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You searched for subject:( organizing framework). Showing records 1 – 3 of 3 total matches.

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University of Illinois – Urbana-Champaign

1. Parrott, Rebecca Tanya. Building parents’ leadership capacity for engagement in the New Orleans education reform landscape.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

This dissertation explores the role of a community organization’s parent leadership training program in building parent leadership capacity. Many scholars have recommended that parents find ways to become authoritative and more active participants in school and community life (Hong, 2011; Oakes & Lipton, 2006; Warren, 2005; Oakes & Lipton, 2002). Federal policy also recommends that parents engage in regular, two-way, meaningful communication with school staff regarding academics and other school activities. While there is an expectation that parents will engage with school staff as equal partners in their child’s education, very few training programs exist to help parents develop the skills, knowledge, and confidence needed to negotiate multiple roles (supporters, encouragers, monitors, decision makers, advocates, and collaborators). This study seeks to understand the ways, and to what extent, the community-sponsored Parent Leadership Training Institute in New Orleans builds the leadership skills parents need to effectively engage in schools and community life. Narrative inquiry methodology was used to capture the impact of the Parent Leadership Training Institute from the participants’ perspectives. This methodology allowed parents the opportunity to reflect on their experiences and describe their evolving roles both as individuals and collectively in the New Orleans school reform context. Data for this research study was collected during the summers of 2015 and 2016. Twenty-five parents were interviewed who participated in a Parent Leadership Training Institute cohort in New Orleans from 2012 to 2014. The narratives reveal the reasons parents participated, the education-related projects they implemented after the Parent Leadership Training Institute, and the benefits of the training for parent leaders as well as other stakeholders with whom parent leaders interacted. Advisors/Committee Members: Pratt-Clarke, Menah (advisor), Pratt-Clarke, Menah (Committee Chair), Pak, Yoon (Committee Chair), Hood, Stafford (committee member), Mendenhall, Ruby (committee member).

Subjects/Keywords: School reform; Education reform; Charter schools; Parent training; Parent involvement; Parent leadership; Family egagement; Social capital; New Orleans school reform; Parent capacity building; African American parents; Dual capacity building framework; Epstein's Theory of Overlapping Spheres of Influence; Parent engagement; Community organizing; Intermediary organizations; Urban league training; Parents self efficacy; Parent empowerment; Local participation in education; Charter school research

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

APA (6th Edition):

Parrott, R. T. (2017). Building parents’ leadership capacity for engagement in the New Orleans education reform landscape. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97749

Chicago Manual of Style (16th Edition):

Parrott, Rebecca Tanya. “Building parents’ leadership capacity for engagement in the New Orleans education reform landscape.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 30, 2020. http://hdl.handle.net/2142/97749.

MLA Handbook (7th Edition):

Parrott, Rebecca Tanya. “Building parents’ leadership capacity for engagement in the New Orleans education reform landscape.” 2017. Web. 30 Mar 2020.

Vancouver:

Parrott RT. Building parents’ leadership capacity for engagement in the New Orleans education reform landscape. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2142/97749.

Council of Science Editors:

Parrott RT. Building parents’ leadership capacity for engagement in the New Orleans education reform landscape. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97749


University of Guelph

2. Houde, Sebastien. The Application of the Mindfulness Framework to the Study of Intercultural Competence .

Degree: 2014, University of Guelph

Although a growing body of evidence has looked at the beneficial impact of mindfulness practice in a number of domains (e.g., improvement of mental health and psychological well-being, physical health, behavioral regulation, relationship and social interaction quality; see Baer, 2003; Brown et al., 2007), very little empirical research has been conducted or focused on the role that mindfulness could play in better understanding intercultural relations and related issues (e.g., intercultural competence development and training, intercultural adaptation and effectiveness). As such, the purpose of this dissertation was to investigate the relationship between mindfulness and intercultural competence, and more specifically investigate the extent to which there exists a direct or indirect relationship between these constructs. Although empirical evidence suggests that numerous mechanisms could be at play (see Shapiro et al., 2006), there are no theories or models specifically looking at the construct of mindfulness and the means by which it could potentially impact the development of intercultural competence. By drawing on the seminal work of Shapiro et al. (2006), two studies were conducted to test an integrative framework to highlight the presence of such a relationship and investigate the mediating role played by these different mechanisms, including (a) decentering, (b) exposure, (c) flexibility/rigidity, (d) self-regulation/self-management, and (e) value clarification. After steps were taken to ensure that the measurement properties of the different indices or psychometric instruments were meeting an acceptable standard across both studies, results generally indicated that mindfulness was indeed related to a number of intercultural competence indices, and that this relationship tended to be partially mediated by a number of mediating variables or mechanisms of action (i.e., exposure, flexibility/ rigidity, self-regulation/self-management, and value-clarification). Overall, these results tend to suggest that applying the mindfulness framework to the study of intercultural competence is likely to generate a number of interesting insights and greatly benefit both research and practice. Advisors/Committee Members: Desmarais, Serge (advisor).

