenced by formative years 258 -- Theme 3: Student Interest + Data Driven Instruction = Student -- Success. 264 -- Theme 4: A Co-Constructed Classroom Culture 269 -- Theme 5: Focused on Emotional and Social Skills 274 -- Theme 6: Combats racism through CRP 278 -- Theme 7: Chooses to meet student needs 282 -- Theme 8: Participants are lifelong learners 287 -- Theme 9: Participants display CRP and deficit thinking viewpoints 291 -- Developing the Assertions 297 -- A 1: Build authentic relationships with students and parents 297 -- A 2: Give the students what they need/deserve 301 -- A 3: Evolve towards a total infusion of a genuine CRP way of being 303 -- Conclusion 309 -- Chapter 6: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 311 -- Research Questions and Assertions Based on the Data 311 -- Research assertions revisited 314 -- Assertion 1 revisited 314 -- Assertion 2 revisited 315 -- Assertion 3 revisited 316 -- Research questions answered. 317 -- Research question 1 answered 317 -- Research question 2 answered 318 -- Research question 3 answered 319 -- Implications of Study 320 -- Individual reform 324 -- Administrators as reform leaders 326 -- Educational policy reform 327 -- Limitations of the Present Study 329 -- Participant demographic limitations 329 -- Data collection process limitations 330 -- Data analysis limitations 331 -- Recommendations for Future Research 332 -- Final Thoughts 334 -- References 336.Schmertzing, Richard WSchmertzing, LoraineShelton, Melvin A.Ed.D.Education in Curriculum and Instructio
A Qualitative Study of Small Business Owners' Lived Experiences and Perceptions of Long-term Business Success Amid a Pandemic
Get PDFThe researcher explored the reasons why only 50% of new small businesses survive five or more years with the goal of determining the characteristics that led to success. This qualitative study focused on small business success with the purpose of exploring the life and career experiences of a select number of small business owners in a metropolitan area in the Southeastern United States. The conceptual framework and research design were based on Duckworth’s grit theory, Dweck’s growth mindset theory, Garmezy’s resilience theory, and Bandura’s self-efficacy theory. These theories were interconnected with transformation leadership theory as defined by Bass & Riggio (2006), Kouzes and Posner (2017), and Burns (1978). This study also explored the perceptions of small business owners regarding the most and least important personal characteristics needed to run a successful small business. The Seidman model of interviewing in a series served as the approach for data gathering. This approach included the following activities the researcher collected participant data using a series of interviews, observations, memos, field notes, and document analysis. Due to the COVID-19 pandemic that began in 2020, the research was adapted to identify changes required for small business owners to survive through a pandemic and qualities embedded in their lives before it began. Future recommendations include: conducting quantitative and mixed methods studies on small business success, using a larger participant pool, and conducting a longitudinal study to continue building best practices for success.
