Browsing by Author "Olenchak, F. Richard"
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Item A Case for Competencies: Assessing the Value of Trait-Based Performance Appraisal for Non-Faculty University Employees(Educational Policy Analysis Archives, 5/11/2016) Messa, Emily A; Horn, Catherine L.; Longacre, Teri Elkins; Olenchak, F. Richard; Penney, Lisa M.A case study analyzed how supervisors at one university selected competencies, or trait-based skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type–a large, public research university. While it has been documented that non-faculty employees provide important contributions to higher education, there is more to be discovered about this population of university employee, noted as more than 2 million U.S. employees in 2011. The research question guiding this study was: Within a university setting, how are employee competencies valued by job title within colleges and divisions? Multiple correspondence analysis evaluated supervisor competency selection for 1,836 non-supervisory and 565 supervisory employees using data from this university’s 2012 performance appraisal. For non-supervisory employees, the first dimension accounted for 65.11% of adjusted inertia, or explained variance. The second dimension accounted for 23.89% of adjusted inertia. For supervisory employees, the first dimension accounted for 86.57% of adjusted inertia. The second dimension accounted for 8.26% of adjusted inertia. The key study finding was that, despite the availability of other higher-education specific competency alternatives and best practices for competency use in the appraisal, this institution’s implementation of competencies was found to be mechanical. This study proposed best practices for this and similarly situated institutions as to how competencies can be used to develop employees and improve their performance.Item A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences(2013-08) Griswold, Ryan MacLelland 1973-; Horn, Catherine L.; Olenchak, F. Richard; Schilt, Alexander Frank; Taylor, Matthew J.This study focused on the outcomes achieved by students participating in a co-curricular service-learning experience, specifically alternative spring break trips. Both curricular and co-curricular service learning are part of a larger field of experiential learning, which has been found to have positive influences on student learning and development. While learning outcomes for curricular service learning have been identified in numerous empirical studies, a literature review identifies a gap in research related to learning outcomes from co-curricular service learning programs. The goal of this study was to examine the outcomes achieved by participants using the Alternative Break Participant Survey (ABPS). This instrument examines three constructs relevant to the learning achieved through participation in co-curricular service-learning experiences: faith, knowledge, and commitment. Guiding this inquiry were the following research questions: 1. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the pre-trip education component of the experience? 2. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the trip-based service, education, and reflection components of the experience? 3. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the entire experience (both pre-trip education and trip-based service, education, and reflection components)? 4. What, if any, additional learning outcomes not currently measured by the ABPS may be achieved by alternative spring break program participants? This study utilized archival data collected part of an institutional program evaluation process. Data were collected both through on-line surveys with a sample of undergraduate students who had applied to participate in an alternative break program (N = 116) and through a series of three focus group interviews (N = 5, 6, and 5). Multivariate analyses of variance (MANOVA) were utilized to answer each of the first three research questions. Qualitative data from focus group interviews were examined through the use of NVivo in order to answer the fourth research question and provide additional support for questions one through three. Significant findings in the MANOVA tests for the pre-trip component of the program suggested that students’ faith development is influenced by their past involvement in similar programs (F (3, 28) = 3.56; Pillai's Trace = .28), as well as by interactions between gender and prior level of service involvement (F (6, 58) = 2.46; Pillai's Trace = .41) and past involvement in similar programs and prior level of service involvement (F (6, 58) = 3.09; Pillai's Trace = .49). Additional significant MANOVA findings from the trip component of the program (F (3, 24) = 4.02; Pillai's Trace = .33) indicate students experience outcomes associated with their commitment to take action and knowledge. These outcomes are influenced by a combination of gender and past involvement in similar programs. With respect to outcomes from the entire program, survey results indicated that none of the independent variables influenced outcomes associated with ABPS constructs. The focus group interviews supported these findings for faith development, but made a strong case for changes in students’ commitment to take action and understanding and application of community-based knowledge. Finally, the data affirmed that there are additional constructs beyond those measured by the ABPS that impact student learning and development, particularly as experiences related