You searched for subject:(Ethic of care).
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University of Minnesota
1.
Earley, Nathan.
An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments.
Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota
URL: http://hdl.handle.net/11299/202912 
► Schools have become places of increased expectations. The purposes of schooling have always been multifarious (Kliebard, 2004), but the increase in expectations has led to…
(more)
▼ Schools have become places of increased expectations. The purposes of schooling have always been multifarious (Kliebard, 2004), but the increase in expectations has led to the intensification of the job of teaching (Apple, 2013) and increased teacher burnout (Chang, 2009). This complex and intensified school context leads to difficult decisions for teachers in the classroom (Gutiérrez, 2015). One common purpose for teachers is care for students (Reinhart, 2000). This purpose is expanded into an ethical framework (Noddings, 2015) that can give direction to frequent and difficult decisions for teachers (Roberts, 2010). This post-intentional phenomenological study (Vagle, 2018) investigated the manifold nature of an ethic of care (Noddings, 2013) in the midst of dilemmas of teaching (Ball, 1993; Lampert, 1985). Nodding’s ethic of care has been adapted and expanded to explicitly focus on care in conjunction with critical race theory (Roberts, 2010; Antrop‐González & De Jesús, 2006). This ethic of critical care was used as a lens to explore teacher praxis (Friere, 2018) in the midst of difficult decisions in the classroom. Teacher dilemmas (e.g. Gutiérrez, 2015; Byers, 1984; Adler, 2001) were reviewed in order to predict possible moments in the classroom. Phenomenological material gathered included classroom observations and interviews with four mathematics teachers at a suburban high school in the midwestern United States. The lived experience of these teachers gave shape to an understanding of their actions through an ethic of critical care. In addition, a survey was administered to all teachers at the high school. The findings showed how mathematics teachers employed acts of critical care while also frequently encountering classroom dilemmas, both matching previous types of paradoxical moments and two new dilemma contexts, called paradoxes of praxis. These two new paradoxes of praxis included acts of care in the midst of dilemmas related to technology and dilemmas related to student choice and freedom. Implications of this study include the organization of difficult moments in teaching that can be used to prepare future teachers and equip current teachers for inevitable difficulties, thereby reducing teacher burnout and increasing positive relationships between students and their mathematics teachers. Common teacher snares of “soft care” (Curry, 2016) and others were also noticed. In addition, an ethic of critical care is shown to be a way in which teachers make decisions in the midst of these inevitable paradoxes of praxis. The way in which these actions were taken give shape to what and how teachers utilize an ethic of critical care. Descriptions of moments of teacher instigated ethic of critical care can serve as examples of how relationship-focused teaching appears in mathematics classrooms.
Subjects/Keywords: care theory; education; ethic of care; mathematics education; teaching dilemmas
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APA (6th Edition):
Earley, N. (2019). An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202912
Chicago Manual of Style (16th Edition):
Earley, Nathan. “An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments.” 2019. Doctoral Dissertation, University of Minnesota. Accessed April 14, 2021.
http://hdl.handle.net/11299/202912.
MLA Handbook (7th Edition):
Earley, Nathan. “An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments.” 2019. Web. 14 Apr 2021.
Vancouver:
Earley N. An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/11299/202912.
Council of Science Editors:
Earley N. An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/202912
University of New South Wales
2.
Richards, Sally.
Responsive Legality.
Degree: Law, 2017, University of New South Wales
URL: http://handle.unsw.edu.au/1959.4/57429
;
https://unsworks.unsw.edu.au/fapi/datastream/unsworks:43393/SOURCE02?view=true
► This dissertation identifies responsive legality as a new ideal type of administrative justice that encompasses the normative logics that public officials at times draw on…
(more)
▼ This dissertation identifies responsive legality as a new ideal type of administrative justice that encompasses the normative logics that public officials at times draw on in twenty-first century public administration. In this ideal type, officials believe a decision is a good one if it blends rule of law compliance with a caring concern for substantive justice. In responsive legality, officials work to protect applicant welfare through rule of law conformity. They are driven by an overall sense of responsiveness, an orientation towards substantive fairness, and cognitive processes requiring the application of personal experience to verify factual truths.This discernment of responsive legality builds on over thirty-five years of socio-legal administrative justice literature, which seeks to explore the normative logics underpinning public decision making. Understanding these logics is an important socio-legal, law-in-the-books versus law-in-action gap study. Where the law books tell us much about the range of formal rules drawn upon to justify administrative action, studying organisations themselves and importing related social science literature into the law books can teach us much about a far broader set of rules – normative social rules – that underpin public decisions.Responsive legality is discerned both analytically and empirically. Following Jerry Mashaw’s approach in Bureaucratic Justice, the type explored here is partially drawn from iterations of its features in a broader public administration literature. Most particularly, it draws inspiration from Philippe Nonet and Philip Selznick’s Law and Society in Transition. Their well-known conceptualisation of responsive law provides relatable features that, when imported into the pre-existing influential models of administrative justice, demonstrate this unaccounted-for basis on which administrative decisions are justified. A related socio-legal bureaucratic legal consciousness body of literature also guides the conceptual elaboration of this type, particularly in pointing to the centrality of purposively driven and substantively justice-oriented rule of law compliance.Empirically, responsive legality is explored through the analysis of interview transcripts with government officials in the Refugee Review Tribunal of Australia. In discussing the basis for their decisions, these officials often demonstrated an orientation towards responsiveness, a concern for substantive fairness, and cognitive processes requiring the application of personal experience to ascertaining factual truths; thus, they empirically verify the real-world existence of this type. In presenting responsive legality, this dissertation is conscious of its limitations. It cannot provide an exhaustive overall account of the multiple bases on which a decision might be justified, nor does it aim to. The administrative justice literature has done much of this work already. Rather, it unearths one new type, capturing and celebrating those times when the rule of law meets a responsively oriented
ethic of…
Advisors/Committee Members: Roux, Theunis, Law, Faculty of Law, UNSW, Glass, Arthur, Law, Faculty of Law, UNSW, Halliday, Simon, Law, Faculty of Law, UNSW.
Subjects/Keywords: Rule of law; Administrative justice; Responsive governance; Ethic of care
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APA (6th Edition):
Richards, S. (2017). Responsive Legality. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/57429 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:43393/SOURCE02?view=true
Chicago Manual of Style (16th Edition):
Richards, Sally. “Responsive Legality.” 2017. Doctoral Dissertation, University of New South Wales. Accessed April 14, 2021.
http://handle.unsw.edu.au/1959.4/57429 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:43393/SOURCE02?view=true.
MLA Handbook (7th Edition):
Richards, Sally. “Responsive Legality.” 2017. Web. 14 Apr 2021.
Vancouver:
Richards S. Responsive Legality. [Internet] [Doctoral dissertation]. University of New South Wales; 2017. [cited 2021 Apr 14].
Available from: http://handle.unsw.edu.au/1959.4/57429 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:43393/SOURCE02?view=true.
Council of Science Editors:
Richards S. Responsive Legality. [Doctoral Dissertation]. University of New South Wales; 2017. Available from: http://handle.unsw.edu.au/1959.4/57429 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:43393/SOURCE02?view=true
Brigham Young University
3.
Velasquez, Andrea.
Technology-Mediated Caring in Online Teaching and Learning.
Degree: PhD, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4354&context=etd
► As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in…
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▼ As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.
Subjects/Keywords: caring pedagogies; nurturing pedagogies; ethic of care; Educational Psychology
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APA (6th Edition):
Velasquez, A. (2012). Technology-Mediated Caring in Online Teaching and Learning. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4354&context=etd
Chicago Manual of Style (16th Edition):
Velasquez, Andrea. “Technology-Mediated Caring in Online Teaching and Learning.” 2012. Doctoral Dissertation, Brigham Young University. Accessed April 14, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4354&context=etd.
MLA Handbook (7th Edition):
Velasquez, Andrea. “Technology-Mediated Caring in Online Teaching and Learning.” 2012. Web. 14 Apr 2021.
Vancouver:
Velasquez A. Technology-Mediated Caring in Online Teaching and Learning. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2021 Apr 14].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4354&context=etd.
Council of Science Editors:
Velasquez A. Technology-Mediated Caring in Online Teaching and Learning. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4354&context=etd
4.
Henderson, Jennifer J.
To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process.
Degree: PhD, Science and Technology Studies, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/83808
► This dissertation traces three ethical dimensions, or values, of weather warnings in the National Weather Service (NWS): an ethic of accuracy, and ethic of care,…
(more)
▼ This dissertation traces three ethical dimensions, or values, of weather warnings in the National Weather Service (NWS): an
ethic of accuracy, and
ethic of
care, and an
ethic of resilience. Each appear in forecaster work but are not equally visible in the identity of a forecaster as scientific expert. Thus, I propose that the NWS should consider rethinking its science through its relationship to multiple publics, creating what Sandra Harding calls "strong objectivity." To this end, I offer the concept of empathic accuracy as an
ethic that reflects the interrelatedness of precision and
care that already attend to forecasting work. First, I offer a genealogy of the
ethic of accuracy as forecasters see it. Beginning in the 1960s, operational meteorologists mounted an
ethic of accuracy through the "man-machine mix," a concept that pointed to an identity of the forecasting scientist that required a demarcation between humans and technologies. It is continually troubled by the growing power of computer models to make predictions. Second, I provide an ethnographic account of the concern expressed by forecasters for their publics. I do so to demonstrate how an
ethic of
care exists alongside accuracy in their forecasting science, especially during times of crisis. I recreate the concern for others that their labor performs. It is an account that values emotion and is sensitive to context, showing what Virginia Held calls "the self-and-other together" that partially constitutes a forecaster identity. Third, I critique the NWS Weather Ready Nation Roadmap and its emphasis on developing in the public an
ethic of resilience. I argue that, as currently framed, this
ethic and its instantiation in the initiative Impact Based Decision Support Services narrowly defines community to such an extent that it disappears the public. However, it also reveals other valences of resilience that have the potential to open up a space for an empathetic accuracy. Finally, I close with a co-authored article that explores my own commitment to an
ethic of relationality in disaster work and the compromises that create tension in me as a scholar and critical participant in the weather community.
