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You searched for +publisher:"Texas Tech University" +contributor:("Allison, Barbara"). Showing records 1 – 3 of 3 total matches.

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Texas Tech University

1. -2647-8921. Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students.

Degree: PhD, Family and Consumer Sciences Education, 2016, Texas Tech University

In today’s collegiate environment, a growing concern is apparent in regard to college graduates and their confidence in decision-making upon post-graduation employment. As students graduate college and begin seeking full-time employment, there are many factors that are taken into consideration. Are they ready to self-assess, generate options, seek information, and ultimately generate a confident career decision? The purpose of this study was to compare the relationships between confidence in their career decision-making of first destination employment under four conditions, (a) after taking StrengthsFinder ™ and receiving one-on-one person-centered coaching, (b) taking StrengthsFinder™ and not receiving one-on-one person-centered coaching, (c) not taking StrengthsFinder™ and receiving one-on-one person-centered coaching, or (d) not taking StrengthsFinder or receiving one-on-one person centered coaching. This study investigated the decision-making processes of college students graduating and obtaining their first full-time, or part-time position. Students who chose to join the military or volunteer on a full-time basis were also included in the study. University administrators, faculty, career services professionals, employment recruiters, parents, and graduating students all have a vested interest in the futures of graduating students seeking gainful employment upon graduation. With the effective implementation of person-centered career coaching and use of the StrengthsFinder™ assessment, students have the opportunity to be more confident in the career decision-making process. This study has important implications for Family and Consumer Sciences (FCS). FCS professionals have been addressing through research and professional development the relationship between work and wellbeing. Furthermore, there is an increased focus on career readiness in the secondary FCS curriculum. Advisors/Committee Members: Allison, Barbara N (committee member), Godfrey, Roxie V (committee member), Hendricks, Bret (committee member), Alexander, Karen L (Committee Chair).

Subjects/Keywords: Positive Psychology; FCSE; StrengthsQuest; Career Decision Making; Person-Centered Counseling; Canonical Correlation

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APA (6th Edition):

-2647-8921. (2016). Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72319

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2647-8921. “Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students.” 2016. Doctoral Dissertation, Texas Tech University. Accessed September 24, 2020. http://hdl.handle.net/2346/72319.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2647-8921. “Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students.” 2016. Web. 24 Sep 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2647-8921. Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/2346/72319.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2647-8921. Confidence in career decision-making upon first destination employment post graduation: A study of Texas Tech University seniors and graduate students. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72319

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas Tech University

2. Pedersen, Carmen. Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates.

Degree: PhD, Family and Consumer Sciences Education, 2018, Texas Tech University

The proportion of low-income students enrolled in public schools is staggering. Consequently, it is likely that most family and consumer sciences (FCS) teachers will teach low-income students at some point in their careers. A review of the literature has established that teachers’ perceptions and the learning environment climate influence students and the teaching and learning process. Furthermore, previous literature as well as the 3P Model of Teaching have demonstrated that teachers’ perceptions affect the learning environment climate. Therefore, it is important for researchers to understand FCS teachers’ perceptions toward poverty/low-income students, their learning environment climates, and the relationship between these factors. This study investigated the relationships between FCS teachers’ characteristics, their attitudes toward poverty/low-income students, and their learning environment climates. Two-hundred and seventy FCS teachers in Texas completed the FCS Teachers’ Attitudes Toward Poverty and the Learning Environment Climate survey. This survey was comprised of 90 questions, including questions about teachers’ characteristics (e.g., genders, ages, years of experience), schools’ contexts (e.g., Title 1 status, regions), attitudes toward poverty/low-income students (i.e., excerpts from the Attitudes Toward Poverty and Poor People Scale (ATP) by Atherton et al. [1993]), and learning environment climates (i.e., excerpts from the Learning Environment Inventory (LEI) by Fraser et al. [1982] and excerpts from the Teacher Expectations Survey (TES) by Gallahar, 2009]). Using descriptive statistics, the findings of this study indicate that FCS teachers’ attitudes toward poverty/low-income students are slightly more positive than neutral. Additionally, teachers who have lived in poverty and teachers with advanced degrees have more positive attitudes toward poverty/low-income students. The results also suggest that FCS teachers’ learning environment climates are relatively positive. Moreover, teachers who have not lived in poverty, who have an alternative certification, and who have attended more continuing education workshops about low-income students have more positive learning environment climates. Using structural equation modeling (SEM), the results of this study indicate that FCS teachers with more positive attitudes toward poverty/low-income students have more positive learning environment climates. Besides FCS teachers, this study also has implications for schools, teacher education programs, other FCS professionals, and future researchers. Advisors/Committee Members: Alexander, Karen L. (committee member), Martin, Monica J. (committee member), Schmidt, Marcelo (committee member), Allison, Barbara N. (Committee Chair).

Subjects/Keywords: family and consumer sciences; family and consumer sciences education; career and technical education; poverty; learning environment

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

APA (6th Edition):

Pedersen, C. (2018). Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74383

Chicago Manual of Style (16th Edition):

Pedersen, Carmen. “Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates.” 2018. Doctoral Dissertation, Texas Tech University. Accessed September 24, 2020. http://hdl.handle.net/2346/74383.

MLA Handbook (7th Edition):

Pedersen, Carmen. “Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates.” 2018. Web. 24 Sep 2020.

Vancouver:

Pedersen C. Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/2346/74383.

Council of Science Editors:

Pedersen C. Family and consumer sciences teachers' characteristics, attitudes toward poverty, and learning environment climates. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74383


Texas Tech University

3. Killman, Letitia J. Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities.

Degree: Family and Consumer Sciences Education, 2009, Texas Tech University

This study was conducted to investigate Family and Consumer Sciences teachers’ feelings of being prepared and supported for teaching students with disabilities. Their need for professional development in teaching students with disabilities was also examined as well as their preferences for the delivery methods of additional professional development. Descriptive statistical methods were used to analyze the teachers’ feelings. Correlations and backward regression were used to determine whether experience, grade level taught, content area, or type of preparation for certification had an impact on their feelings of being prepared and supported for teaching students with disabilities and their professional development needs. The study showed that FCS teachers wanted professional education opportunities focused on teaching students with disabilities within inclusive programs. They wanted the education to be training materials, focused within FCS content areas, and for teaching in secondary level courses. Due to time constraints the FCS teachers preferred that the professional development be offered at the summer Tri-Cluster or Midwinter conferences, so that they would not have to take time away from their teaching during the academic year. Advisors/Committee Members: Alexander, Karen L. (Committee Chair), Bell, Nancy J. (committee member), Lock, Robin (committee member), Allison, Barbara (committee member), Couch, Sue (committee member).

Subjects/Keywords: Family and consumer sciences (FCS); Students with disabilities; Career and technical education (CTE); Career and tech

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

APA (6th Edition):

Killman, L. J. (2009). Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/13352

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):

Killman, Letitia J. “Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities.” 2009. Thesis, Texas Tech University. Accessed September 24, 2020. http://hdl.handle.net/2346/13352.

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

MLA Handbook (7th Edition):

Killman, Letitia J. “Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities.” 2009. Web. 24 Sep 2020.

Vancouver:

Killman LJ. Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities. [Internet] [Thesis]. Texas Tech University; 2009. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/2346/13352.

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

Council of Science Editors:

Killman LJ. Needs Assessment of Family and onsumer Sciences Teachers for Teaching Students with Diabilities. [Thesis]. Texas Tech University; 2009. Available from: http://hdl.handle.net/2346/13352

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

.