to students’ understanding of communities and social issues.Item A Narrative Exploration of Offering Theatre Arts Education to Low SES Students(2012-05) Burrow, Lauren 1981-; Olenchak, F. Richard; Craig, Cheryl J.; Horn, Catherine L.; Lee, Mimi MiyoungThis narrative inquiry attempts to explore the researcher’s passion and connection to theatre arts education, the review of literature that supports the need for the study, her personal struggle to present significant qualitative research in a quantitative world, and a synopsis of what The Fifth Ward Project --- a theatre program in a low socioeconomic (SES) elementary school setting --- meant to those who experienced it. Its primary purpose is to answer the overarching question of what meanings did the participants of The Fifth Ward Project make of their lived experience. By examining previously presented quantitative survey data (which explored the overall academic impact of the project) in combination with new qualitative interview and written materials data, the researcher hopes to extol the merits of theatre arts education (especially for low SES students) while also offering a revelatory look at the reality and obstacles of implementing said education in a low SES setting. Finally, as an emergent researcher and lover of the arts, she also considers the sub-textual question of whether or not the meanings made were enough. This research can be used to add to the advocacy for the inclusion of theatre arts in the school curriculum and a starting point for discussion of what to be aware of when pushing for said implementation. This is a story of hopes and hindrances from the voices of those who shared in the experience of The Fifth Ward Project.Item A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School(2011-12) Shetzer, Steven; Olenchak, F. Richard; Horn, Catherine L.; Lee, Mimi Miyoung; Craig, Cheryl J.This study explored the relationship between teacher efficacy and professional learning communities. Specifically, this study utilized a mixed design encompassing quantitative and qualitative aspects of the professional lives of 27 teachers in an urban high school. Bandura’s (1986) social cognitive learning theory of self-efficacy provided the framework for the construct of self-efficacy. Hord’s (1997) dimensions of professional learning community served as the framework for the exploration of professional learning communities for this study. Two survey instruments were utilized to assess whether a relationship exists between dimensions of teachers’ self-efficacy beliefs and dimensions of teachers’ perceptions of professional learning community. A Pearson correlation was calculated for the data. For this study, the results revealed that dimensions of teachers’ self-efficacy beliefs are not correlated at all to the dimensions of professional learning community. For the qualitative aspect of this study a phenomenological design was utilized. Using primarily interviews, data were collected from the sample participants who had experienced being a part of professional learning communities; thereafter, a composite description of the essence of the experience for all individuals was synthesized. This description consists of “what” they experienced and “how” they experienced it (Moustakas, 1994). Results indicated that the participants had the same general experiences pertaining to professional learning communities: a sense of frustration, a lack of vision and direction, and a lack of collaboration when participating in a professional learning community. The results of this study showed that there exists a gap in the knowledge of the impact that correct, systemic implementation of professional learning communities has on participating teachers’ self-efficacy. Given the results of the study, further research on the impact professional learning communities have on teacher self-efficacy should be conducted with consideration given to how professional learning communities are implemented and supported in order to add to the knowledge base in future research.Item ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS(2011-08) Islak, Ruhsan Burcu 1979-; Gaa, John P.; Olenchak, F. Richard; Meuth, AmberThe aim of the study was to investigate to what extent gender predicts academic procrastination among gifted and talented college students. The study consisted of 35 honor college undergraduate students enrolled in a large urban university in Texas. A questionnaire packet was used for collecting data. It included a demographic data form and the Procrastination Assessment Scale-Students (PASS). The results of the t-test analysis for the total sample indicated that, gender was not a significant predictor of academic procrastination among gifted and talented students. Implications of the findings were discussed and some suggestions were made for further research.Item Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams(2012-12) Cantu, Clara 1979-; Hutchison, Laveria F.; Olenchak, F. Richard; Emerson, Michael W.; Mountain, LeeFor the United States to prosper and compete in this new world of increased globalization, all students have to prepare themselves to be productive citizens and work toward receiving additional education past the secondary level. Private organizations such as the College Entrance Examination Board (a.k.a. College Board) have assisted in preparing students for a college education through rigorous coursework provided by the Advanced Placement Program (AP). The AP program gives students the opportunity to receive college