Black Principal Perspectives on Social-emotional Learning and Culturally Responsive Leadership in Urban Schools: the Role of Beliefs, Values, and Leadership PracticesBrooks DeCosta, Dawn January 2020 (has links)
Black principals who are leaders of predominantly Black urban schools experience the challenges of leading in school environments where students experience a higher rate of poverty, violence, and trauma, as compared to their White counterparts. Historically, pre-Brown v. Board, Black principals sought to create learning environments where they focused on a “whole child” approach, not only attending to the academic needs of students but also equally prioritizing their physical, emotional, and social needs as well. A component of a whole child approach is what, in more recent years, is referred to as social-emotional learning (SEL). Black principals today who believe in a whole child, holistic approach express the challenges of employing an SEL approach in environments of high accountability and high demand for behavior consequences. Historically and currently, Black principals operating in an “ethno-humanist” role express a connection with students that motivates them towards a compassionate, culturally responsive, individualized approach with their students. This qualitative study was done through interviews with 10 Black urban school principals to learn more about their beliefs, values, and practices with regards to SEL and Culturally Responsive School Leadership (CRSL). Using a composite narrative case study approach to protect the identities of individual participants, study findings are presented as three major themes representing the articulated beliefs, values, and practices of the study principals: (1) Caring for Students: (2) Caring for Community, and (3) Caring for Self. A discussion of the findings revealed how the participants’ childhood experiences and upbringing informed their leadership practices, grounded in self-awareness and self-care, allowing them to sustain themselves in order to meet the social, emotional, cultural, and educational needs of Black children in urban schools. The study concludes with implications for practice and a proposed framework that bridges social-emotional learning and culturally relevant and responsive approaches to urban school leadership.
17 August 2011
This study sought to examine the relationship between employee deviance within restaurants and the components of social learning theory. The behaviors examined in this research were based on the research of Robinson and Bennett (1995, 2000) who defined employee deviance as two different categories of behavior – one directed against the organization (organizational deviance, production deviance, and property deviance), and the other directed against coworkers (interpersonal deviance). While the literature on employee deviance in restaurants is limited, very few studies take into account more than one type of deviant behavior. In addition, some studies suggest that social learning theory may play a role, but few, if any, studies have examined the relationship between this theory and the types of deviance that are prevalent in the restaurant industry. Therefore, the current study was one of the first examinations of the process of social learning within the restaurant industry, making a contribution to the literature on social learning theory and employee deviance in restaurants. This dissertation used a survey methodology to understand the extent of involvement in deviant behavior by restaurant employees, their coworkers’ involvement in a number of deviant behaviors, the perceived reaction of managers and coworkers to these behaviors, and individual attitudes and perceived attitudes of coworkers of deviance in the restaurant. The survey was administered via the Internet to a random sample of college students. Only those with experience in the restaurant industry were able to participate in the study. The results from this study suggest that while employee deviance occurs in the restaurant industry, it is not prevalent. Although restaurant employees may be involved in certain types of deviance more than others, they are not deviant often. In addition, only two of the measures of social learning, “imitation” and “definitions”, were significant in explaining increased involvement in employee deviance. This indicated that these two components help to understand employee deviance in restaurants more than the other social learning components. / Dr. Jamie Martin Dr. Jennifer Roberts Dr. Erika Frenzel Dr. Timothy Austin
Consumer Responses to Food Television Programming: An Exploration of Social Learning Theory and Source ExpertiseShuster, Jenna-Lee 12 June 2012 (has links)
This study examined the effects of source expertise and social learning in mainstream food television on viewers’ attitudes, confidence, and behavioural intentions related to food. Following a 2X2 between-subjects design, participants (240) were exposed to two videos, each from a different food television program. Preceding each video, participants were asked to complete a questionnaire measuring the three dependent variables. Using ANOVA, results of this study indicated that exposure to positive social reinforcement can positively affect consumer attitude toward food, while exposure to low source expertise can positively increase consumer confidence in cooking abilities. Social learning and source expertise interacted in their effect on attitude and confidence, while an interaction between gender of the viewer and social learning had an effect on attitude, confidence, and intention. Marketers may use this knowledge when selecting an appropriate medium to advertise food products, and television producers may consider these findings when aiming to increase interest in particular television programs. Other practical implications and contributions are further discussed.
Dykman, Kate Rachel Jean
15 January 2014
Integrated Watershed Management Planning (IWMP) is a new planning model being implemented through the Manitoban Conservation District program since the mid-2000s. This research examined six watershed plans, including two plans completed outside the IWMP structure. A social learning framework was used to examine process attributes and learning outcomes for participants involved in the planning process. Semi-structured interviews and focus groups with stakeholders provided the data. The research found that there are numerous aspects of the current planning approaches that supported participant learning. Learning outcomes included a better technical understanding of watershed issues, as well as a shared problem definition and the ability to communicate common objectives to distinct stakeholder groups, including how this knowledge can support better policy and regulation. Recommendations to improve the IWMP model for enhanced social learning include building greater demographic diversity through financial assistance for participants, and finding ways to create new forums for local input.