Advisors/Committee Members: Downey, Gary L. (committeechair), Halfon, Saul E. (committeechair), Morss, Rebecca (committee member), Schmid, Sonja (committee member), Collier, James H. (committee member).
Subjects/Keywords: National Weather Service; weather warnings; expertise; accuracy; ethic of care
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APA (6th Edition):
Henderson, J. J. (2017). To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83808
Chicago Manual of Style (16th Edition):
Henderson, Jennifer J. “To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/83808.
MLA Handbook (7th Edition):
Henderson, Jennifer J. “To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process.” 2017. Web. 14 Apr 2021.
Vancouver:
Henderson JJ. To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/83808.
Council of Science Editors:
Henderson JJ. To Err on the Side of Caution: Ethical Dimensions of the National Weather Service Warning Process. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/83808
University of Cincinnati
5.
Alawadhi, Fawzeyah.
Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali.
Degree: PhD, Education, Criminal Justice, and Human Services:
Educational Studies, 2014, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504
► ABSTRACT In a constantly expanding and globalized world, the voice of Kuwaiti women teachers and their perception of their cultural identity is burdened with adapting…
(more)
▼ ABSTRACT In a constantly expanding and globalized
world, the voice of Kuwaiti women teachers and their perception of
their cultural identity is burdened with adapting to new
educational trends mainly from the West, and accommodating an
increasing student populations. This creates a disconnect between
the basis where educators learn/gain their
ethic of
care and what's
expected of them to perform. This dissertation sheds some light on
the severity of this disconnection and the origins of the
manifestation of the
ethic of
care in Kuwaiti women educators. The
major findings of this study are the existence of an 'anchor
relationship' the narrators had, and a strong familial foundation
that served as an `anchor relationship’ for some narrators. Other
findings indicate the necessity of revamping the teacher
preparation program (T.P.P.) in order to ameliorate the current gap
in embracing the Kuwaiti cultural codes.
Advisors/Committee Members: Sunderland, Stephen (Committee Chair).
Subjects/Keywords: Education; Ethic of care; al-Ghazali; Noddings; Relationship
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APA ·
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APA (6th Edition):
Alawadhi, F. (2014). Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504
Chicago Manual of Style (16th Edition):
Alawadhi, Fawzeyah. “Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 14, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504.
MLA Handbook (7th Edition):
Alawadhi, Fawzeyah. “Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali.” 2014. Web. 14 Apr 2021.
Vancouver:
Alawadhi F. Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2021 Apr 14].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504.
Council of Science Editors:
Alawadhi F. Oral History of Women Educators in Kuwait: A Comparative
Model of Care Ethics Between Noddings and Al-Ghazali. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405504
University of St. Andrews
6.
Cole, Ashley.
An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
.
Degree: 2016, University of St. Andrews
URL: http://hdl.handle.net/10023/9900
► The increase in the presence and influence of Non-Governmental Organisations (NGOs) locally and internationally is having a noticeable effect on the policy process at a…
(more)
▼ The increase in the presence and influence of Non-Governmental Organisations
(NGOs) locally and internationally is having a noticeable effect on the policy process at a
national level. While the NGO sector is more commonly examined at an international level,
its impact at the state and sub-state level remains unexplored. This gap in the literature is
addressed as a primary problem in this thesis. By exploring the relationship between the
NGO and the state, the significance of this relationship is emphasised as a necessary
inclusion in International Relations literature.
The NGO sector presents civil society with a road into, and in some cases an
alternative to, traditional modes of political advocacy. This increases civil society’s ability to
impact the policy process by creating, what is identified in this thesis as, a dialogical space.
The dialogical space allows for an exchange of ideas and thus influences the decision-making
process of the state, if and when it is explored. Furthermore, the dialogical space facilitates,
as is shown here, learning through the conversations that take place between NGOs and the
state. This thesis asks ‘what do NGOs learn from their conversations with states?’ and
presents the ‘lessons learned’ from Scottish and Zambian case studies.
NGOs are identified here as civil society in organisation and have a particular
relationship with the communities they represent. This relationship is empirically examined
and presented here in the Scottish and Zambian case studies. This thesis examines the
relationship between the NGO and civil society, and most importantly the relationship
between the NGO and the state using the
ethic of
care as a theoretical lens. Conclusions are drawn from the interviews conducted during the fieldwork. The
ethic of
care is located in
practice and used as a theoretical lens to examine what the local NGOs learn from their
interactions with the state. Both case studies confirm that an
ethic of
care is a prevalent
ethic in NGO practice, as identified by the NGO workers interviewed. Furthermore, when
used as an analytical lens the
ethic of
care is shown to be used as a tool by NGOs to nurture
an
ethic of
care in statesmanship.
The thesis specifically highlights that NGOs have learned from their conversations
with states and that, through the creation and use of the dialogical space, an
ethic of
care in
practice can be traced. The greater significance of this thesis is that it addresses the
relationship between the NGO and the state at a local and national level; a topic which is
lacking in current IR literature, despite being of crucial value for understanding the state’s
interaction with non-state actors, in this case local NGOs. Furthermore, through the use of
the
ethic of
care both as an exploratory lens and in its identification as a practical
ethic, this
thesis highlights the importance of an
ethic of
care in theory and practice.
Advisors/Committee Members: Watson, Alison M. S (advisor).
Subjects/Keywords: Ethic of care;
Civil society;
NGO;
Zambia;
Scotland;
Dialogical space
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APA ·
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Manager
APA (6th Edition):
Cole, A. (2016). An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
. (Thesis). University of St. Andrews. Retrieved from http://hdl.handle.net/10023/9900
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):
Cole, Ashley. “An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
.” 2016. Thesis, University of St. Andrews. Accessed April 14, 2021.
http://hdl.handle.net/10023/9900.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cole, Ashley. “An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
.” 2016. Web. 14 Apr 2021.
Vancouver:
Cole A. An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
. [Internet] [Thesis]. University of St. Andrews; 2016. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10023/9900.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cole A. An ethic of care in the dialogical space : what do NGOs learn from their conversations with states? : case studies from Scotland and Zambia
. [Thesis]. University of St. Andrews; 2016. Available from: http://hdl.handle.net/10023/9900
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Csepelyi, Tünde.
Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.
Degree: 2012, University of Nevada – Reno
URL: http://hdl.handle.net/11714/3542
► This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The…
(more)
▼ This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit Adult Basic Education program to community college degree programs. The study was guided by an overall question: What is the experience like for ABE ESL students who transition to community college degree programs? Two sub-questions helped build the evidence of the study: (a) How do ABE ESL transfer students perceive differences and similarities in academic cultures between an ABE ESL program and a community college? and (b) What do ABE-ESL transfer students say about what kinds of support and which services contributed to their successful transition? The data collection for this study included focus group and in-depth individual interviews. The result of this study suggested that Adult Basic Education English language learners' transition to community college degree programs were more successful when the students felt a sense of caring through supporting services.
Advisors/Committee Members: Ferrara, Margaret M. (advisor), Robinson, Michael Robinson (committee member), O'Reilly, Kim (committee member), Barone, Diane (committee member), Oikonomidoy, Eleni (committee member).
Subjects/Keywords: Adult Basic Education; adult English learners; ethic of care; transition
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APA (6th Edition):
Csepelyi, T. (2012). Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3542
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):
Csepelyi, Tünde. “Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.” 2012. Thesis, University of Nevada – Reno. Accessed April 14, 2021.
http://hdl.handle.net/11714/3542.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Csepelyi, Tünde. “Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.” 2012. Web. 14 Apr 2021.
Vancouver:
Csepelyi T. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. [Internet] [Thesis]. University of Nevada – Reno; 2012. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/11714/3542.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Csepelyi T. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. [Thesis]. University of Nevada – Reno; 2012. Available from: http://hdl.handle.net/11714/3542
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of South Florida
8.
Wingate, Emily J.
Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom.
Degree: 2020, University of South Florida
URL: https://scholarcommons.usf.edu/etd/8500
► With a culmination of evidence suggesting the perception of caring relationships is associated with students' well-being (Natvig, Albrektsen, & Qvarnstrøm, 2003; Siddall, Huebner, & Jiang,…
(more)
▼ With a culmination of evidence suggesting the perception of caring relationships is associated with students' well-being (Natvig, Albrektsen, & Qvarnstrøm, 2003; Siddall, Huebner, & Jiang, 2013; Suldo, Friedrich, White, Farmer, Minch, & Michalowski, 2009), there is a need to better understand the ways in which care operates in the classroom. Further, there is a need to move beyond a prescription of caring behaviors to investigate the ways in which care, control, and conflict interact to impact classroom relationships. In the current study, I took a mini-ethnographic case study approach to investigate the concept of care within one fifth grade classroom. Assuming the role of a participant-observer, I observed and interviewed 17 students and their teacher about classroom practices, structures and relationships. I represent the data in a re-constructed story of the classroom in which normative assumptions about care are put into question. Specifically, students described the same classroom structures and procedures with differing perceptions of care based on the extent to which they believed the classroom operated in their best interests and how they were treated in comparison to others. Students’ descriptions of treatment aligned closely with mechanisms of control such that the more closely one adhered to classroom norms (e.g., positivity, productivity) and values (e.g., self-control, work ethic, integrity) corresponded with one’s social positioning (e.g., favorite, troublemaker) and perceived sense of being cared for in the classroom. Results of the study call for critical examination of ethical control within an ethic of care and an opening of dialogue between class participants to establish caring relationships that are mutually negotiated.