level curriculum while still in high school. With research indicating the linkage between the academic achievement of students who participate in rigorous college-level courses in high school and the completion of a college degree, there is increased pressure for high schools to provide college-level preparatory coursework for their students. The AP program is one of the methods used in high schools to prepare students for college. Given the relationship between students’ passing of AP exams and their college degree attainment, analyzing the characteristics of an AP student who is successful on the AP exams can provide valuable information on the level of preparation a student possesses before partaking in a given AP exam. Therefore, the purpose of this study was to use multiple data sources to analyze trends in student performance on Stanford Achievement test, Preliminary PSAT/National Merit Scholarship Qualifying (PSAT) test, and AP exams. This study used archival student test data for approximately 12,000 students and discovered there is a positive and statistically significant relationship between Stanford Achievement Test and AP exam scores as well as reaffirmed an already examined positive relationship between PSAT and AP exam scores. In addition, this study provided expectancy tables, which indicates the percentage of students passing an AP exam at various test score levels on the Stanford Achievement Test and PSAT test. This information will prove useful to administrators for identifying students who should be strongly encouraged to enroll in AP courses.Item At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation(2012-12) Atkins, Katie 1981-; Hutchison, Laveria F.; Mountain, Lee; Lee, Mimi Miyoung; Olenchak, F. RichardThis study investigates the perceptions of struggling readers in the eleventh grade regarding the methods and motivational effectiveness of reading instruction provided to them in high school. Support must exist specifically for high school students in reading comprehension. Additionally, motivation plays a major factor when building high school students’ reading comprehension skills. It is assumed that upon entering high school, students are proficient readers. However, due to recent national and state assessment results, this is unfortunately not the case. Instead, current trends in students’ academic performance continue to become more rigorous, increasing the need for support for the furthering of students’ ability to comprehend written text at a proficient level. Therefore, this study seeks to explore the following areas: 1) What specific challenges do at-risk high school readers report they face that keeps them from comprehending written text at a proficient level. A “proficient level” will be indicated by satisfactory scores on their most recent standardized state-mandated reading test, the Texas Assessment of Knowledge and Skills (TAKS), as well as Gates-MacGinitie Reading Test scores that reflect that the student is reading at least on grade level. 2) What do at-risk high school readers view as ways in which the school can help them achieve reading comprehension proficiency? 3) Based upon the students’ perceptions, do the at-risk high school students feel they are receiving adequate support to achieve reading comprehension proficiency? 4) How do the perceptions of the particular students included in this study differ from those of their teachers regarding their progress in reading comprehension and motivation to read?Item Augmenting the Achievement Goal Questionnaire-Revised(2012-05) Young, Justin Neil 1981-; Olenchak, F. Richard; Wolters, Christopher A.; Yu, Shirley L.Items drafted to measure mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals were administered with Elliot and Murayama’s (2008) AGQ-Revised (AGQ-R) to 300 students to see how responses fit the 2 x 2 factor model of achievement goal theory, and how the reliability as well as the variance of the AGQ-R scores were affected by the drafted items. Three Multiple-Indicator Correlated Trait-Correlated Method models (MI CT-CM) of the 2 x 2 achievement goal theory were examined using scores from the AGQ-R, drafted items, and the AGQ-R plus drafted items. No model reached non-significance, but the disturbed MI CT-CM model with the AGQ-R exhibited the best model fit. This model may not be viable because of Heywood cases. Drafted items were also examined to see how the AGQ-R might be improved. Reliability of the mastery-approach and performance-approach responses significantly increased. Reliability of the performance-avoidance responses significantly decreased. Variance in every subscale, except performance-approach, significantly decreased.Item Community College Students' Motivational Orientations and Chinese Language Learning(2015-05) Deng, Xiongying; Olenchak, F. Richard; Gaa, John P.; Reyes, Augustina H.; Watson, MargaretMotivation is a key component in Second Language (L2)/Foreign Language achievement. In existing literature, a few studies have explored the students’ motivation in Chinese language learning. However, the majority of participants in those studies were either four-year university students or secondary school students. Few studies focused on students in U.S. community colleges. In addition, most of the research involved heritage language learners or the comparisons between heritage and non-heritage language learners. Finally, Gardner’s Attitude/Motivation Test Battery (AMTB) has been the main instrument to examine the intangible motivational constructs, but