Dissertation Abstracts International Section A: Humanities and Social Sciences最新文献

{"title":"Traditional and Technology-Enhanced Learning: Faculty Perspectives and Student Experiences and Satisfaction of the Art and Design Program during the COVID-19 Pandemic","authors":"C. M. Boehm","doi":"10.20944/preprints202111.0156.v1","DOIUrl":"https://doi.org/10.20944/preprints202111.0156.v1","url":null,"abstract":"Digital skills are essential in today’s digital age, which means that students must gain technology-enhanced skills from higher education for their future careers. Studies in Art & Design (A&D) programs in this university surveyed three faculties’ perspectives and nineteen students’ experiences. During the COVID-19 pandemic, this university changed its teaching and learning strategies by offering courses online during autumn 2020 and spring 2021 during mandatory quarantine. However, the A&D program was not entirely based online. As a result, it is important to take a closer look at the A&D programs offered in order to assess the faculties’ perspectives and students’ experiences during the two online semesters. The study included online surveys from instructors’ perspectives and with regard to students’ experiences about the quality of studio learning, traditional studio learning opportunities, and online studio learning opportunities via either live (on-campus) or online studios. Using relationship-based research design, posttest data surveys were collected to ascertain the differences in the mean scores, standard deviations, and percentages of some forms of agreement between the faculties’ perspectives and students’ experiences of the quality of studio learning, traditional studio learning opportunities, and online studio learning opportunities in these Art & Design (A&D) programs. This quantitative research aimed to develop formative assessments and suggestions while establishing whether it would be possible to hold all A&D courses online in a higher education setting.","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133015805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A narrative inquiry into the transformation of the school business official role amidst the Covid-19 pandemic","authors":"Nicholas Clements","doi":"10.17760/d20467313","DOIUrl":"https://doi.org/10.17760/d20467313","url":null,"abstract":"The purpose of this qualitative, narrative research study was to investigate the role of the School Business Official (SBO) and gain an understanding of how SBOs perceive their role as part of the educational system and educational leadership team, as well as better understand the adaptations and transformations they made in their role in response to the COVID-19 pandemic. This study employed a qualitative, narrative-based inquiry focused on collecting data through semi-structured interviews with individuals currently serving as SBOs and utilized a thematic approach to gain insights and restory participants' lived experiences. The study used role theory and organizational role theory as the theoretical frame. Role theory and organizational role theory were selected because they provided insight on how individuals modified their behavior based on their understanding of their roles within certain contexts. The findings of this study indicate that while the financial, accounting, and business operation functions are still primary responsibilities of the SBO role, the role has expanded to include areas such as being adaptable, driving the district mission, engaging with a variety of stakeholders and with the communities influenced by the impact of the COVID-19 pandemic. Suggestions on enhancing professional development and redefining the role of the SBO are included in chapter five. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123587396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher capacity to adopt and use student-centered instruction in secondary\u0000 math classrooms","authors":"Gertrude Denton","doi":"10.17760/d20412880","DOIUrl":"https://doi.org/10.17760/d20412880","url":null,"abstract":"Dispositions associated with math skills, including creative problem solving, analysis, reflection, and persistence, are valued in a variety of professional contexts (Durksen, Bobis, Anderson, Skilling and Martin, 2014, World Economic Forum, 2018). Math achievement on international math assessments show that U.S. students do not perform as well as many of their counterparts in industrialized countries and lack the ability to use or transfer their math learning (NCTM, 2018). One factor is a traditional approach to math instruction more often utilized by secondary math teachers than student-centered methods of math instruction. Changing the way math is taught has the potential to improve student learning outcomes in math. Achieving widespread change to the way mathematics is taught in middle and high schools will require the use of professional development to achieve changes in math teachers' behaviors and practices in the classroom. This instrumental case study was designed to explore and understand how and why teachers make choices about instructional methods and how those choices are impacted by a variety of factors related to teacher capacity to undertake change. The Theory of Margin and adult learning theory provided the theoretical framework for this study. Literature from math achievement and methods of instruction in secondary math classrooms, student-centered instruction, resistance to changing instruction, and the role of professional development in changing classroom instructional methods in the context of adult learning informed the design of the study. The study revealed that leveraging teachers' experience, content expertise and collaborative relationships can support professional learning designed to address the process of changing instructional methods to improve math achievement. The study also revealed how circumstances associated with the COVID-19 pandemic impacted instructional change. (PsycInfo Database Record (c) 2021 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124268079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Basic Psychological Needs Satisfaction, Autonomy Support, and