Subjects/Keywords: Conflict; Control; Ethic of care; Mini-ethnographic case study; Educational Psychology
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APA (6th Edition):
Wingate, E. J. (2020). Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8500
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):
Wingate, Emily J. “Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom.” 2020. Thesis, University of South Florida. Accessed April 14, 2021.
https://scholarcommons.usf.edu/etd/8500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wingate, Emily J. “Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom.” 2020. Web. 14 Apr 2021.
Vancouver:
Wingate EJ. Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom. [Internet] [Thesis]. University of South Florida; 2020. [cited 2021 Apr 14].
Available from: https://scholarcommons.usf.edu/etd/8500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wingate EJ. Care in Context: Constructing a Theory of Care in One Fifth Grade Classroom. [Thesis]. University of South Florida; 2020. Available from: https://scholarcommons.usf.edu/etd/8500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brunel University
9.
Wittels, Paula Ya'el.
Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women.
Degree: PhD, 2020, Brunel University
URL: http://bura.brunel.ac.uk/handle/2438/21644
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.824187
► Women of low socioeconomic status (SES) can expect to live shorter and less healthy lives than women of high SES. Health inequalities arise from individual…
(more)
▼ Women of low socioeconomic status (SES) can expect to live shorter and less healthy lives than women of high SES. Health inequalities arise from individual factors and the structural characteristics of the environment. Lifestyle behaviours including the adoption of a healthy diet and participating in physical activity can prevent or delay the onset of non-communicable diseases (NCDs). Healthy lifestyle behaviours are not, however, solely a matter of individual agency, they are tied to the parameters from which health inequalities develop. The first part of this research investigated two lifestyle behaviours, diet and exercise, in a group of mothers with young children, living in a London (UK) Borough, and identified the barriers and facilitators for the adoption of healthy behaviours. In the second part, the mothers contributed ideas for potential public health interventions that would help them participate in physical activity and eat a healthy diet. A focus group with a second group of mothers (Slough, UK), provided context for the development of the ideas for interventions. An Interpretive methodology, influenced by Critical Theory was adopted for the qualitative research. A series of three in depth interviews with twenty participants, provided the data. Access to the groups of mothers was gained through volunteering with a national charity and regular visits to Children's Centres. A thematic analysis identified four key themes that influenced lifestyle behaviours: the conflicted mother; concerns about the body; experience of health; and external contextual factors. Four ideas for potential public interventions were discussed with the study group: self-help group; support for all the family; volunteers in the home; and changes to the environment. The research provides important pointers for the development of public health interventions to support low SES mothers, particularly the need for practical support which takes into account the strong Ethic of Care in this group.
Subjects/Keywords: Diet; Physical Activity; Motherhood; Ethic of Care; Public Health Intervention
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APA (6th Edition):
Wittels, P. Y. (2020). Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/21644 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.824187
Chicago Manual of Style (16th Edition):
Wittels, Paula Ya'el. “Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women.” 2020. Doctoral Dissertation, Brunel University. Accessed April 14, 2021.
http://bura.brunel.ac.uk/handle/2438/21644 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.824187.
MLA Handbook (7th Edition):
Wittels, Paula Ya'el. “Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women.” 2020. Web. 14 Apr 2021.
Vancouver:
Wittels PY. Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women. [Internet] [Doctoral dissertation]. Brunel University; 2020. [cited 2021 Apr 14].
Available from: http://bura.brunel.ac.uk/handle/2438/21644 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.824187.
Council of Science Editors:
Wittels PY. Shaping health : understanding and influencing lifestyle behaviours in low socioeconomic women. [Doctoral Dissertation]. Brunel University; 2020. Available from: http://bura.brunel.ac.uk/handle/2438/21644 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.824187
University of Newcastle
10.
Williams, Miriam Jean.
Cities of possibility: performing care-full urban justice.
Degree: PhD, 2013, University of Newcastle
URL: http://hdl.handle.net/1959.13/1036117
► Research Doctorate - Doctor of Philosophy (PhD)
Urban theory has a well-documented set of knowledges on actually existing injustice shaping cities in the here and…
(more)
▼ Research Doctorate - Doctor of Philosophy (PhD)
Urban theory has a well-documented set of knowledges on actually existing injustice shaping cities in the here and now. Inspired by a politics of possibility, weak theory, theories of situated knowledges and an understanding of knowledge-making as performative, this research project reveals moments where people are doing/thinking/being cities differently by uncovering actually existing justice and care in three urban commons. Viewing the everyday as a potentially transformative site and understanding utopia as a ‘process-of-becoming’ (Swyngedouw and Kaika, 2003: 16) I read the city for possibility. By developing connections between urban justice-thinking and care-thinking I argue for a new way of approaching the possibility of the city—a concept I term care-full urban justice. This research documents actually existing forms of care-full urban justice manifest in three urban commons in Sydney, Australia: The Women’s Library, Newtown; Our Place Support Centre, Enmore; and Alfalfa House organic food cooperative, Enmore. Through engaging in an average of 15 months volunteering at each organisation, along with conducting 36 semi-structured interviews, I explore how these spaces are brought into being through everyday material practices and connections. I demonstrate that much is possible through connecting the grounded, everyday, relational, and radical focus of care-thinking with the rich history of justice-thinking in urban theory. The insights gained offer new ways of thinking through the role of urban commons and reveal how care-full urban justice might be used as a theory to uncover actually existing practices of care and justice in the here and now.
Advisors/Committee Members: University of Newcastle. Faculty of Science & Information Technology, School of Environmental and Life Sciences.
Subjects/Keywords: ethic of care; just city; urban commons; politics of possibility; care full urban justice
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APA (6th Edition):
Williams, M. J. (2013). Cities of possibility: performing care-full urban justice. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1036117
Chicago Manual of Style (16th Edition):
Williams, Miriam Jean. “Cities of possibility: performing care-full urban justice.” 2013. Doctoral Dissertation, University of Newcastle. Accessed April 14, 2021.
http://hdl.handle.net/1959.13/1036117.
MLA Handbook (7th Edition):
Williams, Miriam Jean. “Cities of possibility: performing care-full urban justice.” 2013. Web. 14 Apr 2021.
Vancouver:
Williams MJ. Cities of possibility: performing care-full urban justice. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/1959.13/1036117.
Council of Science Editors:
Williams MJ. Cities of possibility: performing care-full urban justice. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1036117
Florida International University
11.
Cramp, Donald A, Jr.
The Effects of the Ethic of Care in an All-Boys School from 1903-1974.
Degree: Doctor of Education (EdD), Educational Administration and Supervision, 2011, Florida International University
URL: https://digitalcommons.fiu.edu/etd/482
;
10.25148/etd.FI11120211
;
FI11120211
► Nel Noddings’ 1984 publication, Caring: A Feminine Approach to Ethics and Moral Education was the first formal introduction of the concept of an “ethic…
(more)
▼ Nel Noddings’ 1984 publication,
Caring: A Feminine Approach to Ethics and Moral Education was the first formal introduction of the concept of an “
ethic of care”. It is a concept that stresses the importance of compassion in any relationship. For the purpose of this dissertation, the
ethic of
care was studied in a specific educational community.
This research focused on the role of
care ethics in a secondary school (The Ransom School for Boys) from 1903 to 1974. The researcher identified this school as one that operated with an
ethic of
care and collected and analyzed data from historical school documents as well as from 60-90 minute individual interviews with six alumni, five retired faculty, and two administrators.
The case study addressed how students and faculty experienced
care ethics within the school and how it has been maintained throughout the adult lives of alumni. An a priori coding rubric was used to examine the presence of
care ethics at the Ransom School for Boys and in the adult lives of its alumni. This rubric was generated using information taken from the literature review and encompasses 36 different words to identify the presence of
care ethics.
The primary research question was: How have alumni incorporated
care ethics into their personal and professional lives? Secondary questions included:
<ol>
How did the
ethic of
care present itself over the span of 71 years?
Was character education part of the formal curriculum at the Ransom School?
Was character education part of the hidden curriculum at the Ransom School?
Did the presence of
care ethics support the values being taught in the home?
</ol>
While there has been research done on the importance of
care ethics in an educational institution, the research is void of direct evidence associated with
care ethics in a school community, specifically, an all-boys, private school. Through deductive analysis,
care ethics was found to be present and utilized at the school. The interviews and historical documents suggested that moral education was an integral part of the informal curriculum and helped to integrate the
ethic of
care within the community.
Advisors/Committee Members: Peter J. Cistone, Erskine Dottin, George O'Brien, Tonette Rocco.
Subjects/Keywords: Ethic of Care; Care Ethics; Historical Case Study; Ethical Paradigms in Educational Leadership
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APA (6th Edition):
Cramp, Donald A, J. (2011). The Effects of the Ethic of Care in an All-Boys School from 1903-1974. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/482 ; 10.25148/etd.FI11120211 ; FI11120211
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):
Cramp, Donald A, Jr. “The Effects of the Ethic of Care in an All-Boys School from 1903-1974.” 2011. Thesis, Florida International University. Accessed April 14, 2021.
https://digitalcommons.fiu.edu/etd/482 ; 10.25148/etd.FI11120211 ; FI11120211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cramp, Donald A, Jr. “The Effects of the Ethic of Care in an All-Boys School from 1903-1974.” 2011. Web. 14 Apr 2021.