the validity of the instrument was not mentioned in most studies despite different languages and different language learning contexts. To fill this gap in Chinese language motivation research, the present study integrated the classical theoretical model of integrative and instrumental motivations by Gardner, with Dörnyei’s framework of L2 motivation, which specifically focuses on attitudinal motivation in the foreign language classroom, to investigate how motivational orientations influenced the Chinese learning outcomes of non-heritage students in U.S. community colleges. A 30-item survey was developed as the instrument to examine 161 participants’ motivational orientations at T College. Factor analysis and multiple linear regression were employed as the major statistical tests in this study. The value of KMO (.91) indicated patterns of correlations were relatively compact and the sample size was adequate to yield distinct and reliable factors. Bartlett’s test was highly significant (<.001), indicating that R-matrix was not an identity matrix, and therefore factor analysis was appropriate. Three factors were identified from the process of analysis, namely attitudinal motivation, integrative motivation, and instrumental motivation. The overall Cronbach’s Alphas for these three subscales were .871, .878, and .804, respectively and indicated a good reliability. Furthermore, the results demonstrated that the multiple linear regression model with all the three motivational orientations was significant (p = .004) in predicting the students’ Chinese learning outcomes.Item CREATION AND EVALUATION OF AN INSTRUMENT TO MEASURE IMMIGRANT AMERICAN IDENTITY IN SECOND GENERATION ASIAN-AMERICAN COLLEGE STUDENTS(2015-05) Hussain, Maryam; Olenchak, F. Richard; Gaa, John P.; Zou, Yali; Grimes Croft, MaureenThe current study examines the construct of immigrant American identity in second-generation Asian Americans who are college students. Current research on defining what American identity is has been political in nature and has not taken into account cultural or psychological constructs (Schildkraut, 2007). Similarly, the current literature on ethnic identity, acculturation, and personal identity in immigrants has been somewhat singularly faceted (Berry, 1997). Often the focus has been mainly on first generation immigrants, while the complexities faced by second-generation immigrants have been ignored. Theoretical research shows that personal identity, ethnic identity, and national identity are pivotal to developing a sense of what it means to be American as a second-generation immigrant (Phinney, Horenczyk, Liebkind, & Vedder, 2001). Thus, this study created 70 items based on Phinney and colleagues’ (2001) model; these items were based in sociopolitical literature (Citrin, Reingold, & Green, 1990; Schildkraut, 2007), ethnic identity literature (Phinney, 1992; Phinney & Devich-Navarro, 1997; Rumbaut, 2004), country of origin influences (Hussain, 2013), acculturation theory (Berry, 1997), and Asian ethnicity literature (James, 1997; Kao & Hebert, 2006; Qin, 2008). Initial item reduction included a bout of peer review (reduced to 43 items) and a pilot study (reduced to 34 items). Main data collection was conducted at a large public university with 206 participants who self-identified as second-generation Asians. Principal component analysis demonstrated a four factor solution with an Eigenvalue set to two, with 34.42% variance explained. Items were reduced to 21 items based on factor loadings. The overall internal consistency of this 21 item scale was good (α = 0.70). Theoretical and psychometric implications of a four factor scale are discussed.Item DEVELOPING A HOPE SCALE WITH A STORY- BASED APPROACH(2012-08) Belen, Hacer 1985-; Day, Susan X.; Olenchak, F. Richard; Dao, Tam K.The purpose of this study was to develop a tacit scale for 3rd, 4th and 5th grade students to measure their level of hope accurately by relieving social desirability concerns and testing pressure. Story Hope Scale was grounded on Snyder’s hope theory, and it was formatted as one story, including five questions and three choices for each question. Participants were recruited from non-special education, 3rd, 4th and 5th grade students who agreed to participate in the study voluntarily with their parents’ consent. To test the reliability and validity of SHS, the present study correlated SHS with Children’s Hope Scale (CHS) scores, Children’s Epidemiological Studies- Depression Scale for Children (CES-DC) scores, and teacher judgments for a total of 47 students in Harmony School of Science in Houston. Students also retook the SHS two weeks after the first administration. In order to examine whether SHS relieved social desirability and testing pressure, participants’ responses to a questionnaire were analyzed. Results of the study included that CHS, CES-DC and teacher judgments significantly correlated with Story Hope Scale (SHS) scores (p˂ .05), in the expected directions and analysis of participants’ responses revealed that SHS partially achieved the goal of avoiding social desirability responses and testing pressure. The conclusion was that SHS relieved testing pressure for most of the participants and social desirability concerns for a notable number of the students. Moreover, results supported the validity and high reliability (through test-retest) of SHS. Future research is required so as to test discriminant validity of SHS.Item DEVELOPMENT WITH INITIAL VALIDATION OF THE PSYCHOLOGICAL READINESS TO RETURN TO SPORT