Keywords: small business success, small business owner, entrepreneurship, leadership, pandemic, resilienceChapter I: Introduction 1 -- Overview 1 -- Statement of Problem 2 -- Purpose Statement 5 -- Research Questions 6 -- Significance 7 -- Conceptual Framework 8 -- Summary of Methodology 13 -- Limitations 15 -- Definition of Terms 17 -- Chapter Summary 18 -- Chapter II: Literature Review 19 -- Overview of Small Business in the United States 20 -- Small Business Successes and Failures 20 -- Entrepreneurship 22 -- Theoretical Underpinnings of the Study 26 -- Grit Theory 26 -- Resilience Theory 28 -- Self-Efficacy Theory 29 -- Growth Mindset Theory 31 -- Small Business Leadership Theories 32 -- Transformational Leadership Theory 33 -- Transactional Leadership Theory 38 -- Trait Theory of Leadership 40 -- Servant Leadership Theory 42 -- Situational Leadership Theory 44 -- Small Business in the Time of COVID-19 45 -- Financial Hardships and Government Aid 46 -- Working From Home 48 -- Labor Shortages 49 -- COVID-19 Vaccine and Social Distancing 51 -- Future Expectations Regardless of COVID-19 52 -- Chapter Summary 54 -- Chapter III: Methodology 56 -- Research Questions 57 -- Research Design and Rationale 58 -- Setting 60 -- Role of the Researcher 61 -- Sampling Technique 62 -- Data Collection Procedures 64 -- Documents 67 -- Researcher Memos 68 -- Data Analysis Procedures 68 -- Issues of Trustworthiness 69 -- Credibility 70 -- Transferability 71 -- Dependability 71 -- Confirmability 72 -- Ethical Procedures 72 -- Summary 73 -- Chapter IV: Participants 74 -- Participants 75 -- Chapter Summary 106 -- Chapter V: Results 107 -- Description of Themes 111 -- Strong Work Ethic in all Experiences 112 -- Lifelong Guiding Mantras and Expressions 112 -- Real-World Employee Experiences 113 -- Childhood Family Ingrained Expectations 115 -- Real-Word Employer Experiences 117 -- Growth Mindset Approach to Life Success 118 -- Strategist 118 -- Continuous Learning 119 -- Achievement Orientation 121 -- Creativity 122 -- Resilience in Response to Adversity 124 -- Passion 124 -- Tenacity 125 -- Self-Confidence 127 -- Optimism 128 -- Leadership Style Built on Trust and Relationships 129 -- Integrity 130 -- Excellent Communicator 131 -- Honest Reputation 132 -- Consistency 133 -- COVID-19 Pandemic 134 -- Chapter Summary 138 -- Chapter VI: Conclusion 140 -- Research Questions: Summary Discussion 143 -- Research Question 1 Discussion 143 -- Research Question 2 Discussion 150 -- Research Question 3 Discussion 155 -- Study Limitations 158 -- Implications 160 -- COVID-19 160 -- Aspiring Small Business Owners 161 -- Current Small Business Owners 162 -- Executive Coaching and Consulting Firms 163 -- K-12 Education 163 -- Higher Education 164 -- Recommendations 164 -- Conduct Mixed Methods or Quantitative Studies 164 -- Three-Part Interview Series 165 -- Increase Sample Size and Parameters 165 -- Conduct a Longitudinal Study 165 -- Conclusion 166 -- References 170 -- Appendix A: Interview Questions 191Truby, William F.Lairsey, John D.Haralson, J. ShawnReichert, LaineEd.D.Education in Leadershi
A DACUM Analysis of Health Care Chaplains in Metro New York and the Implications for Clinical Pastoral Education
Get PDFUntil now, there has not been a single, accepted profile of the role of health care chaplains. De Vries, Berlinger, and Cadge (2008) clearly identify the issue when they say, the specific duties and responsibilities of their job are ill-defined.
The duties and tasks were defined by consensus in this study using a widely used occupational analysis methodology known as DACUM. Through this study, a profile was developed by consensus and validated for the role of health care chaplain and recommendations begun for revising the current methods for developing curriculum used in Clinical Pastoral Education (CPE) units. A modified DACUM was conducted following the Eastern Kentucky University (EKU) model for DACUM facilitation.
CPE Supervisors could customize the curriculum for their site based on their style and philosophy. There was no standard, accepted curriculum. Based on the ACPE Standards (Appendix A) and current practice there was a reason to question whether students were prepared for the role. The question that arose: was the reason that role-specific courses were not part of a training curriculum because the role was not defined by those in the role? There was a need to thoroughly review the role using a methodology that could be used to develop a profile that lends itself to curriculum development, training delivery, and professional consensus.
