<p> This is an interdisciplinary research study in which I investigated some grounds and effects of using fear during some leader-follower exchanges that take place among indigenous societies. One of the reasons I undertook this project was to test the hypothesis that fear is a dimension of leadership and followership among such societies. I drew most of my evidences from Zimbabwe though in view of a southern African setting. My overall goal was to draw on concrete data to use in proposing practical ways for cultural changes for societies where fear is a major source for leadership and followership. </p><p> I employed the tag &lsquo;leadershipfear&rsquo; to describe a &lsquo;fear-driven leadership&rsquo; and a &lsquo;fear-based followership.&rsquo; I used the term &lsquo;panorama&rsquo; as a synonym for &lsquo;setting&rsquo; or &lsquo;context.&rsquo; My research followed an Interdisciplinary research process though leaning towards Qualitative methods. I pursued results by drawing on Primary sources that included some lived experiences of ordinary everyday people, both professionals and non-professionals. I also researched from Secondary sources consisting of literature and various forms of media. My ways of collecting data included interviews, questionnaires, focus groups, oral history, observations done by others on my behalf, snow-balling, BlogSpot, tape-recording, discussions, critical incidents, including different literature and videos. In searching for solutions I employed tools of Complexity Science like Scenario Planning hoping to penetrate some veiled areas especially of the Zimbabwean culture. Toward the end I proposed a leadership theory founded on: an interdisciplinary studies model, an indigenous culture, and some scholarly views.</p>

<p> Teacher education researchers have argued that teacher candidates must learn to attend to students&rsquo; disciplinary thinking if they are to improve student learning. In history education, such attention must focus on student thinking about evidence because interpretation of evidence is at the heart of historical discourse. This study explores how four teacher candidates who had learned to attend to students&rsquo; historical thinking in a social studies methods course engaged in the practice of eliciting, interpreting, and responding to that thinking during their internships.</p><p> Data collected over a nine-month period included observations of candidates in their methods courses, a pretest administered before the methods course, observation of at least four lessons per candidate in the internship, interviews with teachers after each observed lesson, and analysis of methods coursework. Case study analyses indicated that two of the candidates elicited, interpreted and responded to students&rsquo; historical thinking while another did not, and a fourth did so only under certain conditions. The cross-case analysis showed that although all of the candidates used methods course tools in the internship, some were unable to use these tools to elicit students&rsquo; historical thinking.</p><p> While three of the four candidates noticed historical thinking and considered that thinking in determining an instructional response, what candidates noticed was limited to the scope of their instructional objectives. Only one candidate consistently responded to student thinking in evaluative ways, and all four struggled to deliver responses that maintained a focus on student reasoning. Instead, candidates preferred to demonstrate their own reasoning, either by building on a student idea or simply as a means to make a point not directly related to a student idea.</p><p> This study highlights the interconnected nature of eliciting, interpreting, and responding to student thinking and offers insight into how teacher educators can facilitate attention to student historical thinking. It also points to factors that are important for the development of this ability including candidate disciplinary knowledge and the social contexts of learning. Furthermore, this study provides a framework and analytical tools that can enable future researchers to examine this phenomenon more deeply.</p>

<p>Current research has empirically supported that the public school system has an issue with poor social climates for lesbian, gay, bisexual and transgender students (LGBT). This has had detrimental effects to the well-being and educational outcomes for LGBT youth (Kosciw, Greytak, Bartkiewicz, Boesen, &amp; Palmer, 2012). Research has not only uncovered the problems (bullying, poor school policies, lack of education) that promote these issues, but they have also found solutions, which include supportive administration, the inclusions of programs like Gay Student Alliances (GSA) and LGBT curriculum. This research study attempted to uncover the effect to students&rsquo; levels of homophobia, biphobia and transphobia when exposed to a LGBT psychology and history lesson. The study found that a simple 45-minute lesson did in fact reduce levels of the sexual minority phobias in students but also provided evidence that more exposure (and a larger sample size) may provide a clearer picture of the actual potential of understanding concepts in LGBT psychology and history. It also validated that the inclusion of a GSA program and supportive educator can also establish a better social climate because all students exhibited low levels of phobia prior to the lesson. </p>