QUESTIONNAIRE(2012-12) Williams, Lequita A. 1983-; Olenchak, F. Richard; Gaa, John P.; Pearson, DemetriusSports therapists are efficient in rehabilitating physical aspects of sports related injuries; however, health care providers have been somewhat remiss in recognizing and addressing psychological issues that may impact sports performance. The purpose of this study was to develop an instrument to accurately assess an athlete’s psychological readiness to return to competition after a sports related injury. Questions were developed for possible use in the Readiness to Return to Sport Questionnaire with assistance from sports rehabilitation therapists, who assessed the items for face validity. Only items receiving 100% agreement were chosen for the 24-item Likert format pilot study questionnaire. A total of 170 athletes competing in various sports collegiately, semi-professionally, and professionally completed the questionnaire. The mean age of the participants was 23.41. Utilizing an exploratory factor analysis, pilot study results indicated that the questionnaire is reliable in determining an athlete’s psychological readiness to return to competition after injury.Item Differences in Educational Goals Within the Field of Electrical Engineering(2011-12) De la Rosa-Pohl, Diana G.; Robin, Bernard R.; Olenchak, F. Richard; Gaa, John P.; Long, Stuart A.The issue of properly educating engineers to address the highly complex and technical issues of the modern world is more important now than ever. In order to design electrical engineering programs that train engineers to be successful and excel in the workforce, their major employers and developers of engineering curricula must work together to ensure that societal and individual needs are being met. However, before this work can truly be productive, it is important to understand the needs of each group. The purpose of this study was to investigate, through interviews, the opinions of practicing engineers in both industry and academia to determine if a misalignment of needs and educational goals between the two groups exists. Thus, the guiding research question for this study was: “How do electrical engineers in industry and academia differ in their conceptions of the goals of engineering education?” To answer this question, six electrical engineers currently practicing in the field were chosen to provide feedback regarding educational outcomes through interview data. Three respondents were selected from industry and three respondents were selected from academia. Semi-structured interviews were conducted and comparisons of comments made regarding student outcomes were made between the two respondent groups. Study data showed that there was disagreement in some but not all of the educational outcomes. In fact, there was surprising agreement on approximately half of the student outcomes that emerged from the interview data. Overall there were very few comments regarding outcomes that respondents felt were not important. Only five outcomes elicited unfavorable remarks. Interestingly, all of the unfavorable remarks from industry respondents dealt with technical outcomes. There were only two unfavorable comments from academia and they pertained to a single non-technical outcome (ethics/morality). Also, there were some instances of disagreement on importance of educational goals within the groups. These instances were mainly within the industry group and related to technical outcomes.Item Diversity Preparation: A Case Study of an Urban Undergraduate Teacher Education Program(2012-12) Laderer, Beth 1978-; Lee, Mimi Miyoung; Olenchak, F. Richard; McNeil, Sara G.; White, Cameron S.The population of students enrolled in schools across the United States is rapidly becoming more diverse, yet teacher demographics remain fixed. The widening gap between students and teachers, both inadvertently and deliberately, causes the creation of unequal learning environments for students. Teacher preparation programs, like Quality Urban Education for Students and Teachers (QUEST), housed in the University of Houston, have a responsibility to prepare teacher candidates for their work with diverse students in order to create a learning environment where each student can grow and discover in a way that celebrates and respects individual differences. This critical case study investigated the perceptions of nine teacher candidates enrolled in the final semester of their preparation, the student teaching semester. Using dialogical interview data, teacher candidate beliefs about teaching diverse student populations, the socially constructed nature of diversity, and personal viewpoints on the preparation received during QUEST were investigated. The study included program document analysis as well as observations of QUEST teacher candidates interacting on their field campuses. The study utilized Carspecken’s (1996) process of reconstructive analysis as well as Critical Race Theory (Ladson-Billings & Tate, 1995; Yasso, 2006) to draw conclusions during data analysis. The findings suggested that teacher candidates, while demographically diverse themselves, maintain and perpetuate views of student success consistent with the established definition of achievement regardless of student difference. Their teaching was strongly affected by their past experiences in school particularly considering personal treatment by individual teachers. Additionally, authentic field work had a strong positive impact when paired with a high-quality mentor teacher. This study may expand the