Global ETD Search

201	FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT Norris, Jessica R 01 January 2014 (has links) This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement. art education social work food insecurity youth development after school programming social practice community inclusion Art Education Art Practice Civic and Community Engagement Community-Based Learning Community-Based Research Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Inequality and Stratification Photography Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Service Learning Social Work Sociology Special Education and Teaching
202	Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War Lyons, Renee' C. 13 June 2014 (has links) Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States). Historical analysis American studies Southern studies Methodology Social cause Social psychology Volunteerism Altruism Military history American revolution Leadership Profiles Personality Applied Behavior Analysis Cultural History Curriculum and Instruction Curriculum and Social Inquiry Educational Methods Higher Education and Teaching International Relations Leadership Studies Military History Other American Studies Other International and Area Studies Other Languages, Societies, and Cultures Other Social and Behavioral Sciences Personality and Social Contexts Social History Social Psychology Social Psychology and Interaction United States History
203	School Climate: A Comparison of Teachers, Students, and Parents Jacobs, James A 01 August 2018 (has links) This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals. School Climate School Engagement School Environment School Safety Curriculum and Instruction Curriculum and Social Inquiry Educational Leadership Educational Methods Educational Psychology Elementary Education Elementary Education and Teaching Gifted Education Health and Physical Education Language and Literacy Education Liberal Studies Other Education Scholarship of Teaching and Learning Science and Mathematics Education Secondary Education Secondary Education and Teaching Special Education Administration Urban Education
204	From Self-Doubt To Inner Peace: An Ethnographic Narrative Fabro, Dakota 01 January 2019 (has links) In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator. Accessibility Asian American Studies Asian History Child Psychology Curriculum and Instruction Curriculum and Social Inquiry Developmental Psychology Educational Leadership Educational Psychology Elementary Education Elementary Education and Teaching Ethics and Political Philosophy Ethnic Studies Feminist Philosophy Gender Equity in Education Gifted Education History of the Pacific Islands Liberal Studies Multicultural Psychology Philosophy of Mind School Psychology Social Psychology Special Education and Teaching Theory and Philosophy United States History Women's Studies
205	Exploring German and American Modes of Pedagogical and Institutional Sustainability: Forging a Way into the Future Pronto, Lindon N. 27 April 2012 (has links) Rooted deep in Germany's past is its modern socio-political grounding for environmental respect and sustainability. This translates into individual and collective action and extends equally to the economic and policy realm as it does to educational institutions. This thesis evaluates research conducted in Germany with a view to what best approaches are transferable to the United States liberal arts setting. Furthermore, exemplary American models of institutional sustainability and environmental education are explored and combined with those from abroad to produce a blueprint and action plan fitting for the American college and university. colleges and universities environmental education sustainable development carbon neutrality student engagement Community-based Learning Community-based Research Community Engagement Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Education Policy Energy Policy Environmental Design Environmental Health and Protection Environmental Law Environmental Policy Higher Education Administration Natural Resources and Conservation Oil, Gas, and Energy Other German Language and Literature Place and Environment Politics and Social Change Service Learning Sustainability
206	Recovery From Design Ellison, Cassandra J 01 January 2017 (has links) Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form. Design Design Therapy Social Conditional Transformation Public Health Recovery by Design Accessibility Adult and Continuing Education Art Education Art Therapy Civic and Community Engagement Community-Based Learning Community-Based Research Community Health Community Health and Preventive Medicine Curriculum and Social Inquiry Fiber, Textile, and Weaving Arts Graphic Communications Graphic Design Industrial and Product Design Inequality and Stratification Interactive Arts Interdisciplinary Arts and Media Medicine and Health Mental and Social Health Politics and Social Change Printmaking Psychiatric and Mental Health Psychiatry and Psychology Psychoanalysis and Psychotherapy Psychology Public Health Rehabilitation and Therapy Social Psychology and Interaction Social Work Sociology Substance Abuse and Addiction
207	Recovery From Design Ellison, Cassandra J 01 January 2017 (has links) Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form. Adult and Continuing Education Art Education Art Therapy Civic and Community Engagement Cognition and Perception Cognitive Psychology Community-Based Learning Community-Based Research Community Health Community Health and Preventive Medicine Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Educational Psychology Esthetics Fiber, Textile, and Weaving Arts Graphic Design Industrial and Product Design Inequality and Stratification Interactive Arts Interdisciplinary Arts and Media Medicine and Health Mental and Social Health Other Mental and Social Health Philosophy of Mind Politics and Social Change Printmaking Psychiatry and Psychology Psychoanalysis and Psychotherapy Psychology Public Health Recreational Therapy Rehabilitation and Therapy Social Psychology and Interaction Social Work Substance Abuse and Addiction Theory and Philosophy Theory, Knowledge and Science
208	Women of African Descent: Persistence in Completing A Doctorate Bailey-Iddrisu, Vannetta L. 09 November 2010 (has links) This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies. Women African American Non-traditional student Doctoral Studies Women Studies Career Women of African Descent Graduate Studies Black women post graduate studies African American Studies American Studies Community-Based Learning Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Ethnic Studies Feminist, Gender, and Sexuality Studies Gender and Sexuality Higher Education Administration Higher Education and Teaching Inequality and Stratification International and Comparative Education Other Education Other Social and Behavioral Sciences Place and Environment Race and Ethnicity Social and Cultural Anthropology Sociology of Culture Urban Education Urban Studies and Planning Women's Studies
209	The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies Gomez, Jorge 28 June 2013 (has links) Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology. Career Academies Educational Technology Career Technical Education Teacher Professional Development Use of Technology in Education Vocational Education FCAT Scores Student Academic Achievement Student Performance Improvement Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Leadership Educational Methods Instructional Media Design International and Comparative Education Liberal Studies Other Education Secondary Education and Teaching Social and Behavioral Sciences Special Education Administration Special Education and Teaching Urban Education Urban Studies and Planning

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