Thesis (Educat.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4333.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2970. Chairperson: Judith Kaufmann. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4463. Chair: Michael Sperling. Available also in print.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, Dept. of Recreation of Park Administration, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1530. Adviser: Alan W. Ewert. "Title from dissertation home page (viewed June 19, 2007)."

The current study explored whether there are more pervasive teacher-centred expectations than the typical studies that find specific teacher-student expectation effects. Groups of teachers who had uniformly high or low expectations for their students were identified, and their instructional practices, beliefs and effects on the academic and social outcomes for their students were explored in four studies. Study One explored the academic outcomes for students in the high and low expectation teachers' classrooms over a year. Students in the classes of teachers with uniformly high expectations for their students made significantly greater progress in reading than their counterparts in the classes of teachers who had low expectations for their students. Study Two involved observations of the instructional and interactional practices of the different groups of teachers. Those with high expectations for all their students spent more time instructing their students, more frequently provided their students with a framework for their learning, questioned their students more and provided them with more feedback on their learning than the teachers who had uniformly low expectations. It also appeared from the observational data that the teachers who had uniformly high expectations for their students' learning provided a more positive socioemotional climate in which instruction took place. In Study Three the different groups of teachers were interviewed regarding their beliefs about how learning should be provided to students with high or low ability. It was found that the high expectation teachers believed there should be less differentiation in the learning opportunities provided to their low and high ability students than did the low expectation teachers. The former group of teachers also reported providing their students with more choice in their learning than did the latter group of teachers. Study Four focused on the academic and social self-perceptions of the students. The academic self-perceptions of the students who were in the classes with teachers who had high iii expectations for their learning increased across the school year while those in classrooms with teachers who had low expectations for their learning decreased. A model is built whereby it is suggested that teachers' expectations for their classes can have major effects on opportunities to learn, instructional practices, interactional patterns, student self-perceptions and academic outcomes.

<p> Cyber bullying; the act of hurting someone with the use of advanced technology, has become a significant problem in educational institutions around the world. While schools have policies in place related to on-site bullying, they have yet to develop policies related to cyber bullying. Administrators found assessing educator responses to student concerns difficult. However, the proposed hermeneutic phenomenological study is to discover how educators in the secondary school experience managing cyber bullying. Specifically, the purpose is to explore the perceptions of secondary educators&rsquo; experience from the direct experiences related to them by their students. The goal of this hermeneutic phenomenological study is to explore the phenomenon of cyber bullying and its perceived management by educators who have dealt with students&rsquo; ages 12&ndash;17 years old. The overarching research question that this qualitative study will evaluate is: how do educators experience managing cyber bullying? The use of Vygotsky&rsquo;s (1986) sociocultural learning theory along with Maslow&rsquo;s (1943) hierarchy of needs may give a focused perspective at the problem and possible solutions. Securing a safe environment for students assists parents of school-aged children who have been cyberbullied. With the impact of social networking, the home has become a high priority where safety is now threatened. The findings of this study may initiate a closing of gap to understand how policies may assist in cyberbullying issues.</p><p>

<p> Medicine and medical education have become technicized. Aspects of the subjective and normative worlds are shoved to the side or annulled. Doctors and medical students are reduced to &ldquo;specialists without spirits.&rdquo; Patients are objectified and dehumanized. &ldquo;Critical dialogue and reflections&rdquo; is an attempt to call out the inadequacies of our current framework of thinking about medicine and medical education, written by someone who is a patient, a doctor, an educator, and a researcher. This is a two-paper dissertation. The first paper is a conversation in <i>critical</i> theories. In the first part, I present dialogues and reflections on Foucault&rsquo;s <i> Power/Knowledge</i> and Habermas&rsquo;s <i>Theory of Communicative Action</i>. In the second part, I advance the conversation on Habermas&rsquo;s distinction between communicative and strategic actions, leveraging Hegel&rsquo;s early writings on morality. This paper develops a methodological framework that gives the theory of communicative rationality a central position. It is a methodological framework in three interrelated senses: methodological foundations for conducting research on the social aspects of medical education and medical practice; methodological framework to guide pedagogy in medical education; and methodological framework for doctor-patient relations. In the second paper, I use the communicative rationality framework to propose a developed method of learning for doctors in training. The theoretical features of this method are articulated through qualitative data analysis of video-taped doctor-patient interactions. It argues for general principles as they are implicitly embedded within the interactions that I analyze through the framework presented in the first paper. In this method, resident physicians review videos of their work through dialogues with their peers. Attending physicians also review the videos and dialogue with one another as they reflect on resident performance. In this work, I restore the normative evaluative and let the subjects speak. It is my belief that medical education and medicine are in desperate need of an alternative theoretical framework. My work here comes to provide just that. </p><p>

