<p> The overall intent of the study was to understand the role of emotional intelligence in school leader preparation programs in the Nazarene university system. A qualitative exploration of the understanding and presence of emotional intelligence (EI) theory and associated concepts in two Nazarene university principal preparation programs was conducted along with an investigation of the need, hindrances, and solutions to including such topics in the universities' programs. Two educational leadership program directors from each university acted as participants by responding to semi structured interview questions about the topics. </p><p> The results revealed a perceived need for the inclusion of EI theory and associated concepts in the universities' principal preparation programs. Hindrances and possible solutions for including EI in the curriculum resulted in clear guidelines for incorporating the topics in the universities' courses of study. Implications for application of the results to other universities were discussed as well as the potential for development and implementation of training in EI for a broader set of educational leaders, including preservice and existing principals, teachers, education specialists, various levels of school leaders, and community partners in leadership roles affecting schools. Recommendations were made for further research extending the study of EI theory and associated concepts into universities outside the Nazarene university system as well as employing a quantitative approach to further investigate the ten themes which emerged regarding the relationship between EI and principal leadership. A comparison study using the same methods to explore the topic of servant leadership was also suggested.</p>

<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regular exposure and established relationships with the subjects. Four exercises, modeled after commonly-used art therapy exercises, were inserted into the beginning of classroom instruction along with immediate individual reflection. Along with the student artwork, four other bodies of data were analyzed including: field observations, one-on-one interviews, written responses and an initial benchmark survey. Thematic analysis allowed the researcher to identify themes that would gauge levels of student engagement, compare content of the work and recognize student affect. Results from analysis confirmed the hypothesis as evidence revealed an increase in self-efficacious behaviors and attitudes towards art-making for students. This study confirmed adolescent artistic developmental stages as well as developmental tendencies towards gaining and displaying control. These findings correspond to the need for differentiated teaching to adolescent students and the importance of educator awareness and consideration of developmental needs. This study also highlights the possibility of enhancing the student experience when the practice of art education and techniques of art therapy are carefully and intentionally combined. It provides a model of an empathetic approach to curriculum for the purpose of providing a holistic art education. </p>

<p> Precision teaching (PT) is a measurement system used in multiple settings for all types of behavior, from driving to mathematics. The ultimate goal of PT is to develop fluent, free operant behaviors through analyzing response frequencies on a standard celeration chart. Research has found PT to be effective at improving both the speed and accuracy of academic skills. There is little research, however, in the effects of learning channels, a component of PT, as they relate to the acquisition of academic skills. The present study examined the relationship between single and multiple learning channels on the acquisition of mathematics skills by five 1^st graders in a public school setting. Implications related to universal designs for learning (UDL) utilized in educational environments are also discussed. </p>

Thesis (Ph.D.)--Fairleigh Dickinson University, 2004. / Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3692. Chairperson: Judith Kaufman. Available also in print.

Interteaching has emerged as one of the newest behaviorally-based pedagogical approaches in recent research. The present study evaluated the use of interteaching as a pedagogical approach in the context of an undergraduate behavior analysis class. 24 participants were alternated in a counterbalanced manner between interteaching classes and standard lecture format classes throughout the duration of the class. No significant differences were found between mean class quiz scores between the two conditions. However, 16 of the 24 students did have significantly higher mean quiz scores following interteaching than lecture when comparing mean quiz scores at the individual level.

<p> The multi-vendor consulting model is a transorganizational development topic that has gained importance as more organizations strategically source professional services, such as management consulting. Multi-vendor consulting models often require competitors to collaborate on service delivery, fostering coopetitive relationships. This research study acknowledged the paradoxical nature of coopetition and aimed to understand more fully the frequency of coopetition in the management consulting industry, the perceived benefits and risks of coopetition, and the key factors that motivate management consulting leaders to collaborate with their competitors on client engagements. The study revealed that there is a deeper level of motivation for management consulting leaders who chose to collaborate with competitors: the fear of missing out on current and future opportunities and the desire to develop stronger relationships in both their vertical and horizontal networks.</p>

<p> To date, research on Binge Eating Disorder is limited compared to studies on other eating disorders, including Anorexia Nervosa and Bulimia Nervosa. Given that Binge Eating Disorder recently became an independent diagnosis in the DSM-5, has significant medical implications, and commonly involves psychiatric comorbidity, it is worthwhile to explore contributing factors and evidence-based treatment for the disorder. Cognitive Behavioral Therapy is an evidence-based treatment for Binge Eating Disorder, and most experts agree that while it yields positive treatment results, there is room for improvement in treatment. Shame is an important contributing factor in the development and maintenance of Binge Eating Disorder. The purpose of this review of the literature was to examine shame literature in order to explore potential methods for improving evidence-based Cognitive Behavioral Therapy for Binge Eating Disorder. The importance of researching Binge Eating Disorder is reviewed, and then shame is explored from a cognitive behavioral standpoint. Cognitive Behavioral Therapy for Binge Eating Disorder is outlined, and limited techniques that address shame in treatment are identified. Recommendations for addressing shame more directly in Cognitive Behavioral Therapy for Binge Eating Disorder are then made prior to suggestions for future research.</p>

<p> The purpose of this study was to examine the effects of sleep schedule on the learning trajectories, acquisition, and consolidation for preschoolers participating in a training program targeting attention. This study expanded on current literature by examining the effect of training attention skills and focused on sleep in preschoolers using an experimental design. Explorations of how changes in bedtime play a role in training attention in preschoolers were made. </p><p> Sleep is important for daytime functioning and sleep loss has many implications, including risk for poorer academic performance and learning. Early intervention and preventive measures addressing executive functions can help children better manage their behaviors in work and play situations. Studies have shown that attention skills in children can be trained. This study expanded on current literature by assessing the generalization of attention training to other executive function skills, such as inhibition, cognitive flexibility, and working memory. Research has mainly focused on inhibition and working memory, and more recently, attention. To hopefully improve understanding of the attention skills in preschoolers, an additional variable of sleep restriction was evaluated. </p><p> Findings indicated, contrary to initial prediction, that children who were sleep restricted performed better during post-test assessment compared to children who followed their typical bedtime schedules. Sleep restricted preschoolers performed better in all executive function areas that were assessed in this study, which included inhibition, cognitive flexibility, working memory, and attention. Findings revealed that acute sleep restriction in preschoolers increased the effects of attention training. Differences in findings from this study and other studies are addressed.</p>

<p> A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011, a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participated in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases. </p><p> Keywords: Appreciative Inquiry, Video Self Modeling, Skill, Behavior, Disability, Leadership, Education</p>

<p> Physical activity during the school day is becoming more important as the health of our children stays below optimal levels. Yoga has been shown to increase physical activity levels and decrease stress. This study, guided by the Social Cognitive Theory's idea of reciprocal determinism, sought to determine the effects of a Yoga Calm^&reg; certified classroom teacher incorporating yoga poses, breathing and relaxation techniques and games into every school day. Quantitative data were analyzed using a series of paired and independent t-tests, and self-reports revealed students receiving yoga decreased scores in stress and fighting, but increased scores in anger. Qualitative data were coded for themes and revealed the student's behavior improved, in particular an increase in focus and attention, and students were less fidgety. Yoga participation and use of breathing techniques increased at home and school, particularly when nervous, afraid, to prevent fighting, decrease anger, and to calm students down.</p>