Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 178-191). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 264-283). Available also in a digital version from Dissertation Abstracts.

<p> Emotional labor refers to the efforts workers engage in to manage the expression of their feelings in order to meet organizational goals or norms. Although education researchers have established emotional labor among classroom teachers, the nuances and effects of emotional labor in classroom settings still requires more study and understanding. In particular, as researchers have identified the connections between emotional labor and stress among educators, they have posited that providing instruction on the constructs of emotional labor may help to decrease those feelings of stress. Researchers have not yet studied this idea. The aim of this study was to fill that gap by creating and evaluating an in-service training program for educators that teaches about the constructs of emotional labor.</p><p> The study design incorporated both qualitative and quantitative measures to determine not only if teachers can increase their understanding of emotional labor constructs through in-service training, but also how they apply these new understandings in their daily practice. The participants included 22 K-5 classroom teachers from an elementary school in the Mid-Atlantic region of the United States. Over the course of 10 weeks, the teachers participated in five 30-minute long training sessions that were delivered via direct instruction, whole group discussion, and small group discussion. They completed a pre-test and post-test around the first direct instruction training session to determine if their understanding of emotional labor increased after the training. As the training program continued over the course of four more sessions, the participants completed journal entries, which were analyzed to determine how the teachers were recognizing and understanding emotional labor in their practice. The analysis of the journal entries and post-test results serve to extend the field of emotional labor research, because it established that this group of teachers increased their understanding of emotional labor and applied their new learning to their practice. The findings from this study may also be interpreted as a call to action for further research, because the participants requested additional training during which they could talk with colleagues about how to manage the stress they feel related to emotional labor.</p><p>

<p> To highlight exemplary school counseling programs, in 2003, the American School Counselor Association developed the Recognized ASCA Model Program (RAMP) as an acknowledgement for those schools that have implemented a comprehensive school counseling program based on the ASCA National Model (American School Counselor Association, 2016b). Since the inception of the RAMP program, 668 schools have earned the RAMP designation. Of those, 189 have current RAMP status and 469 have had RAMP status at some point but have let it lapse. </p><p> The purpose of this study was to examine the factors that contributed to a school&rsquo;s decision to continue or discontinue the pursuit of subsequent RAMP designations. This mixed-methods study surveyed 238 schools of various levels (e.g., elementary, middle and high school) located in 36 states. Following the analysis of the questionnaire data, six in-depth interviews were conducted. Two of the interviews were with schools that had earned multiple-consecutive RAMP designations, two were with schools that earned multiple RAMP designations in non-consecutive years, and two were with lapsed RAMP schools. </p><p> The findings of this study indicate that current RAMP schools and lapsed RAMP schools that did not have significant turnover within the counseling department from the time of their original RAMP designation, report to be currently implementing comprehensive school counseling programs regardless of their current RAMP status. Additionally, schools that were unwilling to pursue subsequent Re-RAMP designations were likely to cite multiple barriers or challenges that include: time, a lack of support or understanding from school administrators and staffing turnover. Finally, the results indicate that schools are more willing to pursue the Re-RAMP designation if they have a variety of supports in place and perceive the benefits of the designation to be valuable. </p><p> Implications of these findings for the association&rsquo;s management, improvement and support of the Recognized ASCA Model Program are discussed. Further areas for research regarding the various components of comprehensive school counseling programs are suggested.</p><p>

<p> Transitioning High School Students from Psychiatric Hospitalization into the Public School Setting: The Student Perspective There is evidence to suggest that connectedness to parent, school, and peers influences the student transition between psychiatric hospitalization and public high school (Millings et al., 2012; Murnaghan et al., 2014; Oldfield et al., 2016, Waters et al., 2014; Vaz et al., 2014). Exploring the student perspective of transition revealed practices and connections that strongly influenced the transition experience. The purpose of this study was to understand the experiences of high school students who transition between psychiatric hospitalization and the public high school setting, and the supports they perceived to exist during the transition process, if any. An interpretive qualitative design was considered the most appropriate methodology to understand the retrospective student perspective of the transition between settings (Merriam, 2009). Structured and semi- structured interviews were conducted with ten young adults from three counties in one state. </p><p> The theoretical framework for this study was complexity theory, which allowed a variety of outcomes to evolve from similar experiences. The conceptual framework included the concepts of stigma, academic and emotional supports, and connectedness to school, parents, and peers. Findings from the data analysis revealed three themes: (a) Participants felt little connection to school, family, or peers before hospitalization, which influenced perceptions of the transition experience; (b) Participants perceived a lack of academic support during the transition between hospital and high school; and (c) Participants perceived a lack of emotional support during the transition between hospital and high school. </p><p> This study expanded the literature by providing the student voice to the discourse regarding transition between psychiatric hospitalization and public high school. It is vital for district and school leaders to understand how to support students when they transition between psychiatric hospital and public school in order for them to successfully reintegrate into school and meet their academic potential.</p><p>

