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THE RELATIONSHIP BETWEEN INTROVERTED STUDENT BEHAVIOR AND TEACHER PERCEPTION OF STUDENT ENGAGEMENT
Get PDFThe purpose of this quantitative survey study was to investigate if a relationship exists between introverted student behavior and teacher perception of student engagement. The purposive sample was composed of high school teachers in the United States. Using the Engagement Rating Scale, teachers scored student engagement across four domains when considering two descriptions of students. One student was described using characteristics of an introvert; teachers then completed an identical version of the scale for a second student who was described using characteristics of an extravert. Independent samples t-tests were used to analysis differences in scores by personality type and revealed a significant relationship between teacher perception of overall student engagement and extraverted students. Analysis into the dimensions of student engagement suggested significantly higher teacher perceptions of agentic and emotional engagement for extraverted students but significantly higher teacher perceptions of behavioral and cognitive engagement for introverted students. These findings suggest that differentiating instruction and assessment may contribute towards better meeting the needs of students of all personality types
MISSIOLOGICAL INTELLIGENCE: TAKING CULTURAL INTELLIGENCE TO A NEW LEVEL IN GUANACASTE, COSTA RICA
Get PDFMany people thrive on the mission field while others seem to flounder. This includes some missionaries who must return to their home country prematurely. The correlation between flourishing and floundering for missionaries on the field is not necessarily limited to a lack of passion, biblical knowledge, effort, or even language proficiency. All missionaries need a comprehensive set of tools, and one that has been seriously neglected in missiological training is Cultural Intelligence (CQ). CQ is a modality of intelligence within the umbrella of Social Intelligence, as categorized under the Multiple Intelligence Theory. With the rapid increase of globalization, those who want to be effective are taking advantage of the multidisciplinary field of CQ. Unfortunately, the use of CQ as a missiological tool has received minimal attention within the researcher’s context. This dissertation project assesses the value of CQ as a tool to enable missionaries to engage in cross-cultural ministry and adapt to the host’s culture. The qualitative research includes a phenomenological study of Costa Rican ministry workers who serve in partnership with US missionaries. But in addition to applying CQ to the missiological enterprise, it is essential that missionaries maintain a Christ-like character and an intentional pursuit of advancing the Kingdom of God. The combination of these tools and a Christocentric focus results in the proposal of a new construct referred to here as Missiological Intelligence (MQ)
THE OPPORTUNITY TO PLAY
Get PDFIn many states across America, homeschool students are welcome participants in community activities and school events. From sports, musical recitals, and band, to speech and debate, these students are embraced with open arms and allowed the opportunity to participate in events offered through their local public school. In Missouri, however, this is often not the case once a child ages out of local little leagues. The Missouri State High School Activities Association, otherwise known as MSHSAA, completely prohibits homeschool participation in these activities at the Junior High level. For those in high school, MSHSAA mandates that schools require a homeschool student to attend a minimum of at least two classes at the high school in order to be eligible. Individual school districts can, and most do, require more than two classes and often completely prohibit participation whatsoever. The Missouri legislature should take up and pass House Bill 2369, which would grant homeschoolers equal access to these activities. Rules restricting access violate the homeschool student’s due process and equal protection rights guaranteed in the United States Constitution. Homeschool families are members of the community, their tax dollars fund the public school system, and denying them the ability to try out hinders their college scholarship prospects. Allowing homeschool access by passing House Bill 2369 is the only fair solution. Missouri’s current version of this bill is a true compromise, maintaining the integrity of allowing participation, while at the same time respecting the concerns of those involved. Many states allow participation, but regulations and rules vary, so viewing Missouri’s proposed language in this context is beneficial. Claims that homeschool students would prove academically ineligible and skirt certain requirements have no sustainable basis based on the states that already allow participation. Some within the homeschool community itself claim this legislation would hamper their freedom, however, even Scott Woodruff from Home School Legal Defense Association testified that this is not the case. In summary, every common argument for and against homeschool participation is addressed, and the conclusion remains: the Missouri legislature should take up and pass House Bill 2369, which would grant homeschoolers equal access to these activities
