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You searched for +publisher:"Texas A&M University" +contributor:("James, Marlon"). Showing records 1 – 3 of 3 total matches.

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Texas A&M University

1. Chalklen, Warren Leslie. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.

Degree: 2015, Texas A&M University

This research study focused on South African advocates for equity in education. It used semi-structured interviews with three South African advocates for equity in education exploring their personal attributes, acts, and practices of leadership for equity. The findings from this study provide evidence that: advocates for equity were strongly influenced by apartheid, adopted an Ubuntu paradigm, were significantly impacted by poverty, and shared similar costs of advocacy. The main conclusions drawn from the research were that all advocates were guided by a deep commitment to the education of children. They possessed strong visions for equity in education, were determined to move from rhetoric to action, and practiced a deep love for people. It countered deficit perspectives regarding responses to poverty and highlighted poverty as a leadership building tool. The study recommends that advocates for equity have professional development to strengthen their cultural responsiveness, time management, people-skills, resiliency, and project management skills. It concludes by suggesting that further studies focus on international advocates for equity in education, such as women, Black African, and minority groups such as Indian, Coloured, and Khoi San advocates for equity. Advisors/Committee Members: Carter, Norvella (advisor), James, Marlon (committee member), Williams, Kamala (committee member), Webb-Hasan, Gwendolyn (committee member).

Subjects/Keywords: Equity; Advocacy; Leadership; South Africa

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

APA (6th Edition):

Chalklen, W. L. (2015). At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Web. 16 Feb 2019.

Vancouver:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

2. Otten, Amanda St. Clair. Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

Research demonstrates the failure of the American public school system to meet the needs of all students, particularly urban students of color. Despite billions of dollars spent on various education reforms, little systemic change has taken place in urban schools. This qualitative study utilized a case study design to examine the experiences of stakeholders at Southmore Middle School (pseudonym), an urban middle school undergoing reform in the northeastern United States. Archival data, collected in the 2008-2009 school year as part of a previous study of a community school reform effort, the Allied Community School Cooperative (pseudonym), included semi-structured interviews collected from 23 participants at Southmore. Participants were teachers, administrators, and support staff. Using a constant comparative method, the present study examined these stakeholder groups and their readiness for change. The researcher used an inductive process to make meaning of the archival data, allowing research questions to emerge concurrently with analysis. Literature on school culture elucidated the role of human actors in urban schools undergoing reform. Through an ecological lens informed by theories of competing expectations, race/class and organizational habitus, and transformation of intentions, the researcher coded data and extracted themes. These themes led to the development of transformational potential, a framework that assesses the degree to which a reform effort and a local school system are able to achieve synthesis toward creating systemic change. Transformational potential requires a synthesis within and between stakeholder groups and the reform in five key areas: ideologies, engagement, intentions, amelioration, and culture. This study extends the literature on school culture and reform, suggesting that culture should be included as a facet of a school’s ecology to represent the role of stakeholders in impacting a school and efforts to transform it. The transformational potential framework will be a useful tool for stakeholders in schools undergoing reform as they interrogate their own ideologies, motives for engagement, intentions, understanding of amelioration, and culture. Administrators, who are often the first stakeholders to interact with potential reforms, will find this research particularly useful as they negotiate the multiple levels of synthesis required for successful reform. Advisors/Committee Members: James, Marlon (advisor), Hill-Jackson, Valerie (committee member), Webb-Hasan, Gwendolyn (committee member), Williams, Kamala (committee member).

Subjects/Keywords: urban education; urban school reform; ecology of school improvement

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

APA (6th Edition):

Otten, A. S. C. (2016). Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158678

Chicago Manual of Style (16th Edition):

Otten, Amanda St Clair. “Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/158678.

MLA Handbook (7th Edition):

Otten, Amanda St Clair. “Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School.” 2016. Web. 16 Feb 2019.

Vancouver:

Otten ASC. Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/158678.

Council of Science Editors:

Otten ASC. Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158678


Texas A&M University

3. Deuermeyer, Elizabeth Ellen. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

Previous studies demonstrate that weight loss has many benefits, but research has yet to focus on how a physically healthy lifestyle is beneficial to teachers in our schools. Although past research has provided insight into how emotional and occupational wellness impacts stress, job burnout, and self-efficacy, few studies focus on how the physical aspect of wellness plays a role in the teacher’s ability to create a classroom that is healthy, and most importantly, effective. This research study was conducted as a phenomenological study of six White female urban school teachers who have transitioned from obesity to wellness. A qualitative research framework was adopted to answer five research questions: (1) how do teachers define obesity? (2) How do teachers define wellness? (3) How do teachers describe their teaching behaviors as it relates to obesity? (4) How do teachers describe their teaching behaviors as it relates to wellness? And (5) how do teachers describe their transition from obesity to wellness in the school environment? Results of this study yielded the following themes related to the experience of the six white female urban school teachers: (1) the teachers had varying definitions of obesity that reflect the stigma attached to obesity in our country, while the teachers definitions of wellness reflect an understanding of its synergistic nature, with a heavy focus on physical and emotional wellness; (2) due to the stigma attached to obesity and the social consequences of obesity, the teachers have become hyper-aware of the comments and judgments made about obese people, leading to mental and emotional consequences that impact behavior inside the school environment, their self-esteem, and their self-efficacy; (3) by transitioning from obesity to wellness, the teachers experienced Teacher Regenesis, in which energy and confidence gained from physical activity is diffused into other areas of their lives. The success experienced in physical exercise and weight loss also allows for an infusion of healthy wellness behaviors in other areas of their lives; and (4) the transition period from obesity to wellness was influenced by both stressors and resources that were available to them inside the school environment. Advisors/Committee Members: Carter, Norvella (advisor), James, Marlon (committee member), Webb-Hasan, Gwendolyn (committee member), Harvey, Idethia (committee member), Williams, Kamala (committee member).

Subjects/Keywords: teacher resiliency; wellness; teacher health

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

APA (6th Edition):

Deuermeyer, E. E. (2016). Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157809

Chicago Manual of Style (16th Edition):

Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/157809.

MLA Handbook (7th Edition):

Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Web. 16 Feb 2019.

Vancouver:

Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/157809.

Council of Science Editors:

Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157809

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