This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My focus in this group project was an exploration of how Walker Middle Magnet School became more diverse while increasing student achievement during the conversion to a ‘reverse magnet’ and subsequent authorization as an International Baccalaureate Middle Years Program. It explores the challenges in building a positive and equitable learning environment. Selected literature was reviewed that concentrated on traditional schools, magnet schools, ‘reverse’ magnet schools, equity, local transportation, magnet transportation, International Baccalaureate-Middle Years Program, Appreciative Inquiry, and Appreciative Organization. Key findings in my area of focus included increases in student diversity and achievement, identification of gaps in students’ affective experiences in the school, importance of shared narratives to build community and address implicit biases, and the role of the principal in shifting culture.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-06-30T12:45:51Z No. of bitstreams: 1 arquivo total.pdf: 599134 bytes, checksum: 2be4d8322f6124dab3bb62ac1b419ee6 (MD5) / Made available in DSpace on 2016-06-30T12:45:52Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 599134 bytes, checksum: 2be4d8322f6124dab3bb62ac1b419ee6 (MD5) Previous issue date: 2013-12-09 / This work aims to present a possibility to think the subject, from those that are considered the three phases of Michel Foucault. In the first phase, the Archaeology of Knowledge, there is an impossibility to conceptualize the man, because he is one with the world in the Age of Resemblance and represented as a subject of knowledge in the Age of Representation, which will ratify the disappearance of the modern subject in Modernity with the emergence of the human sciences. On the Genealogy of power this same subject is within mechanisms of power and modes of subjection that preclude to think a relationship between a man and a truth about himself, because this subject, who is subjugated, is immerse in the sphere of heteronomy. In the last phase, also called of the last Foucault, seeks to defend a statute for the real subject that it is not the modern subject anymore, nor the subject subjugated. Searching for a relationship between the new format of subject and a true possible, considering the modes of subjectivation, the concepts and practices developed by Greeks in Classic Greece, extended in a culture of the care of the self and the others, through the true discourse, the speaking freely, the parrhesia. / O presente trabalho tem por finalidade apresentar a partir daquelas que são tidas como as três fases do pensamento de Michel Foucault, uma possibilidade de pensar o sujeito. Na primeira fase, a Arqueologia do Saber, é apresentada uma impossibilidade de conceituar o homem, uma vez que este é na Era da Semelhança, um com o mundo, e na Era da Representação, representado como sujeito do conhecimento, o que ratificará na Modernidade com o surgimento das ciências humanas o desaparecimento do sujeito moderno. Na Genealogia do Poder este mesmo sujeito é tido dentro de mecanismos de poder e de modos de sujeição que impossibilitam pensar uma relação entre o homem e uma verdade sobre si, uma vez que este sujeito que é assujeitado está imerso na esfera da heteronomia. Já na última fase chamada, também, de o último Foucault, busca-se defender um estatuto para o sujeito real que não é mais o sujeito moderno, nem o sujeito assujeitado. Procura-se uma relação entre o novo formato de sujeito e uma verdade possível, levando-se em consideração os modos de subjetivação, os conceitos e práticas desenvolvidas pelos grecoclássicos, estendidos numa cultura do cuidado de si e dos outros, mediante o discurso verdadeiro, o franco-falar, a parresia.

Purpose: The purpose of this ethnographic study was to describe the culture of care and nonpharmacological nursing interventions performed by NICU nurses for infants with NAS. Background: Infants with NAS are increasingly being cared for in the inpatient hospital setting by NICU nurses. Interventions used for the care of premature and sick infants in the NICU may or may not be the exact interventions that should be used for the care of the fragile infant with NAS. Research studies on the nonpharmacological nursing care of infants with NAS encompass 5 main areas of practice: environment, adequate rest and sleep, feeding, assessment and evaluation using Finnegan scoring by nurses, and nurses as caregivers. Method: Roper and Shapira’s (2000) framework for the analysis of ethnographic data was used for this research and included participant observation, individual interviews, and the examination to existing documents. Data analysis included: (a) coding for descriptive labels, (b) sorting to identify patterns, (c) identification of outliers or negative cases, (d) generalizing constructs and theories, and (e) memoing to note personal reflection and insights. Focused ethnography allows for the articulation of research questions before fieldwork while observing and describing a culture. Results: Five themes emerged from the data: learn the baby (routine care, comfort care, environment, adequate rest and sleep, feeding), core team relationships (support, interpersonal relationships), role satisfaction (nurturer or comforter, becoming an expert), grief, and making a difference (wonderful insanity, critical to them). Implications: The results of this were a description of the culture of care provided to infants with NAS by NICU nurses and provide general recommendations to the nurse caring for an infant with NAS in the areas of environment, adequate sleep and rest, feeding, and the role of the nurse. This study also has implications for future study of evidence-based research strategies to decrease withdrawal symptoms in infants with NAS. Research is needed in the areas of clinical practice guidelines to help the bedside nurse care for these infants using current research and evidence for practice. Nursing theory and nursing education both contribute to nursing research in how to better understand the culture of care provided by nurses.