knowledge of practices for preparing teacher candidates for diversity as well as providing information for potential improvement of the QUEST program.Item Effectiveness of Computer Based Safety Training versus Face-to-face Safety Training in Veterinary Clinics(2013-05) Lem, Stephen H. 1967-; Olenchak, F. Richard; Freiberg, H. Jerome; McNeil, Sara G.This study found no significant difference between short term learning of safety topics in veterinary clinic regardless of whether face-to-face (FTF) instruction or computer based training (CBT) were used. The significant differences in the data were the time required and the satisfaction of the participants. The CBT was significantly faster but was not well liked by most participants. The FTF was preferred but required more time to complete. CBT appears desirable from a long term financial standpoint due to its ease of presentation and lower time consumption, however it takes longer to produce and is more difficult to change. FTF appeared preferable for employee satisfaction or if frequent changes to the training are required, however a qualified instructor is required and the training takes longer to complete which will raise training costs over time.Item Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study(2012-05) Newell, Alana; Robin, Bernard R.; Olenchak, F. Richard; McNeil, Sara G.Pedagogical content knowledge (PCK) – a form of knowledge that allows teachers to most effectively pass their content knowledge on to students – is a useful theoretical construct, but has yet to be translated into an efficient tool for improving the practice of teaching. Using existing data from a 2008-10 study from Baylor College of Medicine’s Center for Educational Outreach, this research explored teacher professional development content knowledge gains, demographic data, and student content knowledge data in an attempt to isolate some of the attributes of teachers who are more effective at developing PCK in elementary science topics. The ultimate mission of the study is to examine differences in teachers’ ability to develop PCK through professional development. A comparison of results from forward stepwise logistic regression and best-subsets logistic regression found that identifying the development of PCK and the attributes of teachers successful in its development are more complex and varied than expected.Item Examining Teachers’ Perspectives on the Utilization of Counter-Hegemonic Texts in Their Secondary Social Studies Classrooms(2012-08) Brower, Samuel 1982-; White, Cameron S.; Hutchison, Laveria F.; Olenchak, F. Richard; Mulholland, AmyCritical pedagogy and social justice call for teachers to use their dialectical authority actively to promote democratic classrooms where students have the freedom to create their own knowledge (Kincheloe, 2008). As opposed to viewing students as receptacles for accumulating knowledge, critical pedagogy views students as active participants in education. The use of counter-hegemonic texts exposes students to an array of possibilities and perspectives. Allowing students to utilize counter-hegemonic texts that affirm them as human beings enables students to explore their identities and cultural legacies. It further allows them to investigate their place in schools and how schools act as a normalizing force for privilege. The use of counter-hegemonic texts fosters the ability to act as agents of change in schools, communities, and society (Duncan-Andrade & Morrell, 2007). My primary research question was: How are educators using counter-hegemonic texts to move beyond the traditional teaching of social studies? I wanted to know how they arrived at the point where they rejected the banking concept of education and decided to attempt something different (Freire, 2008). I also wanted to know about the evolution of that process. To answer my question of why and how these teachers are moving beyond traditional teaching through the use of counter-hegemonic texts, I acted as what Yvonna Lincoln would call a bricoleur (Denzin & Lincoln, 2008). The qualitative researcher acts as a bricoleur to conduct what Kincheloe describes as multiperspectival research methods (Kincheloe & Berry, 2004). Carspecken’s (1996) critical qualitative research methodology enabled me to capture the voice and perspectives of my three teacher participants on their journey towards student empowerment and collective critical consciousness. My employment of critical qualitative research investigated how each teacher used counter-hegemonic texts to break through the constraints of a standards-based educational system and promote a social justice oriented curriculum. By employing this approach, I addressed my research question by investigating the complexities of cultural hegemony and power relations at multiple levels in a nuanced and rigorous fashion. Their perspectives and experiences flow through the research and offer critical insights into the complex lives of critical educators operating within a suppressing system.Item EXPLORING ADULT ENGLISH AS A SECOND LANGUAGE TEACHERS' EXPERIENCES AND PERCEPTIONS OF LANGUAGE INSTRUCTIONAL METHODS(2013-08) Chung, Yung-Chen 1980-; Craig, Cheryl J.; Olenchak, F. Richard; Ramsey, John M.; MacNeil, Angus J.This dissertation study is aimed at gaining a deeper understanding of adult English teaching by examining English as second language (ESL) teachers’ experiences and perceptions of learning, selecting, and implementing language instructional methods. ESL programs and courses in the United States have