<p> This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education. </p>

<p> Integrated art curriculum is established in many school programs as a vital addition to curriculum design in the arts. When utilized as tools for learning and growing, model programs contain key elements that provide insights into how children function in a variety of educational settings. Based on the success of an innovative integrated art program in a rural school district, the following dissertation unpacks the specific elements that contribute to its success and relates their applicability as motivational tools. Through focus on the processes of evidence-based decision-making for program development and the experiences of the art educator, the students and the school-wide community, the integrated art program is examined as it evolved as a leader in creating philosophical change towards collaborative practice. Rationale is then provided for the use of visual art as an intervention component in the school&rsquo;s alternative education model. The development of an art intervention program called Studio Express is introduced and highlights the strategic processes by which art may be used as a means of positive self-expression for the student at-risk in the public school setting. Evidence is also provided that supports expressive art making processes as an aide in the development of positive self-leadership qualities in diverse student populations. The sustainability of such leadership art programs is implied through the further teaching of their development to post-secondary education students.</p>

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 179-197). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 179-197). Also available on the Internet.

<p> Doctoral student attrition was calculated at approximately 50% or greater for nearly 50 years. Exceptionally high attrition in the social sciences, humanities, and online programs was identified. The cost to students, institutions and society was of significant concern. Most students were found capable of degree completion. The median timeframe for completion was approximately 7.9 -12.7 years. Long-term student persistence was relevant to theories of social exchange, person-organization fit, positive psychology, self-determination, suicide theory, organizational support, connectivism, persistence, failure, choice and goal theory, and the theory of involvement. Critically, higher education was viewed as an employment strategy. Students continually analyze the cost benefit of attendance, their perception of time to reward, and the reliability of the reward to provide value. The institution was considered accountable for student resilience. Program alignment with career opportunities, proactive transition management, sustainable interventions, non-academic mentoring, and occupational socialization were essential to persistence. Missing were parameters for a university-wide infrastructure to manage supporting activities, particularly partnerships with industry to facilitate long-term occupational socialization through mentoring. Corporate learning partnerships and human capital management strategies were briefly explored. A university-based doctoral student support center was structured using management and value-system models. Leadership, accountability, costs, and funding were considered in system building. Mixed-method interviews of 75-120 minutes were conducted with 15 managers with relevant experience. Approaches to partners and providing ROI required understanding organizational values and culture. Long-term partnerships supporting part-time online doctoral students appeared sustainable, and stable protocol for partnership management was identified.</p><p>

<p> This multi-year ethnographic study of a K-8 school, referred to as Baker School, in a low-income neighborhood in Philadelphia investigates the ways that hidden curricula of social reproduction and inequity shape students&rsquo; schooling experiences. The study employs ethnographic methods to explore, engage with, and better understand students&rsquo; experiences and perspectives of schooling at an under-resourced, urban, public school in a high-poverty neighborhood. The dissertation also examines how direct and indirect messages of possibility at the school influence students and teachers. I approach this study from an epistemological standpoint that situates students as important knowledge generators from which practitioners and scholars have much to learn. </p><p> This study is guided by a theoretical framework that considers how the naturalization of dominant values, beliefs, and actions has important consequences for students attending schools in under-resourced communities because these dominant beliefs are manifest in schools through overt and hidden curricula. Students&rsquo; perspectives and experiences of schooling processes in under-resourced schools are not often included in empirical research, and this ethnographic study has the potential to generate a new line of inquiry that centralizes students&rsquo; perspectives. </p><p> The study&rsquo;s findings include that there is a hidden curriculum of control at Baker School in which schooling becomes primarily about controlling behavior. Relationships between students and teachers are strained as a result of the culture of control at the school, and to survive and thrive in this environment, students demonstrate <i>micro resistance strategies</i> as well as cultivate what I call a <i>habitus of fierceness.</i> The hidden curriculum of control, the systemic lack of resources, and the resulting power struggles and resistance culminate in, what I term, a <i> deficit default</i> based on deficit orientations of students, teachers, and parents. Finally, the study details the way that invisible macro structural processes impact students, teachers, and parents connected to Baker. However, instead of recognizing these invisible forces, students, teachers, and parents are blamed and blame themselves for the &ldquo;failure&rdquo; of urban, public schools like Baker. The study concludes by presenting implications for theory, practice, and future research based on the findings of this study. </p>

No description available.

Abstract Academic Leadership and Development Academy (ALDA) was instituted by the Tau Lambda-at-Large Chapter Sigma Theta Tau International (STTI). In 2011-2012 ALDA intended goal was to emancipate participants to be able to take professional leadership positions, generate a funded research project, professional networking muscle and collaboration, including publishing in an accredited journal. The purpose of the study was to explore and describe the needs of the fellows enrolled for the 2011-2012 ALDA leadership programme. The word ‘fellow’ refers to all candidates who were selected to participate in the ALDA programme. The programme was tailor-made to develop and prepare professional nurses for middle or high level leadership positions within the academic environment. Four African universities and colleges were involved. The research design was qualitative, exploratory, and descriptive in nature. The target population included all 2011-2012 fellows of the ALDA of the Sigma Theta Tau Lambda-at-Large Chapter Africa. The sample consisted of all 14 fellows of the 2011-2012 ALDA who were involved in programme. This programme was the first of its kind in Africa engineered by ALDA in Africa in 2011. Data gathering was a self-report through naïve sketches. Tesch’s eight steps of data analysis were applied. An independent coder was engaged to improve trustworthiness of the data. The results showed that fellows needed professionalism and recognition; communication and setting the stage; and more collaboration with research expects. At first the programme did not have a clear curriculum content outlined and as such fellows were dissatisfied for some time which affected the progress as expected by both the fellows and the faculty. Faculty refers to experts involved in the programme. However, fellows managed to work cooperatively with one another, thus promoting a social learning environment and providing opportunities of collaborative research studies in the future.

This thesis explores the impact and effects of a leadership development programme in-depth and over time. There has been a lack of attention given to understanding the impact of such interventions in the academic literature. Where studies do investigate the impact (s) of leadership development they tend to focus almost exclusively on positive outcomes or the achievement of pre-determined targets and tend to be short-term in focus. This research finds that there is also a shadow side of leadership development, defined as the unintended effects of leadership development programmes which can be counter-productive and dysfunctional. A longitudinal case study approach was adopted comprising documentary analysis, observation and interviews, the latter of which were conducted with multiple stakeholders at three different junctures in time during and beyond the length of the leadership development programme. Three conceptual dimensions of identity, organisational culture and organisational context were identified which together facilitated a multi-faceted understanding of the changing impact and effects of the leadership development programme over time. In conclusion this thesis makes both a theoretical and methodological contribution by adding a longitudinal, multi-level analysis and evaluation of leadership development, evidencing both positive and shadow impacts and effects.

Thesis (D. Min.)--Dallas Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 121-126).