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You searched for +publisher:"Kent State University" +contributor:("Crowe, Alicia R."). Showing records 1 – 3 of 3 total matches.

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Kent State University

1. Caplin, Marcy S. Professional identity development in nurses returning for a BSN: A naturalistic inquiry.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2016, Kent State University

The purpose of this study was to understand how nurses with associate degrees in nursing (ADNs) returning for bachelor of science (BSN) degrees experience professional identity development. Major nursing organizations are calling for the BSN to be the entry level for professional nursing practice. If BSN programs produce “professional” nurses, then it follows that when “technical” ADN nurses return for a BSN, they undergo a change in professional identity. This study utilized Mezirow’s transformation theory to explain the change in professional identity occurring in nurses returning for a BSN.Utilizing a naturalistic design, data were collected from eight nurses in a BSN program through semi-structured interviews and student portfolios. The overarching finding was that nurses returning for a BSN experienced increased confidence that manifested itself in several ways: Nurses became aware of issues related to power and empowerment, such as reducing hierarchies, becoming valued team members, developing a voice, using power, and controlling their careers; nurses perceived an expansion of their roles that they had not previously considered; and nurses experienced an expanded worldview, including a changing image of nursing, seeing the bigger picture, experiencing new possibilities, and a thirst for learning. The findings deepen our understanding of professional identity development in nurses returning for a BSN. Implications for nursing education include developing a curriculum educating nurses about the levels of nursing education, reducing fear and anxiety in returning nurses, and providing experiences that encourage transformation in thinking. Implications for nursing practice include supporting professional identity in the workplace and recognizing nurses who obtain further education. Advisors/Committee Members: Crowe, Alicia, R. (Committee Chair).

Subjects/Keywords: Nursing; Education; RN to BSN, professional identity development, perspective transformation, nursing education, naturalistic inquiry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Caplin, M. S. (2016). Professional identity development in nurses returning for a BSN: A naturalistic inquiry. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1479746734449734

Chicago Manual of Style (16th Edition):

Caplin, Marcy S. “Professional identity development in nurses returning for a BSN: A naturalistic inquiry.” 2016. Doctoral Dissertation, Kent State University. Accessed February 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479746734449734.

MLA Handbook (7th Edition):

Caplin, Marcy S. “Professional identity development in nurses returning for a BSN: A naturalistic inquiry.” 2016. Web. 23 Feb 2019.

Vancouver:

Caplin MS. Professional identity development in nurses returning for a BSN: A naturalistic inquiry. [Internet] [Doctoral dissertation]. Kent State University; 2016. [cited 2019 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1479746734449734.

Council of Science Editors:

Caplin MS. Professional identity development in nurses returning for a BSN: A naturalistic inquiry. [Doctoral Dissertation]. Kent State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1479746734449734


Kent State University

2. Allan, Chad Everett. Decision-making: a reflective journey of the lived experiences of experienced teachers.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2018, Kent State University

This naturalistic inquiry study explored and interpreted the phenomenon of decision-making of three practicing experienced teachers and how their pivotal lived experiences influence their teacher decisions and practices. The teachers, who had lived or were living through pivotal life events while teaching, were interviewed in a series of four in-depth interviews, including reflecting on and interpreting life artifacts as representations of their experiences. Analysis through two stages, naturalistic inquiry and interpretative phenomenology approaches, showed that their pivotal lived experiences enter the classroom and influence their existing practice and various forms of decisions; academic, social-personal, humanistic, time and philosophical. The findings show that these teachers engage in reflecting on their practices but do not think about the processes or influences on their decisions. While reflecting and co-interpreting, they made meaning of their experiences and showed that life experiences orient them to their lifeworlds in physical and philosophical ways within the crafted spaces of teaching. Decisions reflected those orientations, and dispositions and philosophies emerged and were directly connected to the experience of experiencing life. The findings showed that training, previous beliefs and orientations of these teachers are not the only guiding forces in how they make decisions; pivotal lived experiences influence how they form their identities, develop their worldviews and social perceptions, promote social justice and empathy in the classroom, and how the culture and environment of their teaching world and teaching spaces are crafted by their decision-making, influenced by what is experienced outside of the teaching world. Advisors/Committee Members: Crowe, Alicia R. (Committee Chair).

Subjects/Keywords: Education Philosophy; Educational Theory; Teaching; decision-making; teachers; lived experiences; reflection; reflective practice; teaching world; experienced teachers; teaching life; decision-maker; influences on decisions; phenomenology; naturalistic inquiry; experiences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Allan, C. E. (2018). Decision-making: a reflective journey of the lived experiences of experienced teachers. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784

Chicago Manual of Style (16th Edition):

Allan, Chad Everett. “Decision-making: a reflective journey of the lived experiences of experienced teachers.” 2018. Doctoral Dissertation, Kent State University. Accessed February 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

MLA Handbook (7th Edition):

Allan, Chad Everett. “Decision-making: a reflective journey of the lived experiences of experienced teachers.” 2018. Web. 23 Feb 2019.

Vancouver:

Allan CE. Decision-making: a reflective journey of the lived experiences of experienced teachers. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

Council of Science Editors:

Allan CE. Decision-making: a reflective journey of the lived experiences of experienced teachers. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784


Kent State University

3. Boyarko, Maria A. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2009, Kent State University

The purpose of this study was to explore how online teacher participants identifytheir professional development goals and the elements that should be included in the design of a professional development course for online teachers in K-12 education. The research questions addressed in this study were 1) What are the professional development goals of online teachers, and 2) which elements should be included in the design of a professional development course? This research was conducted as a basic interpretive qualitative study that focused on professional development goals and instructional design preferences of the four first year online teachers. Interviews, an observation of a synchronous session, analysis of online classrooms, and course documents were collected and analyzed to identify the teachers' professional development goals and instructional design preferences. The findings of this study indicated that: (a) the online teachers have goals of increasing student engagement, (b) the online teachers have a desire to increase their knowledge and ability in using technology, (c) the online teachers prefer to have professional development course content that is relevant to their specific online teaching needs, and (d) online course content should be offered through a variety of presentationtechniques. Advisors/Committee Members: Turner, Steven L. (Committee Chair), Crowe, Alicia R. (Committee Co-Chair).

Subjects/Keywords: Teacher Education; Teaching; Technology; online professional development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boyarko, M. A. (2009). ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734

Chicago Manual of Style (16th Edition):

Boyarko, Maria A. “ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.” 2009. Doctoral Dissertation, Kent State University. Accessed February 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734.

MLA Handbook (7th Edition):

Boyarko, Maria A. “ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.” 2009. Web. 23 Feb 2019.

Vancouver:

Boyarko MA. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734.

Council of Science Editors:

Boyarko MA. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734

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