Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 569-580).

Undergraduate honors paper--Mount Holyoke College, 2006. Dept. of Psychology and Education. / Includes bibliographical references (leaves 84-89).

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<p> This qualitative, descriptive case study addressed the research question: How is learning experienced in tough cases aimed at accelerating expertise in a cognitively complex work environment?&nbsp;The time it takes to develop expertise in many professional domains is problematic for industrialized societies. As the baby boom generation transitions from the workforce, they are leaving behind a smaller, less experienced pool of workers to replace them. Accelerated expertise theorists have proposed tough cases as a way of speeding the development of expertise. Tough cases are rare situations that convey novel learning challenges by requiring learners to make plans and decisions in the face of ambiguous and interacting data (Klein and Hoffman, 1992). Expertise can be particularly difficult to develop in cognitively complex work environments. Cognitively complex work environments are &ldquo;systems composed of psychological (cognitive), social, and technological elements, all embedded in a broader team, organizational, and social context&rdquo; (Hoffman &amp; Militello, 2008, p. 216). The study explored the learning process from the perspectives of learners, tough case leaders, and organizational leaders supporting the use of tough cases at the research site. Data were collected through observations of five tough cases and interviews before and after cases with participants and organizational leaders. Themes were inductively developed. The study had eight findings: 1) Tough cases are dynamic learning experiences that are interactive and concrete, while simultaneously confusing and disorienting; 2) the use of real events and complex problems grabs learner attention and interest; 3) making and defending quick decisions draw out learner beliefs and theories, stimulating focus and a tremendous sense of enthusiasm; 4) the practice of eliciting decisions by cold-calling puts learners on the spot, mimicking the stress of high stakes situations common to cognitively complex work environments; 5) role-playing throughout the case forces participation with the learning environment while reducing stress by making the learning experience more enjoyable and entertaining; 6) individual reflection and observation provide continual opportunities for re-examining decisions; 7) interaction and dialogue during role-play expose learners to other ways of thinking and lead to refinement of their mental models; and 8) hearing "the rest of the story" at the end of the case provides an opportunity for learner self-assessment and can build their confidence. The study concluded: (1) the tough case learning process incorporates both experiential and social cognitive learning in a single process; (2) the tough case learning process is substantially different from learning processes proposed in the expertise development literature; (3) tough case learning is a departure from processes described in the adult learning literature; and (4) tough case learning leverages everything considered foundational about adult learning. The study offered recommendations related to theory, practice, and future research.</p>

<p> White administrators of nonprofit organizations are tasked with the challenge of making the right decisions when their nonprofit seeks to work in predominantly Black and Brown neighborhoods. They utilize their personal worldviews and instincts to carry out the mission of their organization. The problem is that White administrators use their own cultural beliefs as their guide, which typically is counterintuitive to the cultural beliefs of Black and Brown people in the neighborhoods they wish to serve. This disparity raises issues, barriers, and sometimes conflict between both groups, which further divides efforts of collaboration. This study investigates the assumptions, disparities, and paradoxes that exist and arise between administrators in a Whiteled nonprofit organization and residents in Communities of Color as they negotiate issues of trust, decision-making, and transformative practices through the context of a nonprofit agency&rsquo;s mission and the neighborhood. By using portraiture, the assumptions, disparities, and paradoxes were examined utilizing the factors whereby groups engaged in relationship-building efforts. Employing one-to-one interviews, focus groups, observations, and documents allowed the researcher to answer the research questions through the portraits. These questions were centered on the understanding of the roles that White administrators and Black and Brown residents carry out in collaborative process efforts. Based on their understanding of these roles, the research sought to find a collaborative process that works. The findings revealed through the data that the Black and Brown residents and White-led administrators in nonprofits can achieve true collaborative practices through a more democratic approach. By understanding Black and Brown residents&rsquo; Community Cultural Wealth, both groups can engage in this democratic approach which benefits the mission of the nonprofit and empowers the Black and Brown residents.</p><p>

<p> This study investigated the difference in the impact of several different online teaching strategies on student self-efficacy to work with suicidal clients. An online written module, written module plus online synchronous role play, and written module plus online synchronous discussion groups comprised the teaching strategies utilized in the treatment groups. Ninety-one counseling students made up the sample for the pre-test/post-test/control group design. An Analysis of Covariance was conducted on the post-test self-efficacy scores to determine if there were differences between the groups. Pre-test scores and hours of prior training and experience were used as covariates in the analysis. Although a significant difference was not found between the treatment groups, the findings from this study provide counselor educators guidance on how and when to offer training on working with suicidal clients within the counseling curriculum.</p><p>

<p> This correlational study explored the relationship between feedback and self-efficacy in training counseling students. Specifically, it focused on perceptions of supervisory feedback and the relationship with self-efficacy, as well as attitudes towards corrective feedback and the relationship with self-efficacy. The focus was feedback given in residency supervisory settings, such as those used for training in online counseling programs. One hundred and forty-one participants were selected from eight CACREP (Council for Accreditation of Counseling and Related Educational Programs) accredited online counselor education programs using residency supervisory trainings to supplement online courses. Participants completed a demographics questionnaire, a researcher designed questionnaire that measured perceptions of feedback, the Counselor Self-Efficacy Scale (CSES), and the Corrective Feedback Instrument-Revised (CFI-R). Results showed a small but significant positive correlation between perceptions of corrective feedback and self-efficacy, however there was no significant correlation between perceptions of positive feedback and self-efficacy. There was also no significant correlation between attitudes towards corrective feedback as measured by the CFI-R and self-efficacy as measured by the CSES. While the overall model of regression between the CFI-R (factors and total score) and the CSES was not significant, there were several significant negative correlations between CFI-R factors and CSES. The researcher discusses implications for counselor educators and researchers as well.</p><p>

<p> The quality of educators&rsquo; teaching practices is a crucial aspect of children&rsquo;s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators&rsquo; teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers&rsquo; professional identity and perspectives about their professional learning and development (PLD) experiences. Data collection consisted on eight in-depth face-to-face interviews with early childhood educators who work in four multicultural Head Starts, and who self-identified as Latina Spanish-speaker. Data analysis was conducted using open and axial coding techniques. The main findings suggest that Latina immigrant teachers share some values, beliefs and experiences that might play a role in shaping their careers, as well as their identities as teachers and learners. Also, the findings suggest that teachers present a positive attitude towards ongoing professional learning. However, they believe that in order to be effective for their learning, PLD programs should include more active, collaborative and contextualized approaches. Additionally, the findings indicate that teachers perceive that their work environments constrain their possibilities to fully exercise their profession.</p><p>