Jones, Patricia Lucile
02 July 2014
Animals forage in complex environments in which they must constantly make decisions about which resources to approach and which to avoid. Many factors can influence these foraging decisions including perception and cognition. Predators that locate prey by eavesdropping on prey mating calls face a challenging foraging task because they must be able to identify which species-specific prey signals indicate palatable prey. My thesis investigates such foraging decisions in eavesdropping bats. The Neotropical fringe-lipped bat, Trachops cirrhosus, locates its frog and katydid prey by eavesdropping on the prey's calls. One of the prey of T. cirrhosus in Panamá is the túngara frog, Physalaemus pustulosus, that can make simple calls consisting of a "whine" alone, or complex calls which are a whine followed by 1-7 "chucks". In my first chapter I examine what components of frog calls bats use to identify and localize them. I assess how bats respond to the two components of the complex calls of P. pustulosus, and report that, unlike female frogs, bats respond to the chuck component alone but preferentially approach the whine. Next, I examine how response to prey cues is affected by prey availability by assessing the response of T. cirrhosus to geographically and seasonally variable prey. I find population and seasonal differences in response to some prey cues but not to other cues. Trachops cirrhosus can also learn novel prey cues from exposure to a conspecific tutor (social learning). My third chapter examines the conditions that influence when bats socially learn novel prey cues. I discover that bats are more likely to use social information to learn novel prey cues when the cue they are currently using to find food is unreliable. In my fourth and final chapter I address how eavesdropping can contribute to the evolution and diversification of bats by investigating the potential of eavesdropping on katydid calls for niche partitioning in two closely related bat species, the European greater and lesser mouse-eared bats, Myotis myotis and Myotis blythii oxygnathus. Together these studies highlight the role of cognition in foraging decisions and consider the consequences of eavesdropping for niche partitioning. / text
Kamaruddin, Siti Mazwin
This study contributes to filling a gap identified in the current Malaysian national waste policy, the National Strategic Plan for Solid Waste Management (NSPSWM 2005). It also contributes to the sparse knowledge of NGOs’ involvement in Malaysia in promoting recycling and general environmental awareness with the Malaysian public particularly in an urban context. Although the NSPSWM alludes to NGOs as actors that can assist in improving the public’s awareness of and participation in sustainable waste management (SWM), there is sparse knowledge on how this is facilitated. This study was also motivated to investigate to what extent social learning elements were being embodied in the initiatives of two NGOs that were studied, as it is posited that facilitations for social learning create pathways for change. Although there are various studies on the functions of NGOs, there is little research conducted on how environmental NGOs play a part in SWM in Malaysia. The research approach applied in this thesis was mixed-methods, and the rationale was to apply both qualitative and quantitative methods that would be useful and would combine complementary strengths to help answer the research questions. A qualitative two-case-study approach was used to predict similar or contrasting results based on the theoretical framework considered relevant. The unit of analysis of each case study was a programme that promoted recycling as a sustainable waste management strategy, to the general public in the study area of Selangor, Malaysia. The first case study’s target audience was urban school students; while the second case study’s focus was urban school students, charity homes for the handicapped and hypermarkets. Both NGOs are considered two of the earliest NGOs in the study area to be involved in promoting SWM with the public. The quantitative aspects included findings from a questionnaire survey of 411 students. The population sampled was obtained based on a stratified sampling procedure. The urban student population’s response was collected to gain insights into students’ perception of NGOs’ involvement in SWM, and into what factors significantly influence the students’ recycling participation in schools. Both descriptive and inferential analyses were conducted. The findings from this approach complemented the qualitative findings obtained from the two case studies. In addition, interviews were conducted with some students to complement the survey evidence. Where relevant, secondary evidence from the press, reports and Web pages were used to support the primary evidence. The qualitative evidence was synthesized and the aggregated findings were then triangulated with the quantitative evidence for corroboration purposes. These evaluations revealed that the processes involved in the programmes to promote recycling supported social learning and positive outcomes. Almost half of the students sampled were aware and welcomed NGOs’ involvement in SWM, both in schools and in their community. They reported that they learned more about SWM and the environment from participating in their school’s SWM programmes (although these programmes may not necessarily have been facilitated by the particular environmental NGO identified in the case studies). The students also generally perceived that the government should support NGOs’ involvement in SWM and that SWM programmes in schools coordinated by NGOs were beneficial to their learning about SWM. Various factors were also found to have influenced their participation in sustainable waste behavior. The findings could be used to inform the relevant policy makers’ decisions about NGOs’ contributions towards SWM. In addition, the findings from the students’ survey could help inform other NGOs or other organisations, such as universities or corporate bodies that are interested in implementing SWM programmes with schools and who may be eager to extend their corporate social responsibilities using approaches similar to those highlighted in this thesis.
