+publisher:"University of Alabama" +contributor:("Givens, Mary")

University of Alabama

1. Payne, Julie Lumpkin. A case study of teaching digital citizenship in fifth grade.

Degree: 2016, University of Alabama

► ii ABSTRACT The purpose of this case study was to explore the teaching of digital citizenship concepts and standards by fifth grade teachers in the… (more)

▼ ii ABSTRACT The purpose of this case study was to explore the teaching of digital citizenship concepts and standards by fifth grade teachers in the Sunshine School System in Alabama. Digital Citizenship is the understanding of human, cultural, and societal issues related to technology, and the practice of legal and ethical behavior. A case study was chosen in order to explore the teaching of digital citizenship concepts and standards in-depth and discover how the participating fifth grade teachers in this district are educating their students about digital citizenship. The theoretical framework used for this study is the C3 Framework developed by Davina Pruitt Mentle, Ph.D., education and technology expert. There are three dimensions to the model, Cyberethics, Cybersafety, and Cybersecurity that overlap, but also have differences that must be discussed separately. These differences include subject matter and psychological differences. Qualitative data were collected through face-to-face interviews in the teachers’ classrooms, follow-up interviews, classroom observations, and lesson plans. The researcher utilized a cycle of three types of data coding to analyze the data: Holistic Coding (Dey, 1993), InVivo Coding (Charmaz, 2006), and Values Coding (Gable & Wolf, 1993). Themes resulting from the data analysis included technology standards, iPad orientation, student collaboration, real life situations, home connection, teacher control, dependence on computer teacher, false sense of security, digital footprint, social media, AUP/iPad agreements, physical use, plagiarism, citations, and inappropriate behavior. The participants were found to be unaware of the importance of teaching digital citizenship to their students. Although some participants included a small portion of digital citizenship in their discussions with students, none of the participants iii honed in on digital citizenship as an ongoing process. It is important for teachers and administrators to stay abreast of emerging 21st century skills and technology, but not lose sight of the need for teaching students to be responsible digital citizens. (Published By University of Alabama Libraries) Advisors/Committee Members: Rice, Margaret, Benson, Angela, Webb, Alan, Givens, Mary, Atkinson, Becky, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Teacher education; Elementary education; cyberethics; cybersafety; cybersecurity; digital citizenship; Internet safety; online behavior

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APA (6^th Edition):

Payne, J. L. (2016). A case study of teaching digital citizenship in fifth grade. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/163926

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

Chicago Manual of Style (16^th Edition):

Payne, Julie Lumpkin. “A case study of teaching digital citizenship in fifth grade.” 2016. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/163926.

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

MLA Handbook (7^th Edition):

Payne, Julie Lumpkin. “A case study of teaching digital citizenship in fifth grade.” 2016. Web. 23 Jan 2021.

Vancouver:

Payne JL. A case study of teaching digital citizenship in fifth grade. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/163926.

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

Council of Science Editors:

Payne JL. A case study of teaching digital citizenship in fifth grade. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/163926

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

University of Alabama

2. Terry, Paige A. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125577

► This is a study of the predictors of collective responsibility. Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo,… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership

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

APA (6^th Edition):

Terry, P. A. (2015). Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125577

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

Chicago Manual of Style (16^th Edition):

Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/125577.

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

MLA Handbook (7^th Edition):

Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Web. 23 Jan 2021.

Vancouver:

Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/125577.

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

Council of Science Editors:

Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125577

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

University of Alabama

3. Blankenship, Tina Hall. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125578

► Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011)… (more)