This research examines the understandings and practices of inclusive minded principals toward facilitating the development of inclusive school environments for intermediate level (Grade 7 and 8) students who are experiencing behavioural problems in their schools. Qualitative interviews with 16 principals across 4 school districts were conducted to explore how these inclusive minded principals conceptualize and understand the needs of this particular group of students, and what they consider to be their roles and responsibilities as principals in meeting these needs. The data suggest that despite the number of barriers that serve to hamper principals’ efforts to develop the ideal inclusive school, there are a great many strategies principals intentionally use to facilitate change toward more inclusive school cultures and pedagogy. These strategies emanate from, and are reflective of, an inclusive philosophy that is common among participants. Principals’ individual philosophies and ideologies serve as a compass in guiding decision-making and actions that affect staff, students, and the wider school community. In an inclusive school, these ideologies are reflective of the principles of inclusion, such as the need to create a culture of care wherein all students feel valued, supported, and experience a sense of belonging and individual self worth. The implications of this research toward improving the schooling experiences of students with behavioural problems as well as other marginalized groups of learners are discussed in the context of the call for a re-culturing of schools toward more inclusive environments.

This research examines the understandings and practices of inclusive minded principals toward facilitating the development of inclusive school environments for intermediate level (Grade 7 and 8) students who are experiencing behavioural problems in their schools. Qualitative interviews with 16 principals across 4 school districts were conducted to explore how these inclusive minded principals conceptualize and understand the needs of this particular group of students, and what they consider to be their roles and responsibilities as principals in meeting these needs. The data suggest that despite the number of barriers that serve to hamper principals’ efforts to develop the ideal inclusive school, there are a great many strategies principals intentionally use to facilitate change toward more inclusive school cultures and pedagogy. These strategies emanate from, and are reflective of, an inclusive philosophy that is common among participants. Principals’ individual philosophies and ideologies serve as a compass in guiding decision-making and actions that affect staff, students, and the wider school community. In an inclusive school, these ideologies are reflective of the principles of inclusion, such as the need to create a culture of care wherein all students feel valued, supported, and experience a sense of belonging and individual self worth. The implications of this research toward improving the schooling experiences of students with behavioural problems as well as other marginalized groups of learners are discussed in the context of the call for a re-culturing of schools toward more inclusive environments.

This thesis inquires into the lived experience of five foster care alumni as they re-member and explore negotiations of time, space, and being made/becoming as young people formerly in government care. Informed by arts-based living inquiry (Irwin & de Cosson, 2004) and a collaborative research ethic, I undertook an emergent, rhizomatic exploration of new ways of viewing/thinking about the culture of care and about problematic representations of youth in care as irrevocably “broken,” “damaged,” and “deficient”. This process of inquiry allowed for movement between tangled lines of power, resistance, becoming, and desire informed by concepts central to the works of Foucault (1982), Deleuze and Guattari (1987), Tuck (2010), and Skott-Myhre (2008). Five foster care alumni explored their inquiry into “being in care” through arts-based methods that included collage, painting and drawing, and individual and group interviews. Important themes identified by participants included being seen/being heard, “foster child,” time, space, labels, disrupting “normal,” becoming complex, becoming political, and the importance of spirituality, belonging, Indigenous ways of knowing, and community. Such layered, complex representations foreground creativity and dignity while troubling the problematic representations of youth in care that permeate dominant discourses, practices, and policies shaping foster care systems and interventions. / Graduate

Thesis (D.P.H.)--University of Michigan.

Thesis (D.P.H.)--University of Michigan.

Many community college students, especially those who are required to take developmental education courses, do not complete course and degree goals. Research shows that constructive feedback practices used by instructors improve academic achievement while destructive feedback practices diminish student learning. Using a constructivist framework, the purpose of this qualitative, instrumental case study was to understand how faculty who teach developmental education and entry level college courses perceive and use feedback in a large urban community college in the Southwestern United States. Data were collected through 17 in-depth, face-to-face interviews and written feedback examples submitted by the faculty members. Interview transcripts were open coded and thematically analyzed and feedback examples were coded and typologically analyzed to identify type of feedback used. Interview findings indicated that faculty used feedback predominately to provide information to students, believing that all types of feedback benefit student learning. Analysis of the written feedback indicated that instructors used both destructive and constructive feedback. Recommendations include designing a professional development training to equip community college instructors with research-based constructive feedback strategies that will support student learning. Implications for positive social change include increasing the use of constructive feedback practices, particularly in developmental and entry level college courses, which may lead to increased course and degree completion for all students.

Background: The status of Safety Management is highly relevant to evaluate an organization’s ability to deal with unexpected events or errors, especially in times of crisis. However, it remains unclear to what extent Safety Management was developed and suffciently implemented within the healthcare system during the COVID-19 pandemic. Providing insights of potential for improvement is expected to be directional for ongoing Safety Management efforts, in times of crisis and beyond. Method: A nationwide survey study was conducted among healthcare professionals and auxiliary staff on German Intensive Care Units (ICUs) evaluating their experiences during the first wave of the COVID-19 pandemic. Error Management and Patient Safety Culture (PSC) measures served to operationalize Safety Management. Data were analyzed descriptively and by using quantitative content analysis (QCA). Results: Results for n = 588 participants from 53 hospitals show that there is a gap between errors occurred, reported, documented, and addressed. QCA revealed that low quality of safety culture (27.8%) was the most mentioned reason for errors not being addressed. Overall, ratings of PSC ranged from 26.7 to 57.9% positive response with Staffng being the worst and Teamwork Within Units being the best rated dimension. While assessments showed a similar pattern, medical staff rated PSC on ICUs more positively in comparison to nursing staff. Conclusion: The status-analysis of Safety Management in times of crisis revealed relevant potential for improvement. Human Factor plays a crucial role in the occurrence and the way errors are dealt with on ICUs, but systemic factors should not be underestimated. Further intensified efforts specifically in the fields of staffng and error reporting, documentation and communication are needed to improve Safety Management on ICUs. These findingsmight also be applicable across nations and sectors beyond the medical field.