proliferated in order to meet the language demands of the rapidly expanding population of non-native English speaking immigrants and/or of international students who have some grasp of English who seek to improve their English language skills. As a result, it is imperative to draw attention to teachers’ instruction since instruction is the medium for cultivating knowledge and skills in learners, and is thus closely related to classroom effectiveness as well as to student learning. For this reason, understanding how ESL teachers perceive and practice language instructional methods was conducive for the teacher participants of this study to engage in deliberate reconsideration and reflection of the teaching principles they have long believed in and practiced. In addition, the issues that have occurred in their pedagogy surfaced and can serve as a mirror for ESL preservice teachers, language method instructors, program directors, curriculum planners, and language experts who devote themselves to the invention and improvement of language teaching methods. In an attempt to obtain a better understanding of the teaching methods prior to data collection, literature of the 20 contemporary language instructional methods (Grammar-Translation Method, Direct Method, Direct Method, Situational Language Teaching, Total Physical Response, Silent Way, Community Language Learning, Suggestopedia, Whole Language Multiple Intelligences, Neurolingistic Programming, Lexical Approach Education, Natural Approach, Cooperative Language Learning, and Task-Based Teaching) are presented. Their characteristics as well as strengths and weaknesses are charted. These are reviewed according to the changing trends of language methodology in the 20th century. Several studies on language educators’ perceptions of language instructional methods are also reviewed. This research was conducted with mixed methods at two stages. In the first stage, an electronic questionnaire which was focused on the familiarity level of and the use of the instructional methods served as an instrument to select participants for extensive interviews in this study. The questionnaire was distributed to all ESL teachers at an anonymous adult language center. Twenty-seven teachers participated in the survey and twenty completed the entire questionnaire. The selection of the teacher participants for the interviews was based on several criteria: The teachers' agreement with the classroom observations; the completion of their responses to every closed-ended question in the survey; their demonstrations of a higher familiarity level with the instructional methods; their teaching experience of more than 10 years; and the richness of the teachers' responses to the open-ended questions in the questionnaire. Three teachers were selected to participate in the interviews. At the second stage, data were collected from the three teachers' interviews, classroom observation notes, e-mail correspondences, course materials, and course syllabi. In this second phase, narrative inquiry was used to conduct the research. This dissertation research is a study of experience and narrative inquiry is mainly focused on the study of “the ways humans experience the world” (Connelly & Clandinin, 1990, p. 2). Such a focus lends itself to capturing ESL teachers’ relationships, interactions, and situations. It provides an in-depth understanding of and more profound insights into what and how ESL teachers actually think and do in their practice of the language instructional methods through excavating their personal life experiences and professional knowledge. Each of the three teacher participants' narratives were illustrated with a story constellation (Craig, 2007) that helped represent their three-dimensional experiences (time, place, interactions) of the language instructional methodologies from the classrooms where they were language learners to classrooms where they became the teachers of ESL/EFL learners. The major findings derived from the research was that all three participants' past experiences of learning foreign languages and the instructional methods used to teach them served to shape their subsequent teaching experiences with the language instructional methodologies over time. Accordingly, their current teaching practices will, in turn, influence their future teaching practices. Although the stories told by each of the teachers are unique, all three teachers demonstrated some similar changes as well as some different ones in the process of experiencing the language instructional methodologies in different contexts and time. The following themes capture these similarities and differences: (a) continuous experiences with language instructional methodologies; (b) images of ESL teachers; (c) learners' characteristics; (d) everyday teaching management; (e) learning strategies; (f) students' difficulties in learning; (g) teachers' difficulties and challenges; (h) applications and perspectives of instructional methodologies; (i) teachers' changes and suggestions for novices. Finally, an issue relating to teaching methods courses is discussed and the researcher's conclusions are offered.Item Exploring Psychological Well-being in College Students: Examining the Role of Sexual Orientation in Development(2015-08) Lukingbeal, Patrick; Fan, Weihua; Olenchak, F. Richard; Horn, Catherine L.; Smith, Nathan Grant; Riedel, BrianThis study explored the role that sexual orientation played in psychological well-being amongst college undergraduates. An increasing amount of research