Vancouver:
Cramp, Donald A J. The Effects of the Ethic of Care in an All-Boys School from 1903-1974. [Internet] [Thesis]. Florida International University; 2011. [cited 2021 Apr 14].
Available from: https://digitalcommons.fiu.edu/etd/482 ; 10.25148/etd.FI11120211 ; FI11120211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cramp, Donald A J. The Effects of the Ethic of Care in an All-Boys School from 1903-1974. [Thesis]. Florida International University; 2011. Available from: https://digitalcommons.fiu.edu/etd/482 ; 10.25148/etd.FI11120211 ; FI11120211
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
12.
Rackley, Rhonda Kay.
The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students.
Degree: 2018, University of Georgia
URL: http://hdl.handle.net/10724/37481
► Among the challenges of immigration is the need to educate students who are learning English and other content simultaneously. Immigrant students face difficulties regarding culture…
(more)
▼ Among the challenges of immigration is the need to educate students who are learning English and other content simultaneously. Immigrant students face difficulties regarding culture shock and depending on the reason for their immigration
they may have suffered from religious or political intolerance. When these students enter classrooms in the United States, how should teachers best instruct them? There will be difficulties across the curriculum, but often science presents a special
difficulty depending on a students’ background. Teachers are not always aware of how to help these students. In this case study two middle school science teachers, Iris and Calla, were interviewed and observed to determine what impact the ethic of care
had on their teaching of science and the learning of science by their English Learner (EL) students. Both teachers were considered to be caring teachers by their colleagues, immediate administrators or ESOL program officials. Through interviews of the
teachers, classroom observations, interviews of some of their EL students and a student questionnaire it was determined that Iris did act from an ethic of care but Calla, a very loving person, acted out of a virtue of care or a relational ethic. The
implications for future research are that by acting from an ethic of caring, students benefit by mastering content and skills and teachers are provided a powerful pedagogical tool.
Subjects/Keywords: EL; ELL; ESOL; Middle School; Science teaching; Ethic of care; Care ethics; Caring
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APA (6th Edition):
Rackley, R. K. (2018). The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37481
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):
Rackley, Rhonda Kay. “The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students.” 2018. Thesis, University of Georgia. Accessed April 14, 2021.
http://hdl.handle.net/10724/37481.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rackley, Rhonda Kay. “The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students.” 2018. Web. 14 Apr 2021.
Vancouver:
Rackley RK. The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10724/37481.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rackley RK. The impact of the ethic of care on the teaching and learning of science by middle school science teachers and EL students. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37481
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
13.
Lanman, Kathleen Fourez.
Teachers' perspectives of principal care.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/21557
► The purpose of this study was twofold—to explore teachers’ perspectives of principal caring characteristics (strategies, behaviors, attitudes, values, and goals) and to determine the perceived…
(more)
▼ The purpose of this study was twofold—to explore teachers’ perspectives of principal caring characteristics (strategies, behaviors, attitudes, values, and goals) and to determine the perceived effect of principals’ caring on teachers’
classroom instruction. The study was conducted under a framework of symbolic interactionism. Data were collected from teachers who had experienced the phenomenon of principal care. Face-to-face interviews were conducted, recorded, and transcribed.
Grounded theory methods were used to conduct a thematic analysis of the data; 13 categories explaining teachers’ perspectives of principal care emerged from this analysis. Findings from this study indicate that reciprocal support is the underlying theme
to teachers’ perception of principal care. Teachers who felt supported by their principal on both personal and professional levels described a higher level of job satisfaction and commitment to improvement. Four themes that were considered essential to
the understanding of principal care emerged from the data: (a) reciprocal care and loyalty, (b) innovation and growth, (c) response to needs, and (d) open communication. Implications for further research, administrator training and staff development, and
principal hiring practices are discussed. Based on this study, attention should be paid to the affective as well as the technical aspects of leadership when making decisions about principal training and hiring practices.
Subjects/Keywords: Principal care; Caring leadership; Caring education; Ethic of care, Teacher perspectives; Professional support
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Export
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APA (6th Edition):
Lanman, K. F. (2014). Teachers' perspectives of principal care. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21557
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):
Lanman, Kathleen Fourez. “Teachers' perspectives of principal care.” 2014. Thesis, University of Georgia. Accessed April 14, 2021.
http://hdl.handle.net/10724/21557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lanman, Kathleen Fourez. “Teachers' perspectives of principal care.” 2014. Web. 14 Apr 2021.
Vancouver:
Lanman KF. Teachers' perspectives of principal care. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10724/21557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lanman KF. Teachers' perspectives of principal care. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21557
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Canterbury
14.
Macfarlane A.
Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru.
Degree: 2017, University of Canterbury
URL: http://hdl.handle.net/10092/16319
► In the context of secondary education, changes are taking place which serve as an important source of inspiration for considering how to “promote the best…
(more)
▼ In the context of secondary education, changes are taking place which serve as an important source of inspiration for considering how to “promote the best possible realization of humanity as humanity” (Dewey, 1966, p. 95). Utilising concepts of care and restorative practice, high school students and staff in three schools in Latin America and Aotearoa New Zealand are engaging with alternative ways of understanding and enacting a “holistic” and “humanizing” education. Theirs is an educational vision that prioritizes learning that promotes notions of relationships – with one’s self and with others – through an increased awareness of mutual connection and interdependence. Drawing from an ongoing case study project with these three secondary schools, this article foregrounds student, teacher and principal voices to highlight how these learning contexts are enacting philosophies of care, restoration and forgiveness that serve a humanising educational aim. The article considers how Indigenous perspectives are able to further expand our vision for a holistic, humanising education.
Subjects/Keywords: ethic of care; pedagogies of care; restorative practice; cultural responsiveness; secondary education; aims and ends of education
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
A, M. (2017). Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16319
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):
A, Macfarlane. “Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru.” 2017. Thesis, University of Canterbury. Accessed April 14, 2021.
http://hdl.handle.net/10092/16319.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
A, Macfarlane. “Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru.” 2017. Web. 14 Apr 2021.
Vancouver:
A M. Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10092/16319.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
A M. Humanizing secondary school contexts: learning from Aotearoa New Zealand and Peru. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/16319
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Michigan
15.
Robinson, Shanta R.
Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.
Degree: PhD, Educational Studies, 2015, University of Michigan
URL: http://hdl.handle.net/2027.42/113458
► This dissertation study explored how homeless young adults, particularly those who identify as racial or ethnic minorities, made sense of their educational experiences (formal and…
(more)
▼ This dissertation study explored how homeless young adults, particularly those who identify as racial or ethnic minorities, made sense of their educational experiences (formal and informal) and occupational futures given their self-proclaimed intersecting identities (i.e. race, class, gender, homeless status) and their interactions with schools and Empower, a nonprofit organization. More specifically, I investigated the adolescents’ past school experiences and present educational statuses, examined the supports and obstacles to their expectations and aspirations, and considered how their future life chances are influenced by the articulation of
care in institutional settings.
This year-long study set in the suburbs of a major metropolitan area employs ethnographic methods (i.e., semi-structured interviews and participant observations) to capture the complex, situated experiences of homeless youth. Data consists of 25 homeless young adult interviews, 12 nonprofit organizational staff interviews, and over 150 hours of participant observation. My method of analysis involved an iterative process between data collection, coding, and memo generation as informed by constant comparative analysis.
Several findings emerged from the analyses. The youths’ identities, particularly the intersections of race and gender, shaped their professed aspirations of “ballin”—or living extravagantly and aggressively—in distinct, albeit fantastical ways. The homeless youth formed three distinct subcultures based on their aspirations, social identities, and past experiences—the Homeboys, the Sistergirls, and the EmoCores. These subcultures provided (mostly unvalued) social capital and a sense of belonging. The findings also suggest that school members (via youth and staff renderings) and non-profit staff interacted with these three subcultures in significantly different ways, shaping the educational experiences and occupational opportunities of homeless youth through formal and informal means. The Black boys and Black girls are most positioned to obtain occupations that reproduce their ascribed social status, while the White youth are poised to improve their socioeconomic conditions.
Advisors/Committee Members: O'Connor, Carla (committee member), Young Jr., Alford A. (committee member), Jagers, Robert Jeffries (committee member), Mirel, Jeffrey E. (committee member).
Subjects/Keywords: homeless adolescents; ethic of care; African American; Black Female; Emo; Education; Social Sciences
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Robinson, S. R. (2015). Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113458
Chicago Manual of Style (16th Edition):
Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Doctoral Dissertation, University of Michigan. Accessed April 14, 2021.
http://hdl.handle.net/2027.42/113458.
MLA Handbook (7th Edition):
Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Web. 14 Apr 2021.
Vancouver:
Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/2027.42/113458.
Council of Science Editors:
Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113458
Texas A&M University
16.
Skinner, Dametra Nicolette.
Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.
Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151902
► This research study was conducted as a qualitative study of six effective middle school mathematics teachers who educate urban, African American students. The purpose of…
(more)
▼ This research study was conducted as a qualitative study of six effective middle school mathematics teachers who educate urban, African American students. The purpose of this study was to examine and interpret the life experiences and teaching practices of middle school mathematics teachers by hearing their voices. The intent of this study was to expand the finite qualitative research base on effective middle school mathematics teachers of African American students and inform superintendents, administrators, teachers, and researcher in urban school districts.