THE POLYPHONIC VOICES OF SUFFERING IN THE BOOK OF JOB: A DIALOGUE ON GOD’S RELATION TO THE SUFFERING
Get PDFSuffering is an experience that can lead one to question the goodness of God. Such an experience is exemplified in the narrative of Job. It is the argument of this thesis that the dialogue in Job ultimately reveals God’s character as good even in the midst of one’s suffering. This argument is supported through an examination of the polyphonic voices of the book of Job. The voice of Job demonstrates the tension of the sufferer, as a perceived absence of God seems contrary to His character. And yet, Job affirms God’s goodness. The voice of “the satan” demonstrates an awareness of God’s power, in which the sufferer can take comfort. The voices of the friends ironically clarify how God does not interpret suffering. The voice of God offers a theological benchmark for what each of the characters have spoken of Him in Job’s time of suffering. Finally, a praxis is presented based on the dialogue in Job for how to speak of/about God in times of suffering
A PROPOSED CURRICULUM TO IMPROVE THE SCIENTIFIC LITERACY OF PASTORAL LEADERSHIP IN THE CHURCH
Get PDFScientific illiteracy is a widespread reality in the Christian church today. The observatory and evidentiary nature of science seems to strongly contradict the faith-based belief in religion that often lacks physical evidence. This contradiction has incited many different conflicts between the congregation of the church and proponents of scientific advancement. A potential cause of this division is that the current education provided for church leaders is severely lacking in exposure to scientific topics that would allow these leaders to effectively communicate with their congregation when scientific issues are raised. Therefore, this research proposes a supplementary curriculum in the form of a certificate program for undergraduate students pursuing leadership in church ministry that would improve their scientific understanding as well as their ability to confidently analyze scientific controversy while preserving a biblical stance. This curriculum was developed based on the opinions and responses of current church leadership across the country in order to be relevant, useful, and practical to implement. A survey was used to gain these insights and the main findings were that current leadership do believe that the church needs to improve its scientific literacy and is currently doing a poor job at reconciling scientific evidence with Christian beliefs. They also maintain that science and Christianity are able to be totally compatible, showing that this additional education would be effective and beneficial. The goal of this research is to begin to help bridge the gap between science and the church, ultimately increasing the church’s relevance in a modern, scientific world
TEACHERS’ LIVED EXPERIENCES AND PERSPECTIVES OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT PLANS
Get PDFThe purpose of this case study was to examine how teachers from Title 1 elementary schools implemented school-wide positive behavior plans in Northeast Florida. This qualitative study was founded on the theory of planned behavior (TPB). According to TPB, an individual’s behavior can be predicted by attitude and purposes for the behavior. The research participants were six Title 1 elementary school teachers with whom semi-structured interviews were conducted to gather the data. Themes that emerged were professional development, consistency, teacher buy-in, administrative support, and the effectiveness of the plan. Participants indicated the importance of continued support through check-ins, collaborations, professional development, and explained expectations, especially when new administration implemented new expectations. Teachers also recognized that, when implementation of a SWPBS (school-wide positive behavior support plan) plan is done successfully, relationships are built, students can process their emotions with coping tools, and a classroom becomes a positive environment where students are learning and feel safe. Through examining the lived experiences of Title 1 elementary school teachers implementing a SWPBS plan, greater understanding may be gained through increased teacher buy-in to effectively implement a SWPBS plan
PARENTS’ PERCEPTIONS OF FACTORS INFLUENCING ENROLLMENT OF KINDERGARTEN THROUGH FIFTH GRADE STUDENTS IN CHRISTIAN SCHOOLS