▼ Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011) and to trust in colleagues (Dipaola & Hoy 2005). This study identified a specific leader behavior, delegated decision making, and proposed a relationship between delegated decision making and OCB. This study argued delegated decision making, faculty trust in the principal, and faculty trust in colleagues would predict organizational citizenship The independent variables in the study are delegated decision making, faculty trust in the principal and faculty trust in colleagues. Delegated decision making is the entrusting of authority to others; the administrator assigns specific decisions to other members of the organizations (Hoy & Sousa, 1984). Propensity to delegate was operationalized using the 10 decision questions revised by Hoy and Sousa as adopted from the Aston approach developed by Pugh and Hickson (1976), and listed in their delegation study (Hoy & Sousa, 1984). Faculty trust in the principal means the faculty has confidence the principal will keep his or her word and act in the best interests of the teachers (Forsyth et al., 2011). Operationally, faculty trust in the principal was defined using the Omnibus Trust Scale. Faculty trust in colleagues is defined when the faculty believes teachers can depend on each other in difficult situations and rely on the integrity of their colleagues (Forsyth et al., 2011). Operationally, faculty trust in colleagues was defined using the Omnibus Trust Scale. The dependent variable in the study was organizational citizenship behavior. Organizational citizenship behaviors (OCBs) are behaviors that are directed toward helping others or toward achieving organizational goals (DiPaola & Tchannen-Moran, 2001). Organizational citizenship behavior was operationalized using the OCB Scale (DiPaola & Hoy, 2004). The data, a convenience sample, were gathered during regularly scheduled faculty meetings at 60 elementary schools in Northwest Alabama. The control variable was socioeconomic status (SES). Free and reduced lunch percentages was the proxy for SES, using the formula FRL-1 = SES. The unit of analysis was the school. This study tested the relationship of organizational citizenship behaviors (OCBs) to faculty trust in the principal and colleagues, and delegated decision making. Two research questions guided the study: 1. What is the relationship between OCB, trust in the principal, trust in colleagues, and delegated decision making? 2. Do delegated decision making, trust in the principal, and trust in colleagues individually and collectively explain OCB? The current study confirms prior research proposing a relationship between trust in the principal and colleagues, as well as a relationship between those two elements of trust and OCB. In the study, faculty trust in the principal was related to faculty trust in colleagues. Also, faculty trust in the principal and faculty trust in colleagues were both related to OCB.… Advisors/Committee Members: Tarter, C. John, Mitchell, Roxanne, Dagley, David, Givens, Mary, Dantzler, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; decision making; delegation; organizational citizenship; trust

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

APA (6^th Edition):

Blankenship, T. H. (2015). Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125578

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

Chicago Manual of Style (16^th Edition):

Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.” 2015. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/125578.

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

MLA Handbook (7^th Edition):

Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.” 2015. Web. 23 Jan 2021.

Vancouver:

Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/125578.

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

Council of Science Editors:

Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125578

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

University of Alabama

4. Donaldson, Heather Renee. Relationships among peer observation and coaching, teacher reflection, and student achievement.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125581

► The purpose of this study was to examine the relationships between collaboration with an Instruction Partner and the level of teacher reflection and then determine… (more)

▼ The purpose of this study was to examine the relationships between collaboration with an Instruction Partner and the level of teacher reflection and then determine whether patterns and/or relationships exist between teacher reflection and student achievement. The following research questions were addressed in this study: (1) How does collaboration with an Instructional Partner influence the teachers' level of reflection on their teaching practices? (2) What patterns exist between the teachers' level of reflection and student achievement? (3) How do teachers perceive that collaboration with an Instructional Partner influences their level of reflection, instructional practice, and student learning? The Reflective, Ethical, and Moral Assessment Survey (REMAS, Arredondo Rucinski & Bauch, 2006) was used, with the addition of demographic data and six free response questions, along with student achievement data to investigate the proposed research questions. Data were analyzed using descriptive statistics, factor analysis, Pearson's Correlation, MANOVA, and coding. MANOVA data revealed that collaboration with an Instructional Partner (p = .013) positively influenced teachers' level of reflection on their instructional practices. Findings from this study suggested implications for Pre-K - 12 educators. Genuine, not forced, collaboration and reflection are effective tools to strengthen instructional practices. When reflection feels forced and evaluated, it becomes an item to check off of a list rather than a meaningful practice; this rigidity has the potential to create resistance among teachers. Time is also an important factor to consider because teachers need the opportunity to modify lessons based on their collaborative and reflective experiences. (Published By University of Alabama Libraries) Advisors/Committee Members: Arredondo Rucinski, Daisy, Dagles, David, Tomlinson, Stephen, Mitchell, Roxanne, Givens, Mary Burke, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Educational administration; Teacher education; Coaching; Collaboration; Instructional Coaches; Instructional Partners; Professional Development; Reflection

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

APA (6^th Edition):

Donaldson, H. R. (2015). Relationships among peer observation and coaching, teacher reflection, and student achievement. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125581

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

Chicago Manual of Style (16^th Edition):

Donaldson, Heather Renee. “Relationships among peer observation and coaching, teacher reflection, and student achievement.” 2015. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/125581.