A purposeful sample of six middle school teachers provided a rich description of their characteristics through semi-structured interviews. Thematic analysis took place after each interview using axial coding and categorizing. The findings were categorized based on three major themes: Relevant Teacher Practices; Support^(3); and You
Care, I
Care. In total, ten sub-themes emerged from the voices of the participants. Sub-themes that emerged under Relevant Teacher Practices were: Keeping Students on Task, Hands-on Mathematics, and Relevant Mathematics. The sub-themes that emerged under Support3 were: Administrative Support, Collegial Support, and Parental Support. Finally, Relationships and Relevancy emerged as sub-themes under You
Care, I
Care. The participants‘ experiences affirm the literature of culturally responsive teaching and the
ethic of
care, while serving as a vehicle for mathematics teachers of African American students in urban middle schools.
Advisors/Committee Members: Carter, Norvella P (advisor), Davis, Trina J (committee member), Webb-Hasan, Gwendolyn (committee member), Kelly, Larry (committee member).
Subjects/Keywords: Middle School Mathematics; African American Learners; Culturally Responsive Teaching; Ethic of Care
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APA (6th Edition):
Skinner, D. N. (2013). Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151902
Chicago Manual of Style (16th Edition):
Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Doctoral Dissertation, Texas A&M University. Accessed April 14, 2021.
http://hdl.handle.net/1969.1/151902.
MLA Handbook (7th Edition):
Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Web. 14 Apr 2021.
Vancouver:
Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/1969.1/151902.
Council of Science Editors:
Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151902
University of Waikato
17.
Martindale, Joanne.
Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
Degree: 2017, University of Waikato
URL: http://hdl.handle.net/10289/11772
► There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible…
(more)
▼ There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible through media and movies with an increased reference to the urban, human-made environment since the 1950’s. Additionally, it is observable in our overuse of the Earth's resources and slow change to more sustainable behaviour. The cost of this disconnection from nature is on our physical and psychological well-being. It reduces appreciation and attachment to place. This study looks at connecting secondary students to their place through a place-responsive outdoor education journey and explores how the journey can influence their developing
ethic of
care for place.
Place-responsive outdoor education is one way to potentially connect and ‘re-wild’ our school students to their place and nature. Through this, they may develop an
ethic of
care. There is then an assumption that by developing an
ethic of
care and responding to place, people will take action to look after or improve their place. However, little research has been conducted to date to show that there is a link between attachment to place and pro-environmental behaviour or taking action. The second part of this research explored how any potential
ethic of
care developed from the place-responsive outdoor education journey could be transformed into motivation for students to act for place, by adapting the place-responsive outdoor education journey to incorporate environmental advocacy sessions using Birdsall's (2010) model for learning about environmental action.
This research uses a phenomenography approach to study the experiences of a group of secondary school students engaging in a place-responsive outdoor education journey and their responses to the journey. Twelve students came on the journey and six of these participated in the study. Data were gathered using photo-elicitation interviews based on photographs the students took during the place-responsive outdoor education journey. The students then attended a series of environmental advocacy sessions based on the journey to help them reflect and consider what response they might make to their experiences. A second interview was then held with each student after these sessions to explore their perceptions of an
ethic of
care leading to action. Data in the form of interview transcripts and observational notes were analysed and thematically organised.
The first part of the study highlights the significance of a slow pedagogy to the place-responsive outdoor journey and the enjoyment by the students. Contextual factors like the weather had an impact on the students. The journey also emphasised the importance of community and social interaction for the students. At the end of the place-responsive outdoor education journey, the students expressed a sense of accomplishment and a deeper connection to the city, realising it was more than just shopping malls.
The students indicated great enthusiasm and motivation to take action as the…
Advisors/Committee Members: Eames, Chris W (advisor).
Subjects/Keywords: environmental action;
ethic of care;
place-responsive outdoor education;
slow pedagogy;
education for sustainability
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APA (6th Edition):
Martindale, J. (2017). Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
(Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11772
Chicago Manual of Style (16th Edition):
Martindale, Joanne. “Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
” 2017. Masters Thesis, University of Waikato. Accessed April 14, 2021.
http://hdl.handle.net/10289/11772.
MLA Handbook (7th Edition):
Martindale, Joanne. “Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
” 2017. Web. 14 Apr 2021.
Vancouver:
Martindale J. Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
[Internet] [Masters thesis]. University of Waikato; 2017. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10289/11772.
Council of Science Editors:
Martindale J. Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.
[Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11772
University of Colorado
18.
Canney, Nathan.
Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility.
Degree: PhD, 2013, University of Colorado
URL: https://scholar.colorado.edu/cven_gradetds/279
► Many groups within the engineering community have recognized the need for more diversity in the engineering profession and for more holistic engineers to develop…
(more)
▼ Many groups within the engineering community have recognized the need for more diversity in the engineering profession and for more holistic engineers to develop responsible, equitable, and sustainable technology for the future. New educational approaches, such as Service-Learning, are being used to teach technical skills as well as professional skills including ethics and an understanding of the social context of engineering solutions. There is a need, however, for frameworks and instruments to assess the effectiveness of these programs and others towards developing these skills. This study uses the lens of social responsibility to view the development of underlying dispositions, foundational to many of the professional skills that are needed for a more holistic profession. This thesis presents a new framework describing the development of social responsibility in engineering students. The iterative process between theory development and data is discussed, leading to a finalized model from which future instruments and studies can be designed. Next, the development of an instrument to assess beliefs of social responsibility, the Engineering Professional Responsibility Assessment (EPRA) tool, is presented, which was developed iteratively with both quantitative and qualitative data. Evidence of both reliability and validity are presented. Finally, results from a multi-institutional administration of the EPRA tool are analyzed for differences in beliefs of social responsibility between genders, academic ranks, and engineering disciplines (specifically Civil, Environmental, and Mechanical). Results showed that women had higher degrees of social responsibility than men, correlating with higher degrees of participation in volunteer activities. First-year students also tended to have higher degrees of social responsibility than senior and graduate students; predominately for female students. Finally, Environmental Engineering students had higher degrees of social responsibility than Civil Engineering students, who were higher than Mechanical Engineering students. Students in Environmental Engineering, over Civil or Mechanical, most often cited a desire to have a positive impact on society and to help others as motivation for their choice of major. These results form a foundation from which future studies regarding the development and effects of social responsibility in engineers can be conducted.
Advisors/Committee Members: Angela Bielefeldt, Margaret Eisenhart, Amy Javernick-Will, Abbie Liel, William Penuel.
Subjects/Keywords: engineering; engineering education; ethic of care; service learning; social responsibility; Civil Engineering; Engineering; Environmental Engineering
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APA (6th Edition):
Canney, N. (2013). Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/cven_gradetds/279
Chicago Manual of Style (16th Edition):
Canney, Nathan. “Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/cven_gradetds/279.
MLA Handbook (7th Edition):
Canney, Nathan. “Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility.” 2013. Web. 14 Apr 2021.
Vancouver:
Canney N. Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/cven_gradetds/279.
Council of Science Editors:
Canney N. Assessing Engineering Students' Understanding of Personal and Professional Social Responsibility. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/cven_gradetds/279
East Tennessee State University
19.
Mooney, Jennifer Anne.
Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals.
Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University
URL: https://dc.etsu.edu/etd/1360
► The problem of this qualitative study is to assess teacher perceptions of the leadership practices of female principals. The focus of this study was…
(more)
▼ The problem of this qualitative study is to assess teacher perceptions of the leadership practices of female principals. The focus of this study was at the elementary school level. The data were collected from the teachers about their perceptions regarding the female principals with whom they work. This qualitative study was conducted by interviewing 8 teachers from 3 elementary schools in northeast Tennessee. The teachers were interviewed to understand their perceptions of effective leadership practices exhibited by female principals. During the data analysis, 7 constructs were identified after examining and coding the data for related themes. These 7 constructs were: (a) vision, (b) student growth, (c) staff development, (d) organization, (e) communication, (f) caring, and (g) community. In addition to the themes, participants shared perceptions of disadvantages, advantages, and effective leadership characteristics of female principals. Based on the research the following conclusions were drawn. Teachers want to have clear expectations, organization, and follow through in the school environment. This could be accomplished through clear communication and expectations by the principal. Teachers would also like a caring work environment that is created by a principal who listens, respects, and understands others. Each teacher has a variety of different responsibilities and they would like acknowledged. Most of the teachers want a school vision that is focused on providing a productive learning environment for all the students. Recommendations for future research included the following:<ol>Only teachers were interviewed in this study. Additional research in this area could be the study of principals' perception of effective leadership practices. This information could be used to determine the similarities and differences between what principals and teachers view as effective leadership practices.Interview teachers from middle and high schools to assess their perception of effective leadership practices. There could be a difference in the leadership practices of elementary, middle, and high school female principals.Additional research in this area needs to be conducted in a variety of elementary schools. This would provide a larger sample of participants.Interview teachers from elementary schools to compare their perceptions of male and female principals.</ol>
Subjects/Keywords: Female; Leadership; Ethic of Care; Instructional Leadership; Education; Educational Administration and Supervision
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APA (6th Edition):
Mooney, J. A. (2011). Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1360
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):
Mooney, Jennifer Anne. “Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals.” 2011. Thesis, East Tennessee State University. Accessed April 14, 2021.
https://dc.etsu.edu/etd/1360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mooney, Jennifer Anne. “Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals.” 2011. Web. 14 Apr 2021.
Vancouver:
Mooney JA. Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals. [Internet] [Thesis]. East Tennessee State University; 2011. [cited 2021 Apr 14].
