Sibling violence is a common occurrence for many children yet this form of family violence has received minimal attention in research compared to other forms of child maltreatment. With parents as an integral component in the lives of many children, parental perceptions and experiences of violence between siblings are important to understand. Furthermore, with the increased variation in family structures within society, inclusion of multiple types of families in research is necessary to encompass a broad understanding of sibling violence. This case study included seven parents from four different family structures to examine their perceptions and experiences of physical and emotional violence between siblings. Three phases of data collection including both quantitative and qualitative data gathered information about participants’ experiences with siblings in childhood, witnessed behaviors between children, behaviors associated with sibling violence and sibling rivalry, and labels used to refer to violence between siblings. Participants were also presented with several case scenarios depicting various sibling interactions in which they processed the degree to which they found the behaviors violent or non-violent. Findings indicate that family structure is less important than past and present environmental and contextual factors in understanding participant differentiation between problematic and non-problematic behaviors between siblings. Data from all three phases helped in the construction of a parental decision-making model of sibling interaction that included consideration of past experiences, children factors, the context of interaction, and family rules when classifying behaviors. Implications of the findings for social work direct practice, policy aimed at addressing violence between siblings, advocacy through parental education, social work education, and future directions for research in the area of sibling violence are presented.

Cluster randomized trials (CRT) are comparative studies designed to evaluate interventions where the unit of analysis and randomization is the cluster but the unit of observation is individuals within clusters. Typically such designs involve a limited number of clusters and thus the variation between clusters is left uncontrolled. Experimental designs and analysis strategies that minimize this variance are required. In this work we focus on the CRT with pre-post intervention measures. By incorporating the baseline measure into the analysis, we can effectively reduce the variance of the treatment effect. Well known methods such as adjustment for baseline as a covariate and analysis of differences of pre and post measures are two ways to accomplish this. An alternate way of incorporating baseline measures in the data analysis is to order the clusters on baseline means and pairmatch the two clusters with the smallest means, pair-match the next two, and so on. Our results show that matching on baseline helps to control the between cluster variation when there is a high correlation between the pre-post measures. Six cases of designs and analysis are evaluated by comparing the variance of the treatment effect and the power of related hypothesis tests. We observed that - given our assumptions - the adjusted analysis for baseline as a covariate without pair-matching is the best choice in terms of variance. Future work may reveal that other matching schemes that reflect the natural clustering of experimental units could reduce the variance and increase the power over the standard methods.

A study was conducted of Introductory Art students to find if the six traits of writing as written by Spandel/Stiggins (1997) would have influence over a narrative painting when combined with the six traits of painting. Inconclusive findings were reported. Data difference between the treated and untreated class was less than one point. More research needs to be conducted to study transfer of knowledge from verbal to visual as well as from one curriculum to another with both curriculums teaching same material.

In the literature of information technology acceptance, much empirical evidence exists that is inconsistent with Technology Acceptance (TA) Models. The purpose of this study is to find out why the extant TA models fail to predict in reality as they purport to in theory. This research argues that the extant literature has not been able to explain how individuals actually form their perceptions about using an information technology. Since past research attempting to do this has been unsuccessful or empirically refuted, this research uses an interpretive case study to investigate the experiences of professionals’ adoption and use of an information technology. In particular, this study focuses on the adoption of an Electronic Medical Records System in a healthcare setting. The results of this interpretive investigation show that the interpretive understanding by the traditional TA models researchers is based on the faulty presumption that the people in the organizations are “monolithic users” or “rational decision makers”. This research provides a new interpretive understanding on the adoption and use of an information technology. The adoption and use of an information technology is an emergent phenomenon resulting from the interaction between the technology and the social actors’ different roles. Based on the interpretive understanding, a new positivist understanding is suggested.

This research argues that the information security governance objectives should be grounded in the values of organizational members. Research literature in decision sciences suggest that individual values play an important role in developing decision objectives. Information security governance objectives, based on values of the stakeholders, are essential for a comprehensive security control program. The study uses Value Theory as a theoretical basis and value focused thinking as a methodology to develop 23 objectives for information security governance. A case study was conducted to reexamine and interpret the significance of the proposed objectives in an organizational context. The results suggest three emergent dimensions of information security governance for effective control structure in organizations: resource allocation, user involvement and process integrity. The synthesis of data suggests eight principles of information security governance which guides organizations in achieving a comprehensive security environment. We also present a means-end model of ISG which proposes the interrelationships of the developed objectives. Contributions are noted and future research directions suggested.

The report, A Crucible Moment, published in 2012 by the National Task Force on Civic Learning and Democratic Engagement described a crisis in higher education surrounding the lack of civic learning and engagement opportunities for students. This crisis has led to decreased political participation and a general lack of knowledge in civics education (National Task Force on Civic Learning and Democratic Engagement, 2012). Educating students for citizenship in America’s colleges and universities will assist with sustaining the country’s democracy by engendering a sense of civic responsibility in young adults that will last throughout their lifetime. This qualitative case study examined the relationship between two institutions of higher education (IHEs) and AmeriCorps programs to determine how the partnerships operated and whether they addressed the recommendations for higher education cited in A Crucible Moment. IHEs are using A Crucible Moment as a guiding document to think about civic learning and democratic engagement. While many are in the process of creating new initiatives and programs to address those issues, this study focuses on two existing programs that may provide a framework for strategically integrating civic engagement into higher education using a readily available government resource—AmeriCorps. With recent budget cuts impacting education, it is difficult for many IHEs to obtain additional funding to support initiatives directly related to student learning. As a result, finding resources to implement civic learning and democratic engagement opportunities that are often perceived as tangential to the education process is nearly impossible. AmeriCorps, now in its 20th year of implementation, has had a steady stream of funding and bipartisan support from the government over the years. IHEs that sponsor an AmeriCorps program have the potential to civically engage students and promote mutually beneficial community partnerships. Using inteorganizational collaboration theory as a framework, I examined two different models of IHE-AmeriCorps partnerships. Based on the levels of collaboration, I was able to assess the degree to which these types of partnerships could be feasible at distinctly different IHEs given their organizational structure and resources. Although the findings of this research are not generalizable, they provide insights into how IHE-AmeriCorps partnerships operate and demonstrate that, in the cases examined, they do implement the key recommendations of A Crucible Moment. As a result, an IHE-AmeriCorps partnership could be an effective and relatively inexpensive way for an IHE to enhance their civic engagement opportunities.

