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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Chris Broadhurst"). Showing records 1 – 2 of 2 total matches.

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University of New Orleans

1. Heaton, Christy E. Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2017, University of New Orleans

This qualitative, narrative study examined the lived experiences of transgender students at four-year institutions in the South. The college transition process and academic and social integration for transgender students was explored through the frameworks of Transition Theory (Schlossberg, 1995), Minority Stress Theory (Meyer, 1995; Breslow, Brewster, Velez, Wong, Geiger, & Soderstrom, 2015), and Academic and Social Integration theories (Tinto, 1975; Braxton, Hirschy, & McClendon, 2004). College climates can be challenging for transgender students, especially when campus staff and faculty are not prepared and/or aware of transgender students’ needs (Pryor, 2015). How students perceive their academic and social integration as well as how their integration was influenced by their gender identity was a key component of this study. Through a four-phase data collection process, transgender students had the opportunity to tell, share, and reflect on their experiences as transgender undergraduate students navigating the college transition, academic, and social integration processes. Through data collection and analysis, four categories emerged from participant responses: 1) Navigating Identity, 2) College Transition and Challenges, 3) Environment, Space, and Climate, and 4) Sympathizing with Others. Within each category, several sub-categories were identified as well. Institutions of higher education must recognize the ever-growing presence of transgender students on their campuses. Moreover, institutions have the opportunity and responsibility to create policies, spaces, and opportunities that allow transgender college students to have a supportive academic and social integration process. Advisors/Committee Members: Dr. Alonzo Flowers, Dr. Chris Broadhurst, Dr. Marc Bonis.

Subjects/Keywords: Transgender Student; Gender Identity, First-Year; College Transition; Academic Integration; Social Integration; Educational Leadership; Higher Education Administration

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

APA (6th Edition):

Heaton, C. E. (2017). Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2409

Chicago Manual of Style (16th Edition):

Heaton, Christy E. “Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South.” 2017. Doctoral Dissertation, University of New Orleans. Accessed November 29, 2020. https://scholarworks.uno.edu/td/2409.

MLA Handbook (7th Edition):

Heaton, Christy E. “Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South.” 2017. Web. 29 Nov 2020.

Vancouver:

Heaton CE. Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Nov 29]. Available from: https://scholarworks.uno.edu/td/2409.

Council of Science Editors:

Heaton CE. Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2409


University of New Orleans

2. Jones, Zina R, Ms. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.

Degree: PhD, Educational Administration, 2019, University of New Orleans

<h1>Abstract</h1> Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student success is by improving teachers’ instructional practices and measuring their effectiveness (Mathers, Oliva, & Laine, 2008). Because of this awareness, educators have realized the importance of connecting student achievement with instructional practices and instructional practices with teacher effectiveness. Evaluation tools are used to measure how effective teachers are in their classrooms. Evaluations are crucial in assisting our teachers in their professional growth. When evaluations are utilized as supportive tools, they help teachers and administrators identify strengths and weakness, but more importantly they prescribe strategies to assist teachers in improvement. The purpose of this qualitative phenomenological study was to explore teachers’ perceptions of the evaluation systems and understand if and how they influence classroom instructional practices. The participants consisted of twelve teachers in the state of Louisiana. Data was extracted through semi-structured interviews and coded for common themes. Through these themes, the researcher formed a narrative format to voice the participants’ experiences. The study concludes that teacher evaluation has minimal influence on instructional practice. Data suggested issues with the design of evaluation systems, the implementation of such systems, and the basic challenge of using a single system to evaluate all teachers regardless of personal or workplace characteristics. Advisors/Committee Members: Dr. Brian Beabout, Dr. Chris Broadhurst, Dr. Marc Bonis.

Subjects/Keywords: teacher evaluations, instructional practices, teacher effectiveness, phenomenological study; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Other Educational Administration and Supervision

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

APA (6th Edition):

Jones, Zina R, M. (2019). Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2697

Chicago Manual of Style (16th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Doctoral Dissertation, University of New Orleans. Accessed November 29, 2020. https://scholarworks.uno.edu/td/2697.

MLA Handbook (7th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Web. 29 Nov 2020.

Vancouver:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Nov 29]. Available from: https://scholarworks.uno.edu/td/2697.

Council of Science Editors:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2697

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