Available from: https://dc.etsu.edu/etd/1360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mooney JA. Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals. [Thesis]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
20.
Ogden, Cheryl Elaine.
The perspectives of young adults on the transition services they received while attending high school.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/21622
► This study examined the perspectives of five young adults with learning disabilities and their experiences receiving transition services while attending high school. Purposeful sampling was…
(more)
▼ This study examined the perspectives of five young adults with learning disabilities and their experiences receiving transition services while attending high school. Purposeful sampling was used to select five former students with learning
disabilities from one small rural high school after transition services were federally mandated by the IDEA in 1990. The participants had graduated from the school seven to nine years prior to the study. Data were collected and analyzed from these
semi-structured interviews using the constant comparative method. Data were coded until saturation occurred. Data were analyzed separately and then across cases in which three common themes emerged: (1) Transition services that prepare students for adult
challenges lead to self-advocacy, (2) Transition services in a caring environment contributed to building long-term self-confidence, and (3) Involvement of the students in planning transition services contributed to attainment of long-term goals.
Findings indicated that students with learning disabilities would benefit from delivery of transition services in a caring environment. Findings further indicated that students with learning disabilities benefit from developing self-advocacy skills and
understanding their learning disabilities. A need that emerged from the data was that students with learning disabilities need to become aware of legal rights for which they were entitled because of their identified learning disabilities.
Subjects/Keywords: Special education; Learning disabilities; Transition services; Ethic of care; Self-Advocacy; Transition teams; Vocational Rehabilitation
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APA (6th Edition):
Ogden, C. E. (2014). The perspectives of young adults on the transition services they received while attending high school. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21622
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):
Ogden, Cheryl Elaine. “The perspectives of young adults on the transition services they received while attending high school.” 2014. Thesis, University of Georgia. Accessed April 14, 2021.
http://hdl.handle.net/10724/21622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ogden, Cheryl Elaine. “The perspectives of young adults on the transition services they received while attending high school.” 2014. Web. 14 Apr 2021.
Vancouver:
Ogden CE. The perspectives of young adults on the transition services they received while attending high school. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10724/21622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ogden CE. The perspectives of young adults on the transition services they received while attending high school. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida International University
21.
Lejarza, Alexandra C.
A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution.
Degree: PhD, Higher Education, 2020, Florida International University
URL: https://digitalcommons.fiu.edu/etd/4433
;
FIDC008906
► Women in higher education face several challenges including visibility, chilly work climates, and barriers to leadership positions. Research on women in academia has focused…
(more)
▼ Women in higher education face several challenges including visibility, chilly work climates, and barriers to leadership positions. Research on women in academia has focused on faculty and leadership and less on the female staff working service jobs, such as the role of the academic advisor. This interpretive qualitative study uses one-on-one interviews with eight full-time, female academic advisors working in a single, public, 4-year university.
The interviews revealed the experiences of women working in this role, explored their intradepartmental climates, their career aspirations, and the interactions they have with their female coworkers. The objective of the study was to take a closer look at their day-to-day working conditions, and the connections that are inevitably built in the office. Carol Gilligan’s theory on the
ethic of
care was used to frame the interpersonal relationships between the women, specifically to determine if the relationships were supportive or competitive in nature.
The results revealed that frequent face-to-face interactions between advisors, having a say in hiring decisions, and a shared space for advisors to work together all contributed to a positive department climate. Factors closely associated with conflict include an unclear pathway for promotion, limited opportunities to demonstrate leadership abilities, and having access to view and compare coworkers’ salaries. Factors associated with support included physical proximity, small-sized teams, and nurturing relationships between the advisors.
Advisors/Committee Members: Dr. Douglas Robertson, Dr. Daniel Saunders, Dr. Sarah Mathews, Dr. Rebekah Schulze, Dr. Thomas Reio.
Subjects/Keywords: higher education; female staff; academic advisors; department climate; ethic of care; support; conflict; Higher Education
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APA (6th Edition):
Lejarza, A. C. (2020). A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/4433 ; FIDC008906
Chicago Manual of Style (16th Edition):
Lejarza, Alexandra C. “A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution.” 2020. Doctoral Dissertation, Florida International University. Accessed April 14, 2021.
https://digitalcommons.fiu.edu/etd/4433 ; FIDC008906.
MLA Handbook (7th Edition):
Lejarza, Alexandra C. “A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution.” 2020. Web. 14 Apr 2021.
Vancouver:
Lejarza AC. A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution. [Internet] [Doctoral dissertation]. Florida International University; 2020. [cited 2021 Apr 14].
Available from: https://digitalcommons.fiu.edu/etd/4433 ; FIDC008906.
Council of Science Editors:
Lejarza AC. A Qualitative Study Examining Camaraderie and Conflict Between Female Academic Advisors in One Higher Education Institution. [Doctoral Dissertation]. Florida International University; 2020. Available from: https://digitalcommons.fiu.edu/etd/4433 ; FIDC008906
22.
Smith, Jared Rodger.
Student perceptions of teacher care: Experiences and voices of recent high school graduates.
Degree: 2017, Iowa State University
URL: https://lib.dr.iastate.edu/etd/15425
► The purpose of this qualitative study was two-fold: 1) to describe, analyze, and interpret how recent high school graduates characterize the phenomenon of teacher care…
(more)
▼ The purpose of this qualitative study was two-fold: 1) to describe, analyze, and interpret how recent high school graduates characterize the phenomenon of teacher care as they reflect upon their high school experiences, and 2) to explore how features of Noddings’ ethic of care theory compare to the elements of teacher care as described by recent high school graduates. Qualitative, semi-structured interviews with 20 participants between the ages of 18 and 22 were conducted. Findings revealed five activities that are consistently utilized by caring high school teachers. These activities are: 1) Providing descriptive feedback on student work; 2) Responding when students do not understand what was taught; 3) Engaging students in conversations about post-high school ambitions; 4) Displaying a positive and optimistic attitude; and 5) Honoring student interests and perspectives. Findings also revealed similarities between Noddings’ ethic of care research and participants’ perceptions of teacher care. Implications for practice, for teachers and for administrators, are included.
Subjects/Keywords: Ethic of care; High school; Interview; Nel Noddings; Teacher care; Teacher-student relationships; Educational Administration and Supervision
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APA (6th Edition):
Smith, J. R. (2017). Student perceptions of teacher care: Experiences and voices of recent high school graduates. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15425
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):
Smith, Jared Rodger. “Student perceptions of teacher care: Experiences and voices of recent high school graduates.” 2017. Thesis, Iowa State University. Accessed April 14, 2021.
https://lib.dr.iastate.edu/etd/15425.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smith, Jared Rodger. “Student perceptions of teacher care: Experiences and voices of recent high school graduates.” 2017. Web. 14 Apr 2021.
Vancouver:
Smith JR. Student perceptions of teacher care: Experiences and voices of recent high school graduates. [Internet] [Thesis]. Iowa State University; 2017. [cited 2021 Apr 14].
Available from: https://lib.dr.iastate.edu/etd/15425.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smith JR. Student perceptions of teacher care: Experiences and voices of recent high school graduates. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15425
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Batikhy, Nejma.
Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet.
Degree: Docteur es, Philosophie pratique, 2018, Université Paris-Est
URL: http://www.theses.fr/2018PESC2184
► À partir de la chute physique d'un patient, qui survient dans un service hospitalier, nous nous interrogeons sur les actions soignantes, qui vampirisées par la…
(more)
▼ À partir de la chute physique d'un patient, qui survient dans un service hospitalier, nous nous interrogeons sur les actions soignantes, qui vampirisées par la prévention, et par les soins codifiés, techniques, mettent ce moment entre parenthèse. Et pourtant, il nous semble que ce moment condense à lui seul l'existence. L'asymétrie ici est criante entre le soignant debout et le patient au sol ; autour de cet incident, qu'est la chute, le soin peut prendre tout son sens. Cette situation serait comme une mi-parabole de la relation soignant - soigné. Nous souhaitons aborder la chute, le vécu du patient, celui du soignant, de la position administrative, et ce qu’elle peut susciter dans un service. Le lien entre les soins infirmiers et la chute physique est ici bien concret, mais nous servira de tremplin pour élargir sur une autre Chute. Notre cheminement est de partir d’une situation concrète, et de faire focus sur certains aspects : le silence soudain lorsque les soignants entendent le bruit de la chute, sans réellement savoir que c’est d’une chute dont il s’agit, le temps passé au sol et dans la solitude, et peut-être la crainte du patient, les efforts physiques et du patient et du soignant pour la mise au lit, la gêne, la honte souvent de celui qui est tombé… en rythmant ce travail avec des témoignages de soignants et patients. La bibliographie présentée traite de l’hôpital- prison (Foucault), lorsqu’il s’agit de contentionner la personne sous prétexte de sécurité, sur l’Événement (Hannah Arendt et Derrida) pour approfondir ce terme clef 'Evénement' par les cellules qualité des institutions hospitalières : « événement indésirable » pour la chute d’un patient … qui est événement révélateur : la chute est ce moment où l'on perd son éminence parce qu'une vérité est révélée, au lieu de rester cachée à l'intérieur de soi. Cette éminence était donc fausse ? Ou bien pourrait-elle être, à l'inverse, révélée dans cette chute ?