This case study examined the leadership practices of one middle school principal in a low-performing rural school in Virginia. The experienced principal participant was in his first year of leadership at the school; he had led other low-performing schools to improved achievement that resulted in earning state accreditation as well as meeting federal Adequate Yearly Progress (AYP) student proficiency targets. The focus school had failed to meet AYP for five consecutive years. The qualitative research design for this study included in-depth, semi-structured interviews with teachers, the principal, the assistant principal, and the principal’s supervisor; a total of 18 interviews were conducted. Throughout the course of the interviews, the principal’s leadership was conceptualized using the framework of the six core components and six key process that form the basis for the Vanderbilt Assessment of Leadership in Education ((VAL-ED) Murphy et al., 2007). The findings that emerged concerning rural school challenges and organizational change affirmed well-supported assertions in the literature. Participants provided a well-conceptualized and expansively defined profile of the principal’s strengths and areas for growth through the lens of the Murphy et al. (2007) framework for learning-centered leadership.

The literature shows that up to 50% of teachers will leave the profession within their first 5 years of teaching (Saka, Southerland, Kittleson, & Hutner, 2013). Although reasons for departure vary, Johnson and Kardos (2005) found schools with high-poverty and high-minority students display excessive rates of teacher turnover. Teacher induction programs were established to assist beginning teachers as they transition into their new professional career in an attempt to increase retention rates. This research aimed to explore beginning teachers from high need schools’ experiences with university-based PLC induction. A total of 23 teachers participated in the induction programs during the 2015 - 2016 academic year. This research provides findings from three different data sources: interview transcripts, surveys, and focus group transcripts. Data was collected to understand beginning teachers’ experience with induction, the types of support offered by the programs, their intentions to remain at their school, and their attitudes towards the method of program delivery. Findings indicate that the majority of the teachers had positive experiences with the two induction programs. Mostly, the teachers felt that induction provided emotional and personal support. According to the novice teachers, administrative support had the largest influence on their intentions to stay or leave their high need schools. As a result, the teachers provided mixed results as to induction’s impact on their decision to stay or leave their current school. Finally, the majority of teachers prefer in-person models to virtual models although there were advantages and disadvantages to both types of programs.

Croisant théorie néo-institutionnaliste et théorie des mouvements sociaux, cette thèse en stratégie explore la dialectique entre travail institutionnel disruptif et travail institutionnel défensif mettant ainsi en évidence les stratégies et contre stratégies qui peuvent être déployées au sein d’un champ organisationnel. Grâce à une étude de cas longitudinale, nous étudions l’histoire de l’amiante en France, entre 1970 et 1997. Entre contestation et collaboration, le cas est marqué par des luttes institutionnelles longues et complexes. Notre analyse s’appuie sur des données d’archives variées dont des archives audiovisuelles. Notre étude souligne l’évolution des répertoires tactiques mobilisés contre l’institution. Les tactiques persuasives conduiront à un changement de la pratique institutionnalisée pourtant maintenue par un travail de défense marqué par la mise en place d’une organisation frontière, le Comité Permanent Amiante, appelé aujourd’hui le « lobby de l’or blanc ». Seules des tactiques destructrices, portant sur les dimensions les plus ouvertes de l’institution, conduiront à sa délégitimation. Nous soulignons alors le rôle du pilier régulatif dans cette stratégie / Within the field of strategy, the thesis deals with the role of social movements inthe process of deinstitutionalization through the concept of repertoire of tactics. This research studies how social movement actions lead to the delegitimization of a taken for granted practice. We focus on the dialectic between defensive and disruptive institutional work. Our method is based on a processual case study. Drawing from the asbestos industry in France from 1970’ to 1990’, we study dialectical struggles between social movement and institution. Our study emphasizes the evolution of repertoire of tactics. Persuasive tactics lead to an institutional change and yet the practice is maintained due to the creation of a boundary organization. Only destructives tactics, directed against more opened institutional pillars, can lead to the ban of the practice. We emphasize the role of the regulative dimension in this strategy

Thesis abstract Author's name: Vendula Perglerová School: Charles University in Prague, Philosophical Faculty, Department of Education Program: Master full-time study of education Title: Specifics of work with adolescent drug abusers Consultant: PhDr. M. Vítečková, Ph.D. Number of pages: 97 Key words: addiction, drug, adolescent drug users, therapy, case study The aim of this thesis is to understand the mechanisms of addiction in adolescent drug users, to describe their specifics and to provide on this basis a guide to choosing effective means of help in treatment of adolescent drug abusers. It monitors the process of origination and progress of substance addiction. It illustrates possibilities of treatment in individual phases of the addiction process. It introduces a concrete treatment program targeted on adolescent drug abusers. Practical part describes five individual cases of adolescent drug abusers, examines causes of substance abuse in each of them and characterizes individual treatment approach based on them.