Research has shown that how individuals feel affects their performance (Doell et al., 2006; Durand-Bush et al., 2005). Since felt experiences in the context of medicine have been shown to be of importance (Novack et al., 1997; Sotile & Sotile, 2002), and self-regulation skills have been found to help foster learning (Zimmerman, 1990), the purpose of this study was to examine the self-regulation of the felt experiences of four medical students through an intervention guided by the Resonance Performance Model (RPM) (Newburg et al., 2002), and determine how it affected self-defined standards of performance. Results of this multiple case study (Stake, 2006) showed that each student was able to identify and experience, the way they wanted to feel within their performance environment, and reach an optimal level of performance during the intervention process by attuning to and regulating the way they felt. Implications for future research on performance as a self-defined process, and the provision of opportunities for self-regulated learning in medical education are discussed.

<p> Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers&rsquo; motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers&rsquo; motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers&rsquo; motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1&ndash;5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1&ndash;10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.</p><p>

<p> Stress is a problem that affects teacher well-being; causes poor performance, teacher turnover, financial and organizational strain; and negatively impacts student outcomes (Greenberg, Brown, &amp; Abenavoli, 2016). Addressing teacher stress is a significant challenge for school leaders with limited resources. Additionally, supporting teacher self-efficacy is an ongoing aspiration as it affects teachers, students, and organizational effectiveness. Furthermore, mindfulness has shown to be an effective means to reduce teacher stress and promote overall well-being by cultivating present moment awareness, emotional regulation, equanimity, and compassion (Abenavoli, Jennings, Greenberg, Harris, &amp; Katz, 2013; Flook Goldberg, Pinger, Bonus, &amp; Davidson, 2013; Jennings et al., 2017; Meiklejohn et al., 2012; Poulin, Mackenzie, Soloway, Karaylos, 2008; Roeser et al., 2013).</p><p> The purpose of the study was to examine the differences in teachers&rsquo; perception of stress, teacher self-efficacy, and mindfulness after mindfulness training. Thirty teachers in an urban school district, 16 at a high school and 14 at two middle schools, volunteered for the 8-week, 30-minutes per week mindfulness training. In this quasi-experimental study, teachers&rsquo; perception of stress, teacher self-efficacy, and mindfulness were measured three times: before, immediately following, and three weeks after mindfulness training.</p><p> Results indicated a significant reduction in teachers&rsquo; perceptions of stress after mindfulness training, and the reduction maintained for the three-week period following training. No significant differences in teachers&rsquo; sense of teacher self-efficacy were found; however, results indicated teachers&rsquo; mindfulness increased significantly after mindfulness training. Notably, data analysis also indicated significant increases in teachers&rsquo; mindfulness from the end of training to three weeks after mindfulness training.</p><p> The positive results from this study were encouraging as the four-hour mindfulness training might be efficacious in reducing teachers&rsquo; perception of stress and increasing mindfulness. The positive effects gleaned from training were durable as the perception of stress maintained, and mindfulness improved over the three weeks following training. A short time-frame mindfulness training might have potential to aid school leaders in addressing problems of teacher stress, which is especially problematic in urban school districts.</p><p>