The initial question came to my mind when I saw a patient fall physically in a hospital ward. This sighting made me wonder about the nurses’ pursuant actions, who over-laden by strict prevention rules, coded medical acts and techniques, put this particular moment on hold. And yet, it seems that this very instant alone summarizes the essence of our existence. Asymmetry here is striking: the nurse standing and the patient lying on de floor. In that case i.e. the fall, care becomes meaningful. This could create a half-parabolic situation in the caregiver-patient relationship. I am going to broach the phenomenon of fall, examine the patient’s and the carer’s life experiences, administrative rules and how these rules impact a ward’s activities. The link between nursing care and physical fall is very concrete here, but it will also serve a springboard for an opening onto another fall. My unfolding is set as follows : Start out from a concrete situation, focus on some aspects e.g. the nurses’ hush after hearing the noise of the fall trying to find out what made that noise; the length of time past, the…
Advisors/Committee Members: Delsol, Chantal (thesis director), Fiat, Éric (thesis director).
Subjects/Keywords: Chute; Médecine narrative; Vulnérabilité; Asymétrie; Éthique du soin; Vulnerability; Narrative médecine; Care; Ethic of care; Asymmetric
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APA ·
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APA (6th Edition):
Batikhy, N. (2018). Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet. (Doctoral Dissertation). Université Paris-Est. Retrieved from http://www.theses.fr/2018PESC2184
Chicago Manual of Style (16th Edition):
Batikhy, Nejma. “Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet.” 2018. Doctoral Dissertation, Université Paris-Est. Accessed April 14, 2021.
http://www.theses.fr/2018PESC2184.
MLA Handbook (7th Edition):
Batikhy, Nejma. “Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet.” 2018. Web. 14 Apr 2021.
Vancouver:
Batikhy N. Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet. [Internet] [Doctoral dissertation]. Université Paris-Est; 2018. [cited 2021 Apr 14].
Available from: http://www.theses.fr/2018PESC2184.
Council of Science Editors:
Batikhy N. Étude narrative et éthique de la personne âgée hospitalisée : la chute, l'alitement, et la toilette : Narrative and study ethic of the elderly person hospitalized : the fall, the bed rest and the toilet. [Doctoral Dissertation]. Université Paris-Est; 2018. Available from: http://www.theses.fr/2018PESC2184
University of Georgia
24.
Jones, Sarah Elizabeth.
Lost and found in transition:.
Degree: 2018, University of Georgia
URL: http://hdl.handle.net/10724/38341
► This phenomenological inquiry was designed to explore the ways in which students who experienced foster care (SEFC) transition into and through college; it is grounded…
(more)
▼ This phenomenological inquiry was designed to explore the ways in which students who experienced foster care (SEFC) transition into and through college; it is grounded in Tinto’s (1988) Theory of Student Departure, Schlossberg’s (1989)
Theory of Marginality and Mattering, and Schlossberg’s (2012) Transition Theory. Eight participants who were in their second year of college or beyond participated in one-on-one interviews. The following four main themes emerged via the phenomenological
reduction process: “Ahead of Most”: Consequences of Trauma; “Outsider”: Peer Relationships; “I’m Not Here to Party”: Integrating Social and Academic Experiences in School; and “Heavy Amount of Love.” These themes capture the lived experiences of
participants who used their resilience to matriculate into and progress through college. Though participants described feeling like outsiders in K-12 schools, most made meaningful connections as undergraduates. These connections with peers as well as the
integration of social and academic experiences helped participants progress. Finally, participants described the love they found for themselves through their journeys in foster care and college. Implications for professionals, including P-16 educators,
school and mental health counselors, and social workers are organized by systemic domains that emphasize micro, meso, and macro-level advocacy.
Subjects/Keywords: Foster care; K-12, P-16; Postsecondary; Transition; Departure; Progression; Marginality; Mattering; Phenomenology; Undergraduate; Ethic of Care; ACA advocacy competencies
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APA (6th Edition):
Jones, S. E. (2018). Lost and found in transition:. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38341
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):
Jones, Sarah Elizabeth. “Lost and found in transition:.” 2018. Thesis, University of Georgia. Accessed April 14, 2021.
http://hdl.handle.net/10724/38341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jones, Sarah Elizabeth. “Lost and found in transition:.” 2018. Web. 14 Apr 2021.
Vancouver:
Jones SE. Lost and found in transition:. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10724/38341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jones SE. Lost and found in transition:. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38341
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25.
Passel, Sébastien.
« MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice.
Degree: Docteur es, Géographie, 2015, Nice
URL: http://www.theses.fr/2015NICE2023
► Le projet « MOUV », pour « Marche Optimale dans l’Urbain Vert », est établi dans l’objectif de répondre à une nécessité d’équité territoriale et…
(more)
▼ Le projet « MOUV », pour « Marche Optimale dans l’Urbain Vert », est établi dans l’objectif de répondre à une nécessité d’équité territoriale et de vivre ensemble, en tenant compte des interactions idéelles et matérielles générées par la ville. A partir de ces considérations, il s’agit d’engager cette étude dans une démarche de recherche-intervention. La mise en avant d’un principe de participation citoyenne, favorisant la connaissance partagée du territoire, aspire à l’élaboration d’un projet collectif plaçant les acteurs au cœur de l’évolution de leur espace vécu. La finalité du projet « MOUV » est d’inscrire la mobilité quotidienne (par les pratiques de marche urbaine) en tant qu’élément fondateur d’une construction territoriale commune, génératrice de bien-être pour les citadins, ce qui nous renvoie inéluctablement à un projet émanant des mécanismes sociaux et cognitifs qui se transcrivent au sein des espaces publics.Basées sur des outils et méthodes mutualisant les compétences interdisciplinaires de l’équipe du projet, treize séances d’entretiens collectifs et des maraudes ont pu être réalisées auprès d’un panel social diversifié résidant au sein d’un même périmètre de géographie prioritaire du centre-ville de Nice. Dans cette dialectique du social et du spatial, à travers l’élaboration d’un apprentissage collectif issu d’ateliers cartographiques fondés sur une adaptation de la théorie de Maslow, les individus ont-ils pu, au fil des besoins spatialisant leur bien-être, définir et s’approprier des règles et des valeurs communes, démontrant une prise en charge collective des espaces publics de leur territoire.
The project “Optimal Walk in the Green City” – called “MOUV” in French – has the aim to offer an innovative methodology responding to a being-together need, taking into account the ideational and material interactions generated by the city. Putting forward a principle of citizen participation which promotes shared knowledge of the territory, MOUV aims to develop a collective project placing actors at the heart of their lived spaces evolution. The purpose of this project is to include the daily mobility (by urban walking practices) as part of a common founder territorial construction, generating well-being for city dwellers, which brings us inevitably to a project made by the social and cognitive mechanisms transcribed in public spaces.Based on tools and methods pooling interdisciplinary skills of the project team, thirteen sessions of focus groups and social help patrols have been conducted with a diversified panel living within the same perimeter, in the city-center of Nice. In this dialectic of social and spatial, through the development of a collective learning from cartographic workshops based on an adaptation of Maslow's theory, people can define and appropriate rules and common values over the needs which spatialize their wellbeing, demonstrating a collective responsibility taken on the public spaces of their territory.
Advisors/Committee Members: Maignant, Gilles (thesis director).
Subjects/Keywords: Marche urbaine; Équité territoriale; Pratiques spatiales; Éthique du care; Urban walking; Territorial equity; Spatial practices; Ethic of care
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APA (6th Edition):
Passel, S. (2015). « MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice. (Doctoral Dissertation). Nice. Retrieved from http://www.theses.fr/2015NICE2023
Chicago Manual of Style (16th Edition):
Passel, Sébastien. “« MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice.” 2015. Doctoral Dissertation, Nice. Accessed April 14, 2021.
http://www.theses.fr/2015NICE2023.
MLA Handbook (7th Edition):
Passel, Sébastien. “« MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice.” 2015. Web. 14 Apr 2021.
Vancouver:
Passel S. « MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice. [Internet] [Doctoral dissertation]. Nice; 2015. [cited 2021 Apr 14].
Available from: http://www.theses.fr/2015NICE2023.
Council of Science Editors:
Passel S. « MOUV », un parcours de marche urbaine pour co-construire le vivre ensemble en ville de Nice : "MOUV", an urban walking trail to co-develop the being together in the city of Nice. [Doctoral Dissertation]. Nice; 2015. Available from: http://www.theses.fr/2015NICE2023
26.
Taylor, Marie-Anne Francoise.
The Function of Religion in Jane Eyre from a Feminist Viewpoint.
Degree: language studies, 2015, Umeå University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104408
► This study is a literary analysis of Charlotte Brontë’s Jane Eyre, which focuses on how female and male characters approach religion. A stark contrast…
(more)
▼ This study is a literary analysis of Charlotte Brontë’s Jane Eyre, which focuses on how female and male characters approach religion. A stark contrast is presented between the two approaches - differing according to gender - which point to two different forms of religion. The novel highlights one form, the religion of the heart, as the superior form as it empowers women to achieve spiritual, mental and physical independence. The analytical approach is based upon Sandra Gilbert and Susan Gubar’s theory of imprisonment/escape as well as Carol Gilligan’s discussion of ethic of care and ethic of justice. Through these theories my study shows that the function of religion in the novel is not to discredit it, but to bring to the fore the disadvantages and benefits of religion. In the character Jane a biblical feminism is displayed which challenges the novel's patriarchal society.
Subjects/Keywords: religion; ethic of care; ethic of duty; imprisonment; escape; feminist
…ethic of care and ethic of justice
Psychologist Carol Gilligan argues in her book In a… …and each other. Furthermore, applying the ethic of care and the
ethic of justice to Jane… …concerned with caring for others.