<p> Student academic success and retention are primary concerns for colleges and universities. This researcher used a mixed method study to explore the impact of Supplemental Instruction (SI) on student success and persistence in two introductory, college-level algebra courses, Math 1030 Intermediate Algebra, and, Math 1040 Algebra for College Students, at a minority-serving, private not-for-profit university in Southeastern Florida. In response to greater accountability to increase students&rsquo; achievement and retention, SI, in conjunction with other academic support programs, was developed to assist students to progress successfully through high-risk courses, for example, mathematics. Developed by Deanna Martin at the University of Missouri-Kansas City, SI is an academic support tool that incorporates collaborative learning study sessions to improve student academic success and persistence. </p><p> This study allowed the researcher to understand if students are more successful academically because of participating in SI sessions. More specifically, the researcher&rsquo;s goals were to find out if student achievement and long-term retention is gained when students participate in SI, and, if additional benefits outside of course grades and retention are achieved because of SI participation. Using a convenience sample, the researcher sought to answer five research questions: (a) To what extent are students who participated in SI Mathematics more successful than students who did not participate in SI Mathematics, as measured by final course grades? (b) What is the persistence of students who participated in two or more SI sessions as measured by fall-to-fall semester retention? (c) Does the level of persistence differ by gender? (d) What additional benefits occur with SI student participation outside of course grades and retention as measured by focus groups? (e) To what extent does the quantitative and qualitative data converge? </p><p> This study required the use of archival data of students who participated in SI Math 1030 Intermediate Algebra and SI Math 1040 Algebra for College Students in the 2015&ndash;2016 academic year. In addition, the researcher conducted a focus group and two one-on-one interviews to investigate if additional benefits were gained when students participate in SI Math. Analysis of the quantitative data revealed that student academic success is achieved, based on final course grades, and fall-to-fall retention is statistically significant when students participate in two or more SI sessions. However, a Mann-Whitney U test showed that persistence level did not differ by gender. Results from the qualitative data indicated that additional benefits such as increased student engagement and integration, enhanced learning, and communication is gained by attending SI.</p><p>

<p> The purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the Turnaround Principles. Data, collected through focus groups, includes staff opinions regarding the Reward schools&rsquo; successes. This study comprises themes that participants believe have had an effect on school success and that align with the Turnaround Principles. Practical implications of this study suggest using Reward school practices to frame future statewide technical assistance improvements and opportunities for high-progress and high-performance schools, or other schools with distinguished practices and to use Reward schools to mentor lower-performing schools in order to demonstrate effective practices. </p><p> <i><b>Keywords:</b></i> school improvement, high-performance school, high-progress school, Reward school, Appreciative Inquiry, Turnaround Principles: (a) provide strong leadership, (b) enable effective educators, (c) maximize learning time, (d) ensure rigorous curriculum, (e) utilize data analysis, (f) establish safe environment, and (g) grow family and community engagement (KSDE, 2013).</p><p>

<p> This analysis considers whether or not second-career/career-changer teachers are possibly more effective than traditional, first career teachers in teaching tasks and building relationships with students in low socioeconomic status (SES) schools. Analysis of the differences between those entering the education profession as traditional college students and those who are <i>career- changers</i> provides insight into an alternative type of diversity the latter may bring to the classroom and how that diversity might positively impact students who are not only trying to develop the knowledge and skills necessary for academic and career success, but also a sense of identity and purpose, as we continually transition to a more global society. Challenges unique to second-career teachers are addressed, as well as ways administrators and teacher educators might support these teachers during the early stages of their new vocation. Indications for additional research that could further explore this unique facet of the teaching profession are discussed. </p><p>

<p> The challenges facing leaders in the federal government are complex, significant, and diverse. These challenges have been exacerbated by a changing global landscape, financial economic meltdowns, budget deficits, terrorism, cybersecurity concerns, war, and an aging workforce (Koonce, 2010). Yet, from a leadership development perspective, until recently, very little had changed in the way leaders were prepared to handle those challenges. As part of a call to action, executive coaching is rapidly becoming a staple of senior leadership development. </p><p> Given the increased emphasis on executive coaching as a leadership development tool, the purpose of this study was to explore the linkage between executive coach education/training, a learning intervention with theoretical underpinnings in learning theory (experiential learning, transformative learning, reflective learning, and action learning) and participant leadership and executive coaching skills. A descriptive, single exploratory case study design was employed using both quantitative and quantitative techniques. The former included Leadership Practices Inventory (LPI), Servant Leadership Questionnaire (SLQ), and International Coach Federation (ICF) Competency Survey. Qualitative techniques included observation, document analysis, and focus group to explore the impact of the Defense Acquisition University Executive Coach training program on participants, specifically the impact on participant leadership and executive coaching skills. </p><p> The key findings build on existing research and show that 1) participation in executive coach training created a shift in participant focus from self to other, a critical component of both transformational and servant leadership; 2) a learning environment, combined with emphasis on ICF competencies, improved executive coaching skills; 3) the ICF competency related to ethical orientation and guidelines with respect to professionalism did not demonstrate evidence of change; 4) executive coach training predicated on ICF competencies enhanced active listening and powerful questioning, two critical components of executive coaching and action learning, and 5) coach training enhanced participants&rsquo; self-awareness and reflective learning, critical attributes for executive coaches. The study concludes with recommendations for research and practice.</p><p>

<p> This mixed-methods study examines the experiences of academically talented students of color (ATSOC) who attend or have recently graduated from predominantly white independent schools. The participants of the study who were enrolled in independent schools at the time of this study were in grades 6 through 12. Participants who recently graduated from independent schools ranged from first-year college students to students one year out of college. This study focuses on three domains of ATSOC independent school experiences: sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines the relationships between these conceptual frames. As a proxy for ATSOC, this study collected data from participants who are students or alumni of a highly selective educational access and leadership development program in New York City (The Program). The Program identifies talented students of color from low to moderate socioeconomic backgrounds in the New York City area and places them in highly regarded independent schools in the Northeast. As of December 2017, The Program had 720 students (in 7th through 12th grade) at nearly 80 different independent day and boarding schools in the Northeast as well as close to 4000 alumni. The study collected data through surveys, individual interviews, and focus groups. The study adds to the current literature on the experiences of students of color at independent schools. In particular, the findings identify and examine the relationships between ATSOC sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines implications of these relationships for independent schools and other predominantly white institutions that serve students of color.</p><p>