Mindsets as Predictors of Self-Regulation in University Online Learners","authors":"Tinghe Jin","doi":"10.32597/dissertations/1777/","DOIUrl":"https://doi.org/10.32597/dissertations/1777/","url":null,"abstract":"Problem In contrast to more traditional learning environments, it can be difficult to \"see and hear\" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation? Purpose of Study The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed. Method This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique. Results The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p<0.001). Basic psychological needs satisfaction positively affected self-regulation (b=0.44, p<0.001) and mindsets positively affected self-regulation (b=0.23, p<0.001). Overall, research model one explained 44.2% variance of online learners' self-regulation. The model fit indices showed that the second hypothesized research model fit the data (X2=3","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125731510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CHRONICLING A PANDEMIC: UNDERSTANDING THE EXPERIENCES OF SECONDARY SCHOOL TEACHERS DURING THE MARCH 2020 SHUTDOWN","authors":"Timothy Kenney","doi":"10.23860/diss-kenney-timothy-2022","DOIUrl":"https://doi.org/10.23860/diss-kenney-timothy-2022","url":null,"abstract":"The COVID-19 shutdown in March of 2020 moved teachers into emergency remote teaching. Emergency remote teaching (ERT), which is a temporary shift of instructional to an alternative delivery mode due to crisis (Hodges et al., 2020, p. 6), caused teachers to deal with a pedagogy they had never anticipated (Yildirim, K., & Elverici, S. E., 2021), often done with little guidance from administration (Trikolis & Papanastasiou, 2020). ERT also isolated teachers from their students and colleagues (Green et al., 2020;Hart & Nash, 2020) all of which led to a decreased sense of professionalism and efficacy (Reich et al., 2020). The purpose of this study is to examine the experiences of secondary school teachers during ERT to see how they fostered their self-efficacy to better assist them during future moves to ERT. The research questions for this study were: 1) What were the meanings and understandings secondary school teachers gave to the experience of ERT during the COVID-19 pandemic? And 2) What impact did the move to ERT have on the experience of developing teacher self-efficacy? This hermeneutic phenomenological study involved semi-structured interviews with nine secondary school teachers. The data was analyzed using an interpretive phenomenological analysis (Smith et al., 2021). Three major themes emerged: \"Struggling to Maintain Relationships,\" with four subthemes;\"Struggling to Redefine Teaching,\" with six subthemes;and \"Struggling with their Own Feelings,\" with two subthemes. This dissertation concludes with a discussion of the findings, recommendations for future research, and policy recommendations that could assist teachers in developing their self-efficacy during any future moves to ERT. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129895827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative Inquiry of Early Career Teachers’ Experiences Teaching During the COVID-19 Pandemic","authors":"Kinsey Ann Wright","doi":"10.33915/etd.11282","DOIUrl":"https://doi.org/10.33915/etd.11282","url":null,"abstract":"This study utilized narrative inquiry to learn the stories of early career teachers of students with disabilities as they navigated teaching during a global pandemic. Five early career teachers participated in a series of three semi-structured virtual interviews. Interviews were transcribed then analyzed using a six-phase approach to thematic analysis (Braun & Clarke, 2006). Nine themes were identified: Teaching, Communication, Parents, Special Education, Workload, Resources, Training and professional development, job satisfaction, and teacher preparation. Themes were organized and presented to answer the research questions of the study. The findings contribute to understanding pandemic-related challenges faced by early career teachers of students with disabilities. Implications for teacher preparation programs as well as P-12 districts are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127092766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional Intelligence and Resonant Leadership: Investigating School Principals' Preparation and Professional Development in Response to Covid-19 and Other Challenges","authors":"A. Miller","doi":"10.15760/etd.7736","DOIUrl":"https://doi.org/10.15760/etd.7736","url":null,"abstract":"Research has shown that high levels of emotional intelligence and resonant leadership can reduce workplace stress and increase the health, wellness, satisfaction, and performance of employees. Many K-12 principals face a myriad of challenges that tend to produce chronic stress, including the recent COVID-19 pandemic. Yet, it is unclear how the preparation and professional development (PPD) programs available to principals incorporate and encourage resonant leadership practices that are needed to effectively cope with these challenges. This study used an explanatory sequential mixed methods design to examine the perceptions of K-12 principals in Oregon regarding: (a) their needs and challenges, especially during COVID-19;(b) whether and how principal PPD programs incorporate emotional intelligence and resonant leadership practices;and (c) the effectiveness of principal PPD programs in addressing the challenges principals experience. Data were collected in two phases: Phase 1 focused on quantitative data collection with a validated survey;Phase 2 focused on qualitative data collection through interviews of a representative sample of principals, as well as a document review process to explore the PPD opportunities available to the interviewed principals. The results indicated that principals in Oregon need PPD training in all dimensions of emotional intelligence. Furthermore, the PPD that was available to some did not adequately prepare principals to manage the stress and emotions of their positions. Recommendations are made for both preparation programs and the on-going professional development