The primary conclusion regarding the role of a health care chaplain, coming from this study, is the reason that there is confusion about the role is that those in the role had not been consulted about the duties and tasks performed by a chaplain. A secondary reason why the role of health care chaplain has the tension brought about by two schools of thought is the result of there not being a standard curriculum used in their training.Chapter I: INTRODUCTION 1 Overview . 1 Statement of the Problem 4 Purpose of the Study . 5 Research Questions . 6 Significance of the Study 8 Author Disclosure . 9 Conceptual Framework . 15 Summary of Methodology 18 Research Question 1 . 19 Research Question 2 . 22 Research Question 3 . 24 Research Question 4 . 26 Limitations and Assumptions . 27 Summary . 29 Definition of Terms. 29 Chapter II: LITERATURE REVIEW 35 Introduction . 35 Overview . 35 The Role of the Health Care Chaplain 41 How Others Perceive the Role of Health Care Chaplain 44 Research: A Current Trend in Health Care Chaplaincy 48 Common Standards on Professional Chaplaincy 49 Clinical Pastoral Education . 51 Student Experience . 53 Educational Foundations . 56 Standards, Objectives, Outcomes, and Curriculum 60 Occupational Analysis 61 Key Terms Used in an Occupational or Job Analysis 62 Methods of Occupational/Job Analysis 63 An Overview of DACUM - A Way to Conduct an Occupational Analysis . 65 Summary . 77 Chapter III; METHODOLOGY .80 Overview . 80 Research Design 82 Sampling Methods 83 Participant Orientation 87 Data Collection Methods 88 Surveys 89 Interviews 90 Panels 92 Journal Memos 97 Data Analysis Methods . 98 Question and Methods Linked 100 Research Questions Mapped to Methods 101 Summary . 103 Chapter IV: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTION 1 .105 Introduction . 105 Panel 1 Demographics 107 Research Question 1 Review 110 Research Question 1: Profile Artifacts . 110 Artifact 1: An Initial Job Description . 111 Artifact 2: An Initial, Graphical Storyboard with Duties and Tasks 111 Artifact 3: A Rank Ordering of Duties Based on Two Metrics 112 Artifact 4: An Initial List of Concepts Chaplains Need to Know . 112 Artifact 5: An Initial List of Skills Chaplains Need to Have 114 Artifact 6: An Initial List of Traits and Tools Chaplains Need to Have . 115 Panel 1 Overview 116 Research Question 1: Findings . 116 Research Question 1a: Findings 117 Research Question 1b: Findings . 117 Research Question 1bi: Findings 117 Finding 1: Method of Analysis and Data 117 Finding 1: Interpretation . 121 Finding 2: Method of Analysis and Data 121 Finding 2: Interpretation . 127 Finding 3: Method of Analysis and Data 128 Finding 3: Interpretation . 132 Finding 4: Method of Analysis and Data 134 Finding 4: Interpretation . 136 Finding 5: Method of Analysis and Data 136 Finding 5: Interpretation . 141 Research Question 1a: Findings 142 Finding 6: Method of Analysis and Data 142 Finding 6: Interpretation . 146 Research Question 1b: Findings . 146 Finding 7: Method of Analysis and Data 146 Finding 7: Interpretation . 150 Research Question 1bi: Findings 151 Finding 8: Method of Analysis and Data 151 Finding 8: Interpretation . 153 Chapter V: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTION 2 .154 Introduction . 154 Panels 2 and 5 Demographics . 156 Research Question 2 Review 159 Research Question 2: Profile Artifacts . 160 Artifact 1: A Revised Job Description 160 Artifact 2: A Revised and Validated, Graphical Storyboard 161 Artifact 3: A Rank Ordering of Duties Based on Two Metrics 161 Artifact 4: A Revised List of Concepts Chaplains Need to Know . 162 Artifact 5: A Revised List of Skills Chaplains Need to Have . 