Gilligan calls this type of moral approach “ethic of care… …Moral Injury and the Ethic of Care: Reframing the Conversation
about Differences” discusses… …characters base their morality on. Gilligan’s theory of the stages of the ethic of care
sheds light…
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APA (6th Edition):
Taylor, M. F. (2015). The Function of Religion in Jane Eyre from a Feminist Viewpoint. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104408
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):
Taylor, Marie-Anne Francoise. “The Function of Religion in Jane Eyre from a Feminist Viewpoint.” 2015. Thesis, Umeå University. Accessed April 14, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104408.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Taylor, Marie-Anne Francoise. “The Function of Religion in Jane Eyre from a Feminist Viewpoint.” 2015. Web. 14 Apr 2021.
Vancouver:
Taylor MF. The Function of Religion in Jane Eyre from a Feminist Viewpoint. [Internet] [Thesis]. Umeå University; 2015. [cited 2021 Apr 14].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104408.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Taylor MF. The Function of Religion in Jane Eyre from a Feminist Viewpoint. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104408
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Bowling Green State University
27.
Filipchuk, Danielle M.
A Quantitative Study of the Moral Orientation of Student
Conduct Professionals.
Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685
► Student conduct professionals find themselves balancing legal mandates, the needs of the community, and the needs of the student in decision-making. Theories such as the…
(more)
▼ Student conduct professionals find themselves
balancing legal mandates, the needs of the community, and the needs
of the student in decision-making. Theories such as the
ethic of
justice and the
ethic of
care can bring clarity to the
decision-making process. This study examined several variables to
predict the moral orientation of student conduct professionals
including years of experience, current position, type of
institution, educational background, gender, and age.Moral
orientation was measured using the Moral Orientation Scale (MOS)
developed by Yacker and Weinberg (1990). This study collected
demographic information to predict how the moral orientation of
student conduct professionals. The population for this study was
drawn from the membership of the Association for Student Conduct
Administrators (ASCA). Very little research exists on the decision
making of student conduct professionals and the results of this
study provides more insight into the profession. The findings of
this study indicated the gender of student conduct professionals
was a statistically significant predictor of the moral orientation
of student conduct professionals. In addition this study found
there to be significant differences in the age and years of
experience among men and women within the profession of student
conduct. These findings will assist student conduct professionals
in providing rationale to their decision-making, will inform hiring
practices and will guide the importance of training and
professional development on topics of justice and
care. In
addition, this study provides insight into gender differences in
the profession, which offers opportunities for future
research.
Advisors/Committee Members: Pauken, Patrick (Advisor).
Subjects/Keywords: Educational Theory; Educational Leadership; Gender; Higher Education; Higher Education Administration; Ethics, Ethical Decision Making, Ethic of Care, Ethic of
Justice, Moral Orientation, Decision Making, Student Conduct
Professionals, Student Conduct Administrators
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Manager
APA (6th Edition):
Filipchuk, D. M. (2018). A Quantitative Study of the Moral Orientation of Student
Conduct Professionals. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685
Chicago Manual of Style (16th Edition):
Filipchuk, Danielle M. “A Quantitative Study of the Moral Orientation of Student
Conduct Professionals.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed April 14, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685.
MLA Handbook (7th Edition):
Filipchuk, Danielle M. “A Quantitative Study of the Moral Orientation of Student
Conduct Professionals.” 2018. Web. 14 Apr 2021.
Vancouver:
Filipchuk DM. A Quantitative Study of the Moral Orientation of Student
Conduct Professionals. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2021 Apr 14].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685.
Council of Science Editors:
Filipchuk DM. A Quantitative Study of the Moral Orientation of Student
Conduct Professionals. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685
University of Texas – Austin
28.
-0930-0926.
Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care.
Degree: PhD, Journalism, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/32228
► Two grounded theory studies found that photo editors and producers were intent on publishing graphic photographs of women in combat at first opportunity after women…
(more)
▼ Two grounded theory studies found that photo editors and producers were intent on publishing graphic photographs of women in combat at first opportunity after women are fully incorporated into U.S. Armed Forces combat units in January of 2016. However, the studies showed their hesitation upon seeing the images for the first time, and that they re-viewed their prior intentions with latent patriarchal influences. Both studies showed that concern for the audience holds such a powerful influence over editors that it deserves its own category in the extra-media level of the hierarchy of influences, rivaling other extra-media forces. The theories of gatekeeping and hierarchy of influences helped explain journalists' editing processes, with the feminist and moral theory
ethic of
care adding strength to the individual level of the hierarchy of influences. Interviews in the first grounded theory study included 17 visual editors and producers of various newspaper, broadcast, and online U.S. media companies. The second study included a different set of 20 editors/producers who participated in a think-aloud procedure involving photographs with graphic depictions of women in combat. While the interviewees in the first study said their intent was to treat women the same as men in their editing of graphic war photography, there was some hesitation when participants in the second study responded to the images of women in combat.
Advisors/Committee Members: Coleman, Renita (advisor), Lasorsa, Dominic (committee member), Bock, Mary A (committee member), Darling, Dennis (committee member), Stroud, Natalie J (committee member).
Subjects/Keywords: War photograph; Women in combat; Gatekeeping; Hierarchy of influences; Ethic of care; Photo editor; Photo editing; Visual representation of women
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APA ·
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APA (6th Edition):
-0930-0926. (2015). Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32228
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-0930-0926. “Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed April 14, 2021.
http://hdl.handle.net/2152/32228.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-0930-0926. “Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care.” 2015. Web. 14 Apr 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-0930-0926. Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/2152/32228.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-0930-0926. Future visual coverage of U.S. women in combat : gatekeeping, hierarchy of influences, and ethic of care. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32228
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Manitoba
29.
Reimer, Valerie M Plett.
Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents.
Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba
URL: http://hdl.handle.net/1993/32636
► Research indicates that children whose parents are incarcerated are a vulnerable group of people with poor life outcomes. Yet these children are not tracked in…
(more)
▼ Research indicates that children whose parents are incarcerated are a vulnerable group of people with poor life outcomes. Yet these children are not tracked in the Canadian system, making it difficult for schools to respond with appropriate supports. How can schools be inclusive to this hidden demographic of children? Framed in theories of Critical Literacy and
Ethic of
Care, the author proposes the use of story to develop understanding and empathy. Research shows that acknowledging these children’s experiences through story helps them to feel validated while broadening capacity for empathy among other children. Can a story develop empathy toward children of incarcerated parents? To answer this question, the author wrote a picture book about a child who visits her mother in jail, and read the story to three groups of children, interspersed and followed by rich discussions. The story elicited empathetic responses from all students, suggesting the benefits of this approach.
Advisors/Committee Members: Lutfiyya, Zana (Educational Administration, Foundations and Psychology) (supervisor), Enns, Charlotte (Educational Administration, Foundations and Psychology).
Subjects/Keywords: Inclusion; Critical literature; Ethic of care; Prison; Children of incarceration; Picture books; Empathy; Trauma informed schools; Critical literacy
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APA (6th Edition):
Reimer, V. M. P. (2017). Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32636
Chicago Manual of Style (16th Edition):
Reimer, Valerie M Plett. “Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents.” 2017. Masters Thesis, University of Manitoba. Accessed April 14, 2021.
http://hdl.handle.net/1993/32636.
MLA Handbook (7th Edition):
Reimer, Valerie M Plett. “Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents.” 2017. Web. 14 Apr 2021.
Vancouver:
Reimer VMP. Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/1993/32636.
Council of Science Editors:
Reimer VMP. Hidden children: using children's literature to develop understanding and empathy toward children of incarcerated parents. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32636
University of South Florida
30.
Glenn, Tristan L.
Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.
Degree: 2013, University of South Florida
URL: https://scholarcommons.usf.edu/etd/4491
► Urban settings are described in scholarly literature as areas beset with high concentrations of poverty, high incidences of crime and violence, and are typically occupied…
(more)
▼ Urban settings are described in scholarly literature as areas beset with high concentrations of poverty, high incidences of crime and violence, and are typically occupied by high percentages of people of color (McKinney, Flenner, Frazier, & Abrams, 2006; Mitcham, Portman, & Dean, 2009; Vera, 2011). For many children who live in low-income urban school districts, our educational system is failing them (McKinney, Flenner, Frazier, & Abrams, 2006). Swanson-Gehrke (2005) reported that at least two-thirds of these children fail to reach basic levels of achievement in reading. Such dismal achievement results may be attributed to a myriad of issues faced by students living in high poverty that may impede the learning process.
Improving the school achievement of these students requires comprehensive knowledge, unshakable convictions, and high-level pedagogical skills (Gay, 2010). The identification of effective instructional practices used to address the academic and social needs of these students has appeared to be an elusive task. The current study focused on this reality by investigating a school that has been able to create systems that result in improved academic and social outcomes of their students. Specifically, the study examined the instructional practices and beliefs of teachers of students of color with disabilities or at-risk of identification of disability at a high-performing high-poverty school.
Subjects/Keywords: Culturally Responsive Teaching; Effective Instruction; Ethic of Care; Poverty; Students of Color; Students with Disabilities; Special Education and Teaching
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APA ·
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APA (6th Edition):
Glenn, T. L. (2013). Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4491
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):
Glenn, Tristan L. “Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.” 2013. Thesis, University of South Florida. Accessed April 14, 2021.
https://scholarcommons.usf.edu/etd/4491.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Glenn, Tristan L. “Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.” 2013. Web. 14 Apr 2021.
Vancouver:
Glenn TL. Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. [Internet] [Thesis]. University of South Florida; 2013. [cited 2021 Apr 14].
Available from: https://scholarcommons.usf.edu/etd/4491.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Glenn TL. Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4491
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] ▶
. 
Open Access Theses and Dissertations
