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- Creators: Henriksen, Danah
Description
Research indicates that significant numbers of new principals enter the field without the necessary requisites to remain in the position (longevity) or build school and community partnerships. While many practicing educational leaders focus on these two essential issues, race/ethnicity, poverty, inequity, and education are intersecting constructs that remain at the forefront of university preparation programs, state departments, and school systems. In response to a critical need to address gaps in the educator preparation programs and knowledge and skills of current and practicing school leaders, this qualitative action research case study explores two distinct purposes. First, the research study focuses on how e-coaching supports aspiring educational leaders to become transformative leaders in their everyday practices. Second, the research study informs practice about how e-coaching transforms the preparation of the e-coach. The study's rationale emanates from a desire to address social justice issues related to the opportunity gap and help aspiring leaders address minoritized students' needs. The researcher assumes that e-coaching is an innovative approach to support aspiring educational leaders to disrupt inequities and oppression and challenge deficit thinking in schools. Three participants (coachees) initially engaged in the research study; however, due to COVID 19, two remained. The primary data collection method was an interview (co-constructed dialogues). The data were coded and organized according to the four propositions aligned and then to the research questions. Analysis and interpretation of findings were organized by way of three analytic categories based on the study’s four theoretical perspectives: (a) the theory of planned behavior, (b) culturally responsive leadership, (c) transformative leadership, and (d) transformational coaching for equity. This research revealed that e-coaching does prepare aspiring leaders for their roles as culturally responsive school leaders and transformative leaders. However, school leaders' transformative role in preparing students for engaged, civil roles in society was not evident in the dissertation's findings. Recommendations are offered for the study's participants (coachees), coaches, educational leadership practice, and further action research possibilities.
ContributorsKeller-Boudreaux, Mary Kathryn (Author) / Wolf, Leigh G (Thesis advisor) / Henriksen, Danah (Committee member) / Garrett, Carla (Committee member) / Arizona State University (Publisher)
Created2021
Description
Academic integrity among college students continues to be a problem at colleges and universities. This is particularly important for journalism students where ethical issues in the profession are critical, especially in an era of “fake news” and distrust in the media. While most journalism students study professional ethics, they do not necessarily make the connection between their future careers and their academic career. In fact, at Western Washington University (Western) a recent exploration into academic dishonesty revealed that violations were increasing, and that journalism was one of the top three majors where violations occurred (based on percent of majors). To address this problem of practice, an online academic integrity resource – specific to journalism – was developed to see whether it could increase students’ knowledge as it relates to academic integrity and decrease violations. The mixed methods action research (MMAR) study took place during summer and fall quarter at Western Washington University, a state university located in Bellingham, Washington. Participants included students who were pre-majors, majors, and minors in the three tracks of journalism: news-editorial, public relations, and visual journalism. They were given multiple opportunities to self-enroll in the Resource for Ethical Academic Development (READ) Canvas course for academic integrity. Self-efficacy theory and social learning theory provided a framework for the study. Data was collected through pre- and post-innovation surveys as well as qualitative interviews. Quantitative results suggest that there is work yet to do in order to educate students about academic integrity and potential consequences of behavior. Qualitative results suggest that one avenue may be through an online resource that provides concise and comprehensive information, models behavior relevant to the student’s own discipline, and is easily accessible. It also suggests that a culture change from a systemic emphasis on grades to a focus on growth and individual learning may be beneficial.
ContributorsKeller, Jennifer Margaret (Author) / Henriksen, Danah (Thesis advisor) / Silcock, Bill (Committee member) / VanderStaay, Steven (Committee member) / Arizona State University (Publisher)
Created2021