Global ETD Search

101	Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War Lyons, Renee' C. 13 June 2014 (has links) Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States). Historical analysis American studies Southern studies Methodology Social cause Social psychology Volunteerism Altruism Military history American revolution Leadership Profiles Personality Applied Behavior Analysis Cultural History Curriculum and Instruction Curriculum and Social Inquiry Educational Methods Higher Education and Teaching International Relations Leadership Studies Military History Other American Studies Other International and Area Studies Other Languages, Societies, and Cultures Other Social and Behavioral Sciences Personality and Social Contexts Social History Social Psychology Social Psychology and Interaction United States History
102	Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study Correa-Cespedes, Blanca 31 March 2016 (has links) Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children. There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy. A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education. leadership servant-leadership authentic servant-leader early childhood education child advocate educational politics educational policy educational leaders exemplary leadership public education traits of exemplary leader Business Education Educational Leadership Human Resources Management Leadership Studies Nonprofit Administration and Management Organizational Behavior and Theory Organization Development Urban Education
103	The Dilemmas of Bringing Your Culture With You: The Career Advancement Challenges of African-American Women Foundation Executives Logan, Angela R. January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Grounded in leadership, cultural, communication, and gender studies, this dissertation investigates the challenges African-American women executives in the philanthropic foundation sector faced as they strive to have their culture legitimated within the culture of the workplace. Through the use of case study methodology, I examined the experiences of participants by conducting oral history interviews that traced their critical path to leadership. I also incorporated my own experiences in the field to further explore the connections between race, gender, and leadership styles in philanthropic organizations. The interviews and my own auto-ethnographic research explored the possible consequences of black executive women in the foundation world not being able to share aspects of their cultural lives in workplace networks and the impact of the critical exclusion of who they really are as whole human beings on the quality of their careers. An analysis of data collected from the interviews revealed key factors critical to the success of study participants. First was the presence of familial or close adults actively engaged in philanthropic activity during the participants’ formative years. Second was a strong influence of a faith tradition. Additionally, the date revealed that participants’ involvement in outside leadership roles, often tied to their racial and gender identities, were not capitalized on by employers. This study achieved several key outcomes. First, it afforded participants an opportunity to develop the personal satisfaction of expanding the body of knowledge related to leadership development within the philanthropic foundation sector. Additionally, by sharing their stories, these individuals were able to develop or strengthen mentorship relationships. Lastly, this study has the potential of being of significant benefit to the greater philanthropic foundation sector, since it worked towards the expansion of the body of knowledge specific to the issues of gender and cultural differences within the foundation sector. philanthropic studies gender studies leadership studies African-American Leadership -- Case studies -- Research Race relations -- Research Ethnology -- Methodology
104	K-5 Elementary Alternative Program: A Case Study Scheuer, William E, IV 01 December 2022 (has links) The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication. alternative education whole child student-centered learning trauma relationships Appalachian Studies Applied Behavior Analysis Applied Ethics Child Psychology Community-Based Learning Counselor Education Curriculum and Instruction Developmental Psychology Development Studies Disability Studies Early Childhood Education Educational Leadership Educational Methods Educational Psychology Elementary Education and Teaching Experimental Analysis of Behavior Health Psychology Leadership Studies Multicultural Psychology Other American Studies Other Education Other Languages, Societies, and Cultures Other Psychology School Psychology Social Psychology Social Psychology and Interaction Special Education Administration Special Education and Teaching Theory and Philosophy Urban Education

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