of K-12 principals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121336252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Keeping in Touch While Sheltering in Place: A Comparative Case Study on the Complex Emotions Experienced by Older Adults When Introduced to ICTs and Video Conferencing Services","authors":"Marisa Soltz","doi":"10.15760/etd.7884","DOIUrl":"https://doi.org/10.15760/etd.7884","url":null,"abstract":"Currently, COVID-19 poses a threat to the US and the rest of the world, which has created the need for many people to establish physical distance from others. This need for physical distance is perhaps most important for those most vulnerable to COVID-19, which includes the older adult population. Through this time of physical isolation, most people need to keep in touch with each other while sheltering in place. Advances in digital communication have offered new avenues to help people maintain communication, and these advances have made the lives of many easier and more efficient. These new avenues for communication include video conferencing services such as Zoom, Skype, Apple FaceTime, Google Hangouts, Microsoft Teams, and other similar video-based communication services. Although many older adults have reliable access to the Information and Communication Technologies (ICTs) required for video-based communication, many older adults are not yet skilled in using them. ICT use can be dangerous without the right skills, because ICT use can allow people to become susceptible to forms of digital exploitation and/or abuse. However, it is increasingly becoming both a hazard and a hardship to not use ICTs as life continues to transition online. As is the case with anyone, the older adult population may feel different emotions depending on their past experiences with technology, the digital divide, and ageist beliefs. Although the participants came to this study with rich life experiences, nuanced wisdom, and countless successes in their lives, these emotions are perhaps one of the most significant and harmful barriers that may keep some older adults from participating in the digital world. The purpose of this study was to learn more about the emotions older adults experienced when introduced to ICTs, such as a video conferencing service, and what caused those emotions to manifest. A qualitative multiple-case study was used for data collection and analysis. Through the use of interviews, observation, and document review, this study explored the experiences and emotions of eleven older adults with ICTs, and specifically, video conferencing services. Data analyses included inductive analysis of qualitative data, within-case analysis, and cross-case analysis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122513172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational resiliency in the era of COVID-19","authors":"John Muldoon","doi":"10.17760/d20417323","DOIUrl":"https://doi.org/10.17760/d20417323","url":null,"abstract":"This study used a narrative method that explored the experience of nine school leaders from around the world as their schools responded to the global pandemic;the study also investigated areas of school community resiliency that emerged. The career resiliency framework was used to connect the stories of these nine school leaders to the field of resiliency theory and then provided conclusions. Ultimately, four conclusions are drawn from the findings of this study. First, school leaders' inclusion of learning in their COVID-19 responses enabled schools to be responsive to the changing conditions presented by the pandemic. Second, school leader transparency around data-driven decision making is key to successfully navigating competing stakeholder interests. Third, school leader capacity to discern stakeholder data allowed school leaders to convert obstacles into key actions. Fourth, small leadership teams that intentionally foster psychological safety permit rapid organizational responses. A review of limitations, suggestions for future research, and the implications for both practice and theory, are addressed at the end of this study, providing potential avenues of further exploration and ideas for practitioners still responding to the impacts of COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129021261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the challenges of recruitment and retention of international\u0000 teachers for private schools within the State of Kuwait","authors":"Bibi Ibrahem Al-Ghanim","doi":"10.17760/d20439317","DOIUrl":"https://doi.org/10.17760/d20439317","url":null,"abstract":"The purpose of this study was to identify the factors that impact international teacher recruitment and retention in a private school in the State of Kuwait during the COVID-19 pandemic and to implement strategies to enhance recruitment and retention. There lie numerous factors affecting the ease of recruiting and retention of such international teachers. These factors range from salary and benefits to geographical location and working conditions to administrative leadership styles. Initial findings revealed an understanding of the challenges of recruitment and retention for participants. As a result, Action steps were designed, implemented, and evaluated in Cycle 2 to further understand the challenges of recruiting and retaining international teachers. Findings from several semi-structured interviews with internal teachers and leaders present the challenges are interconnected. International teachers working at the school indicated that their decision to join the community and stay within was based on the geographical location, salary, benefits, work conditions and leadership styles. The \"Let's Hire for Longer\" program was designed to address and amplify these factors and had the added benefit of providing social emotional development, administrative growth opportunities and effective recruitment and retention methods. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":148042,"journal":{"name":"Dissertation Abstracts International Section A: Humanities and Social Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133397948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}