Want, Stephen Charles
No description available.
Grupparbete på gott & ont : Hur betraktar & arbetar ellärare med grupparbete? / Teamwork for Better or Worse : How do teachers in Electricity and Electronics consider and use Teamwork?Persson, Göran January 2008 (has links)
The purpose of this study is to get an understanding of how teachers in electricity and electronics use teamwork in school. The study was carried out in two upper secondary schools in the middle of Sweden. The method I use is qualitative interviews. The analysis method I selected is an ad hoc method. Teachers regard the use of teamwork in school today as valuable because society and several occupations today demand co-operation and teamwork. Teachers see the advantages when pupils can exchange ideas with each other and get other opinions. Other aspects to why teachers choose teamwork in school is that poor pupils can get support from others. A problem teachers discover is that good students can be prevented to move forward at a higher pace as result of the teamwork. The importance of group size for teamwork and other positive effects due to the presence of others is also discussed. / Syftet med undersökningen är få en insikt i hur ellärare på gymnasiet jobbar med grupparbete i skolan. Metoden som undersökningen bygger på är kvalitativa intervjuer som gjordes på två olika gymnasieskolor i Mellansverige. Valet av analys metod blev den vanliga ad hoc. Resultatet visar att lärarna ser vikten av grupparbeten och samarbetsträning i skolan idag beroende på att det krävs samarbete inom flera yrkesområden och verksamhetsfält ute i samhället. Lärarna ser också behovet att elever får byta idéer och får andra elevers åsikter i undervisningen. Andra aspekter som lärarna tar upp är att svaga elever får stöttning i grupparbetet, men också att starka elever ibland ser grupparbetet som ett hinder för att gå snabbare fram. Gruppstorlekens betydelse för grupparbetet och de positiva effekter som kan uppstå vid enbart social närvaro mellan personer belyses.
Explore, Synthesize, and Repeat: Unraveling Complex Water Management Issues through the Stakeholder Engagement WheelMott Lacroix, Kelly, Megdal, Sharon 28 March 2016 (has links)
Effective stakeholder engagement is fundamental to water management, yet there are as many approaches to consultation as there are efforts. This paper provides an evaluation of, and lessons learned from three water management engagement processes, and uses this assessment to offer a framework for stakeholder engagement. The Stakeholder Engagement Wheel framework is centered on a bridging organization that ensures that the process continues to move forward, and a steering committee that guides and changes activities according to stakeholder interests and concerns. Around the Stakeholder Engagement Wheel are four steps designed to examine iteratively the water management issue driving the engagement process and expand the sphere of interests involved. Many engagement processes have limited effectiveness because of: (1) paucity of time; (2) complexity of water resources management; (3) difficulty of engaging diverse stakeholders; and (4) lack of methods for engagement that are centered on empowerment, equity, trust, and learning. In this study, we have encountered all four of these issues and have addressed all but the first through a deliberate, iterative, and flexible approach. By cycling through activities and actions as proposed in the Stakeholder Engagement Wheel, we can build a community of practitioners with the nuanced and shared understanding needed for cohesive action and robust decisions in the face our considerable challenges.
Does Social Learning Theory Predict Delinquency Differently Across Urban, Rural, and Suburban Areas?Payne, Charles A. 01 August 2016 (has links)
AN ABSTRACT OF THE THESIS OF CHARLES ALAN PAYNE II, for the Masters of Arts degree in Criminology and Criminal Justice, presented on April 29, 2016, at Southern Illinois University Carbondale. TITLE: DOES SOCIAL LEARNING THEORY PREDICT DELINQUNECY DIFFERENTLY ACROSS URBAN, RURAL, AND SUBURBAN AREAS? MAJOR PROFESSOR: Dr. GEORGE BURRUSS The purpose of this study is to examine whether social learning theory predicts delinquency differently across urban, rural, and suburban areas. The lack of research in this area is problematic because while there are known differences between urban, rural, and suburban offending patterns, there is a lack of evidence to suggest why these patterns occur. The results of the study show that differential association, definitions, and differential reinforcement were significant across all three geographic locations. However, when analyzed by geographic location, differential reinforcement was only significant in suburban areas. In fact, differential reinforcement was the strongest predictor of delinquency in suburban areas, when differential association was the strongest in urban and rural.
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