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

MLA Handbook (7^th Edition):

Donaldson, Heather Renee. “Relationships among peer observation and coaching, teacher reflection, and student achievement.” 2015. Web. 23 Jan 2021.

Vancouver:

Donaldson HR. Relationships among peer observation and coaching, teacher reflection, and student achievement. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/125581.

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

Council of Science Editors:

Donaldson HR. Relationships among peer observation and coaching, teacher reflection, and student achievement. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125581

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

University of Alabama

5. Abston, Leslie Roy. Faculty trust in the principal and organizational commitment.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125646

► This study examined the relationship of the following constructs: 1) Faculty trust in the principal as defined by Hoy and Tschannen-Moran (1999), 2) organizational commitment… (more)

▼ This study examined the relationship of the following constructs: 1) Faculty trust in the principal as defined by Hoy and Tschannen-Moran (1999), 2) organizational commitment as defined by Mowday, Porter & Steers (1979), and the Three-Component Model of organizational commitment as defined by Meyer & Allen (1991). This study sought to determine whether faculty trust in the principal was better predictor of Mowday, Porter, & Steers model as measured by the Organizational Commitment Questionnaire (OCQ) or the Meyer & Allen model as measured by the Three Component Model Scale (TCM), while controlling for socioeconomic status (SES). Sixty elementary schools were surveyed and 1,665 teachers voluntarily participated in the study. Instruments used in the study were the Omnibus T-Scale, the OCQ, and the TCM of organizational commitment. The independent variable in this study was faculty trust in the principal (x). The dependent variables were organizational commitment as measured by (y1) Organizational Commitment Questionnaire (OCQ), and (y2) Three-Component Model (TCM) Employee Commitment Survey). Two hypotheses were tested. The first hypothesis, which stated faculty trust in the principal, the OCQ, and the TCM will positively covary, was moderately supported. The research found faculty trust in the principal, the OCQ, and the TCM positively co-varied. There was a moderate and significant relationship between trust in the principal and the OCQ (r =.45**, p < .01), trust in the principal and the TCM (r =.43**, p < .01), and between the OCQ and TCM (r =.34**, p <.01). SES did not have a significant effect on any of the three variables. The second hypothesis stated faculty trust in the principal is a better predictor of the Three-Component Model (TCM) of organizational commitment than the OCQ, while controlling for SES. This hypothesis was not supported. The analysis showed trust in the principal explained 19% (β = .39, p < .01) of the variance in OCQ while explaining only 16% (β = .29, p < .01) of the variance in TCM. Thus, it would appear trust in the principal is a better predictor of OCQ than the TCM. (Published By University of Alabama Libraries) Advisors/Committee Members: Mitchell, Roxanne M., Dagley, David L., Dantzler, John A., Givens, Mary I., Tarter, Charles J., University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Faculty Trust in the Principal; Organizational Commitment

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

APA (6^th Edition):

Abston, L. R. (2015). Faculty trust in the principal and organizational commitment. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125646

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

Chicago Manual of Style (16^th Edition):

Abston, Leslie Roy. “Faculty trust in the principal and organizational commitment.” 2015. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/125646.

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

MLA Handbook (7^th Edition):

Abston, Leslie Roy. “Faculty trust in the principal and organizational commitment.” 2015. Web. 23 Jan 2021.

Vancouver:

Abston LR. Faculty trust in the principal and organizational commitment. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/125646.

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

Council of Science Editors:

Abston LR. Faculty trust in the principal and organizational commitment. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125646

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

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