Subjects/Keywords: mindfulness; culture; cultural competence; intercultural competence; intercultural skills; mindful; mindfulness practice; mindless; cultural intelligence; mechanism of action; mechanism; intercultural training; cross-cultural training; cultural sensitivity; learning culture; mindful leadership; expatriation; intercultural adaptation; cultural adaptation; international assignment; cross-cultural expertise; workforce diversity; international management; global business management; cross-cultural interaction; cultural empathy; universality; diversity; universal attitude; intercultural effectiveness; cross-cultural effectiveness; foreign assignment; personel selection; training; training and development; cultural sense-making; multicultural attitude; multicultural values; pluralistic values; pluralistic attitudes; intercultural adjustment; cross-cultural adjustment; awareness; cultural awareness; mindful awareness; FFMQ; five-factor mindfulness questionnaire; theoretical framework; mediation; structural equation modeling; relative weight analysis; relative importance analysis; present-focused; orientation to experience; exposure; psychological flexibility; cognitive flexibility; decentering; reperceiving; phenomenological attitude; shift in perspective; mechanisms of mindfulness; emotional flexibility; behavioral flexibility; rigidity; cultural flexibility; self-regulation; self-management; behavioral regulation; emotional regulation; self-compassion; authenticity; ethnocultural empathy; perspective-taking; stereotyping; stereotype; acceptance; value clarification; benefits of mindfulness; multicultural competence; multicultural skills; multicultural abilities; dispositional mindfulness; non-judgment; non-reactivity; reactivity; global worldview; cross-cultural adaptation; ethnocentric; cultural tolerance; ethnorelative; openness to experience; openness; universality-diversity orientation; relativistic appreciation; acceptance of cultural differences; cultural differences; cultural frame switching; non-judgmental; non-evaluative; cultural metacognition; metacognitive skill; cultural skills; cultural knowledge; acting with awareness; AAQ; frustration intolerance; discomfort intolerance; experiential avoidance; comfort with differences; emotion regulation; common humanity; unbiased; unbiased processing; positive psychology; five facet mindfulness questionnaire; experience questionnaire; frustration discomfort scale; universality-diversity scale; acceptance and action questionnaire; international compence; mindful organization; organizing framework; adaptive performance; cross-cultural performance

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

APA (6th Edition):

Houde, S. (2014). The Application of the Mindfulness Framework to the Study of Intercultural Competence . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

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):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Thesis, University of Guelph. Accessed March 30, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

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

MLA Handbook (7th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Web. 30 Mar 2020.

Vancouver:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Internet] [Thesis]. University of Guelph; 2014. [cited 2020 Mar 30]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

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

Council of Science Editors:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

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

3. Khajehabdollahi, Sina. Phase transitions of Integrated Information in the Generalized Ising Model of the Brain.

Degree: 2018, University of Western Ontario

The bold framework of the Integrated Information Theory of consciousness are explored in this thesis in the context of the generalized Ising model of the brain. Small 5-node networks are simulated on the Ising model with Metropolis transitions where the fitting parameter T is fit to empirical functional connectivity matrices of healthy human subjects. Fitting to criticality, results indicate that integrated information undergoes a phase transition at the critical temperature Tc. The results are interpreted in the context of an emerging perspective of the science of complexity and perhaps even the philosophy of science; the universe as a self-organizing critical system undergoing cascades of phase transitions into complexity.

Subjects/Keywords: integrated information; consciousness; ising model; criticality; phase transitionsThe bold framework of the Integrated Information Theory of consciousness are explored in this thesis in the context of the generalized Ising model of the brain. Small 5-node networks are simulated on the Ising model with Metropolis transitions where the fitting parameter $T$ is fit to empirical functional connectivity matrices of healthy human subjects. Fitting to criticality; results indicate that integrated information undergoes a phase transition at the critical temperature $T_c$. The results are interpreted in the context of an emerging perspective of the science of complexity and perhaps even the philosophy of science; the universe as a self-organizing critical system undergoing cascades of phase transitions into complexity.; complexity

…a number of other supporting ideas, the notion that a self-organizing critical brain is an… …is contingent on society’s self-organizing, error-correcting capabilities. Only… 

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

APA (6th Edition):

Khajehabdollahi, S. (2018). Phase transitions of Integrated Information in the Generalized Ising Model of the Brain. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5241

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):

Khajehabdollahi, Sina. “Phase transitions of Integrated Information in the Generalized Ising Model of the Brain.” 2018. Thesis, University of Western Ontario. Accessed March 30, 2020. https://ir.lib.uwo.ca/etd/5241.

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

MLA Handbook (7th Edition):

Khajehabdollahi, Sina. “Phase transitions of Integrated Information in the Generalized Ising Model of the Brain.” 2018. Web. 30 Mar 2020.

Vancouver:

Khajehabdollahi S. Phase transitions of Integrated Information in the Generalized Ising Model of the Brain. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2020 Mar 30]. Available from: https://ir.lib.uwo.ca/etd/5241.

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

Council of Science Editors:

Khajehabdollahi S. Phase transitions of Integrated Information in the Generalized Ising Model of the Brain. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5241

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

.