has examined the mental health and stressors of college students and how well-being is affected (Wood, 2012; Keyes, Eisenberg, Perry, Dube, Kroenke & Dhingra, 2011). In addition, research has shown that lesbians, gays and bisexuals (LGB) are likely to report lower well-being and higher rates of mental health issues (Gates, 2014; McLauglin, Hatzenbuehler, Xuan & Conron, 2012; Oswalt & Wyatt, 2011). The study sought to merge these contexts to understand how well-being is affected by someone identifying as heterosexual or LGB while in college. This merger should clarify some of the gaps of the two previous literature bodies – and provide administrators a better understanding of the well-being of LGB college students. This study was guided by four research questions: 1. Does psychological well-being differ between gay, lesbian and bisexual (LGB) identified college students and heterosexual (male and female) identified college students? 2. How may psychological well-being differ among gay and bisexual men and lesbian and bisexual women in college communities? 3. How applicable and useful is the Ryff Scale of Psychological Well-being (RPWB) for LGB college students? 4. What sort of stressors do LGBs face while in college? A mixed methods design was used to examine these research questions. A quantitative approach was used for the first two research questions. The Ryff Scale of Psychological Well-being (RPWB) was given to participants to measure psychological well-being (Ryff, 1989). Based on the positivist psychology movement, the RPWB measured six operationalized dimensions of well-being: self-acceptance, positive relations with other people, autonomy, environmental mastery, purpose in life and personal growth. On the RPWB, participants received an overall score for well-being as well as a score for each of the six dimensions. On research question one, results indicated that there was not a significant difference found in the overall score on the RPWB between LGB college students and heterosexual male and female college students. When comparing across the six dimensions of RPWB, it was found that LGB participants scored higher than heterosexual males on the personal growth subscale. For research question two, there was no significant difference found among gay and bisexual males and lesbian and bisexual females on the overall score or six subscales of the RPWB. The second part of the study used qualitative observation through semi-structured focus groups to answer the third and fourth research questions. Data analysis was informed by two qualitative methods: Braun and Clarke (2006) and Carspecken (1996). The findings indicated that LGB students employed an “open” – but not too open mentality around their orientation, choosing to take on or discard part of their identity depending on the situation. Participants emphasized self-preservation strategies in an effort to protect their own well-being in uncomfortable social, academic or professional arenas. Students often found themselves educating their family, friends and professional networks – which based on the relationship, could either be embraced or cause frustration. Finally, participants felt their struggle with their sexual orientation might have translated into a source of strength and personal development that heterosexuals do not experience. Resources in higher education must be positioned to provide programs and services that are welcoming and inclusive of LGB people. As the literature will show, LGB participants faced stigma, misinformation, as well as homophobia and biphobia. However, findings from this study indicate that the collegiate experience may prove useful in the development of LGB students – providing safer environments, tight-knit social relationships, and readily available professional support.Item FACTORS INFLUENCING CARDIOVASCULAR EXAMINATION PERFORMANCE BY MEDICAL STUDENTS(2013-05) Sharif, Roozbeh; Robin, Bernard R.; Olenchak, F. Richard; McNeil, Sara G.There has been a recent renewed interest in physical examination (PE) skills among medical trainees. While many studies focus on the ability of trainees to interpret findings, few have actually addressed PE techniques and factors that influence PE performance. The purpose of this study was to explore potential factors influencing the technique of the cardiovascular PE by medical students. Fourth year medical students (n=184) were observed during a clinical skills assessment exercise with standardized patients (n=368). Using logistic regression, the researcher investigated the association between two variables and the completeness of the cardiac exam: the patient’s position (supine or sitting) and patient gender. Complete heart examination was conducted in 52.5% of encounters, which was less often performed on female patients (p=0.005); female students more frequently conducted a complete examination (p<0.05). The analysis also demonstrated that patient position (supine or mixed supine and sitting compared to sitting only) influenced completeness of exam (p<0.001). The current study showed that nearly half of the patients did not have a complete heart examination. The gender of both the patient and the student and the position of the examiner during the exam appeared to have an impact on PE technique. Findings support the need for closer attention to PE techniques during medical training. The utilization of tools and techniques such as Web 2.0 tools could improve the standard cardiovascular examination.
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