<p> Research in teaching and learning in higher education in the last fifteen years addresses the importance of integrating disciplinary ways of thinking &ndash; i.e. an understanding of the ways that questions are asked and investigated within disciplines -- in undergraduate courses. However, the application of this emergent research varies in history departments and in large lecture survey courses. This study addresses the gap in research about effective modes for introducing disciplinary thinking in a large lecture history course through the means of the threshold concepts framework. This dissertation contributes to three areas of research in higher education: application of threshold concepts at the course level; what this application looks like in terms of practices at the discussion section level; and the role of the teaching assistant in his or her own development in teaching history and within the discipline.</p><p> This study looked at how threshold concepts were introduced in a large lecture history course. The analytical framework for viewing the results provided a lens to look at how the concepts were introduced and carried throughout the course. This framework, shaped by the situated learning and threshold concepts literature, looked at the "careers" of the concepts and how they were woven through a large learning system from professor to TAs to students. </p><p> In order for the careers of the concepts to carry through the course, certain teaching capabilities need to be in place to ensure the concepts reach students. The methods used to determine the uptake of concepts in the TA discussion sections were classroom observations, online surveys and interviews. Results show that teaching assistants are a crucial link for the careers of the concepts within a large lecture course. Moreover, teaching assistants' orientation to threshold concepts contribute to an explicit emphasis on the disciplinary concepts within their own work as disciplinarians and researchers. Tracing the careers of these concepts yielded more information about what is needed within the large course system in terms of the types of processes that need to be in place to support the inclusion of the concepts in the course. Threshold concepts afford faculty an opportunity to rethink the goals and principles that drive their course. Translation and framing of these concepts represented the threshold capabilities needed on the part of the teachers (both the professor and TAs) to support the movement of concepts from professor to students. The historical thinking strategies, such as analyzing primary sources, represented the particular threshold actions needed to support students in moving through thresholds to the discipline. While this is a baseline qualitative study of one large lecture course at UCSB, implications of this work contribute to graduate student teaching development and threshold concept course design. </p>

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from PDF t.p. (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3117. Adviser: James A. Pershing.

Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [200]-209).

Thesis (Ph.D.)--Michigan State University. Dept. of Teacher Education, 2008. / Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 243-255). Also issued in print.

<p> This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes. </p><p>

<p> The research topic is the development of competence as perceived by addiction counselor trainees during supervision. Researchers explored the topic of competence in the fields of social work, psychology, medicine, and professional counseling. Researchers explored competence as it related to multicultural counseling, medical understanding, and specific counseling techniques. Addiction counselor training includes an understanding the 12 core functions within addiction counseling, and the American Society of Addiction Medicine&rsquo;s six dimensions of addiction counseling. However, a gap in the research indicated the need to understand the development of competence within addiction counselor training given the different dynamics of addiction counseling preparation. The following research question was used to guide the research project: How do addiction counselor trainees describe the development of competence during supervision? A generic qualitative approach was used to understand the perceptions of addiction counselor trainees. Participants were 10 addiction counselor trainees in two Midwestern states. The sample included seven female and three males of which seven participants were Caucasian, one was Native American, one was African, and one was Hispanic. Nine of ten completed their Master&rsquo;s degree while one completed an Associate&rsquo;s degree. The data analysis method used after coding the raw data was thematic analysis. The following themes arose from the coding process once analyzed: (a) prior personal and professional experience, (b) consortium training, (c) academic preparation, (d) supervision, and (e) emotional intelligence. The participants believed the development of competence resulted from personal and professional experience, exposure to and active involvement in addiction services during training, academic preparation in college, active use of supervision during training, and the degree of personal emotional intelligence. While most addiction licensing boards identify the importance of academic preparation, training hours, and competency based testing procedures, none have identified the use of prior personal and professional experience and the degree of emotional intelligence. Further exploration in the utilization of emotional intelligence testing during addiction counselor training is indicated for future research based on the findings of this dissertation.</p><p>

<p> The purpose of this study is to examine the differences between counselor supervisors&rsquo; and supervisees&rsquo; perceptions of the impact of multicultural supervision on client outcome. Counselor supervisors and supervisees may have differences in how much they believe multicultural factors affect client outcome and this study aims to determine what differences exist. These differences are important in understanding how supervisors might better serve supervisees and in turn clients. There were 61 participants in the study that consisted of faculty, counselor supervisors, counselors, and graduate students in counseling-related fields. The current study found that multicultural supervision/competence alone predicted supervisor client outcome. The findings suggest that training in supervision and multicultural supervision is vital to the professional development of counselors and trainees in counseling-related fields. This training is also necessary because of the impact it has on clients. The implications of this study are to be able to improve the knowledge of those in counseling-related fields as to the importance of multicultural counseling and competence in training. Further research on what supervisees consider as important contributions to client outcome should be considered. One recommendation is to explore further what subscales of both the independent variables of supervision satisfaction, counselor self-efficacy, the supervisory working alliance, multicultural supervision/competence and the dependent variable of perceived client outcome to provide more specific information about what aspects are important contributions to perceived client outcome by supervisors and supervisees.</p><p>