164 Artifact 6: A Revised List of Traits and Tools Chaplains Need to Have . 165 Panel 2 Overview 166 Research Question 2: Findings . 167 Research Question 2a: Findings 167 Research Question 2b: Findings . 167 Research Question 2bi: Findings 167 Finding 1: Method of Analysis and Data 168 Finding 1: Interpretation . 171 Finding 2: Method of Analysis and Data 173 Finding 2: Interpretation . 177 Finding 3: Method of Analysis and Data 177 Finding 3: Interpretation . 192 Research Question 2a: Findings 193 Finding 4: Method of Analysis and Data 193 Finding 4: Interpretation . 195 Research Question 2b: Findings . 196 Finding 5: Method of Analysis and Data 196 Finding 5: Interpretation . 199 Research Question 2bi: Findings 200 Finding 6: Method of Analysis and Data 200 Finding 6: Interpretation . 201 Chapter VI: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTIONS 3 AND 4 203 Introduction . 203 Panels 3 and 4 Demographics . 205 Research Questions 3 and 4 Review . 208 Panels 3 and 4 Overview. 209 Research Question 3: Findings . 211 Research Question 3a: Findings 211 Research Question 3b: Findings . 211 Research Question 3bi: Findings 211 Research Question 4: Findings . 212 Research Question 4a: Findings 212 Research Question 4b: Findings . 212 Research Question 4bi: Findings 212 Research Question 3 Findings 213 Finding 1: Method of Analysis and Data 213 Finding 1: Interpretation . 214 Finding 2: Method of Analysis and Data 215 Finding 2: Interpretation . 216 Finding 3: Method of Analysis and Data 217 Finding 3: Interpretation . 218 Finding 4: Method of Analysis and Data 218 Finding 4: Interpretation . 220 Finding 5: Method of Analysis and Data 221 Finding 5: Interpretation . 223 Research Question 4 Findings 223 Finding 6: Method of Analysis and Data 223 Finding 6: Interpretation . 226 Finding 7: Method of Analysis and Data 227 Finding 7: Interpretation . 228 Finding 8: Method of Analysis and Data 228 Finding 8: Interpretation . 229 Finding 9: Method of Analysis and Data 231 Finding 9: Interpretation . 232 Summary of Major Findings by Panel 233 Panel 1 Major Findings (Chapter 4) 233 Panel 2 Major Findings (Chapter 5) 234 Panel 3 Major Findings (Chapter 6) 235 Panel 4 Major Findings (Chapter 6) 235 Panel 5 Major Findings (Chapter 5) 236 Chapter VII: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .237 Introduction . 237 Problem Statement 238 Purpose of the Study . 238 Research Questions . 239 Literature Review 241 Chaplain’s Role . 242 Role of CPE 243 DACUM 244 Summary . 245 Methods and Procedures . 245 Research Design 245 Protocol Followed . 246 Sampling . 247 Data Collection . 248 Data Analysis 248 Validation 249 Major Conclusions 250 This Study’s DACUM Profile 250 Chaplain’s Role . 252 CPE . 253 DACUM 254 Recommendations . 255 Chaplain’s Role . 255 CPE . 256 DACUM 257 Summary: 258 REFERENCES: 260 APPENDIX A: 2010 ACPE Objectives and Outcomes for a Basic Unit of CPE 292 APPENDIX B: HealthCare Chaplaincy Network CPE Core Curriculum 296 APPENDIX C: Demographic Survey .300 APPENDIX D: End-of-Session Survey 310 APPENDIX E: Marketing Brochure for Participants .314 APPENDIX F: Institutional Review Board (IRB) Approval and Consent Forms317 APPENDIX G: Sample Photo Journal Distributed to All Participants for Validation 327 APPENDIX H: Report Sent to All Participants for Review and Validation .336 APPENDIX I: Left-side and Right-side of Panel 1 DACUM Storyboard 349 APPENDIX J: Left-side and Right-side of Panel 2 DACUM Storyboard .352 APPENDIX K: Table K1-Table K12: Matrices Showing Each Research Question Mapped to Sampling Methods, Collection and Analysis Methods. .355Downey, StevenFiester, HerbertWiley, Ellen W.Ed.D.Curriculum and Instructio