Get PDFParents compare the costs of sending their children to private Christian schools with the benefits of their children attending the schools. Christian school leaders benefit from understanding the factors influencing parents’ decisions to enroll their children in Christian private schools. In this qualitative study, the researcher interviewed nine parents from two different Christian private schools affiliated with Christian churches in South Florida to hear what factors influenced them to enroll their kindergarten through fifth grade child or children in a Christian private school. An interview guide developed by the researcher was followed during the phone interviews. In addition, six of the nine were asked additional questions on the interview guide to learn about the factors influencing them to continue reenrolling in the Christian private school. The participants shared their stories about the school choice decision making process and the factors influencing their final decision to choose a Christian private school. The data was cross-analyzed to find similarities among the responses of the participants. Each participant had more than one influencing factor; however, there were three factors common among the participants. Factors influencing their decisions for enrollment were valuing a biblical foundation, dissatisfaction with public education, and previous school experiences. Christian school leaders will find the implications of this study impacts their school enrollment as they capitalize on the factors influencing the enrollment decisions of parents
THE CONFIDENCE OF HIGH SCHOOL SPECIAL EDUCATION (SPED) TEACHERS TO DELIVER INSTRUCTION IN A 100% VIRTUAL LEARNING ENVIRONMENT DUE TO COVID-19
Get PDFThe 2020 COVID-19 pandemic had substantially altered others\u27 daily social interactions and the delivery of education globally. From preschool to universities, educational institutions worldwide temporarily closed their brick-and-mortar facilities to prevent the spread of the COVID-19 virus. The transition from in-person to virtual learning was very abrupt, and the transition forced teachers of all experience levels to adapt to a new normal of virtual instruction due to the COVID-19 pandemic. The purpose of this phenomenological study was to explore the perceptions of high school special education teachers’ confidence to deliver virtual instruction to students within a school district that was 100% virtual due to COVID-19. Five high school SPED teachers participated in virtual interviews using Zoom video conferencing. Results of the study revealed three salient themes: communication, online instruction, and teachers’ ability to adapt. Two subthemes of online instruction were identified: perceptions of online instruction and barriers to online instruction. Results of the study indicated the need for teachers to have a streamlined online process for the documentation, delivery, and reporting of special education services. Findings suggested that teachers need professional development available to them that would be tailored to online teaching strategies, student engagement strategies, online platforms that could be utilized to enhance instruction, and virtual tools that could assist teachers in providing services for students with IEPs. Future research using a mixed-methods approach among high school SPED teachers would allow investigators to gather additional qualitative and quantitative data
Signet Leader Institute: A 12-Module, Web-based Leader Development Program
Get PDFThis project established the groundwork for a Service-Disabled Veteran Owned Small Business to provide organizational and leadership consulting. The consulting business is called the Signet Leader Institute. To meet the program requirements, this project endeavored to develop the initial curriculum as a web-based leader development program with the business establishment occurring after the completion of the doctoral capstone project.
The mission of the Signet Leader Institute is to grow leaders and followers to leave a lasting mark on organizations just as a signet ring represents an empowered seal of a leader. The vision of the Signet Leader Institute is to empower legacy-change on organizations through improving leaders and followers. The intent in developing this program is to provide scholarship-based training to corporate, nonprofit, and faith-based organizations with a focus on leaders. This leader development program includes 12 modules with scholarly content documents and video recorded presentations.
The leadership development curriculum consists of three phases with four modules each. The intent of each phase is to focus on leadership frameworks, organizational issues, and means for individual development, respectively. Each module consists of a scholarly content document as the primary source of instruction, an empirically validated instrument for assessment, and supporting video instruction for each segment within a module. The three phases and modules are as follows:
Phase 1—Focus on the Leader
1. Leadership vs. Management
2. Servant Leadership
3. Authentic Leadership
4. Transformational Leadership
Phase 2—Focus on Organizations
5. Organizational Culture
6. Organizational Change
7. Emotional and Cultural Intelligence
8. Conflict Resolution
Phase 3—Focus on Development
9. Influence and Motivation
10. Executive & Subordinate Coaching
11. Leadership Ethics
12. Followership
This project is the initial offering from the Signet Leader Institute. The intent for future offerings includes tailoring of the modules for specific applications such as a condensed curriculum, symposium presentation, or leader development events