Matching Items (4)
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Description
This study focuses on the principles of caring and respect for persons, and how they are manifested in the preschool classroom. Caring and respect are core ethical principles. When applied, they inform our thinking and guide our behavior. Leading ethicists, including Immanuel Kant and Nel Noddings, have argued that caring

This study focuses on the principles of caring and respect for persons, and how they are manifested in the preschool classroom. Caring and respect are core ethical principles. When applied, they inform our thinking and guide our behavior. Leading ethicists, including Immanuel Kant and Nel Noddings, have argued that caring and respect are vital elements in ethical human relationships. This dissertation is at the forefront of a new line of inquiry which is seeking to connect the philosophical with the empirical in ways that can be illuminating for both, and for education research and practice more generally. The study connects ethical theory with a qualitative analysis of how the principles of caring and respect do and do not manifest in pre-K classrooms. The empirical portion of this study is a secondary data analysis of classroom videos collected for a large-scale research project conducted by the National Center for Research on Early Childhood Education (NCRECE). Using maximum variation sampling, I identified six preschool classrooms to examine in regard to my research questions and identify observable behaviors associated with caring and respectful interactions. These video samples of teachers interactions with small and larger groups of children were then transcribed, described, analyzed, and discussed through the lens of the ethics of care and respect for persons. The study found that caring and respect for persons were either not demonstrated or were demonstrated in very limited ways in the observable behaviors of teachers in the samples of preschool classrooms under examination. These findings point to the importance of connecting ethics and practice in educational research and the professional development of early childhood educators.
ContributorsPaxton, Kate (Author) / Margolis, Eric (Thesis advisor) / Swadener, Beth (Thesis advisor) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2014
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Description
This dissertation develops grounded theory on how respect is received and internalized in organizations, and the personal and work-related outcomes of receiving respect. A company that employed inmates at a state prison to perform professional business-to-business marketing services provided a unique context for data collection, as respect is typically problematic

This dissertation develops grounded theory on how respect is received and internalized in organizations, and the personal and work-related outcomes of receiving respect. A company that employed inmates at a state prison to perform professional business-to-business marketing services provided a unique context for data collection, as respect is typically problematic in a prison environment but was deliberately instilled by this particular company. Data collection took place in three call centers (minimum, medium, and maximum security levels) and included extensive non-participant observation, semi-structured interviews, and archival documents. My sampling strategy focused on the experience of new employees as they went through the training and socialization process, a time when the experience of respect was particularly novel and salient to them. The emergent theoretical model suggests that receiving respect was experienced in two distinct ways, which were labeled generalized and personalized respect. These two types of respect were directly related to outcomes for the receivers' well-being and performance on the job. Receiving respect also changed the way that receivers thought and felt about themselves. The two types of respect (generalized and personalized) exerted different forces on the self-concept such that generalized respect led to social validation and identity security for social identities, and personalized respect led to social validation and identity security for personal identities. The social validation and subsequent identity security ultimately enabled the receiver of respect to integrate their conflicting personal and social identities into a coherent whole, an outcome referred to as identity holism. In addition to the direct effects of receiving generalized and personalized respect on individuals' well-being and performance, identity holism served as a partial mediator between received respect and individual outcomes. Theoretical and practical implications are discussed, as well as future research directions aimed to build momentum for research on respect in organizations.
ContributorsRogers, Kristie M (Author) / Ashforth, Blake E. (Thesis advisor) / Corley, Kevin G. (Committee member) / Hom, Peter W (Committee member) / Arizona State University (Publisher)
Created2012
Description
2 and a half years ago a group of ASU men heard the startling statistic that 1 in 4 women will experience completed or attempted sexual assault by the time they graduate college. This fact along with their experience of seeing how women are treated at ASU prompted them to

2 and a half years ago a group of ASU men heard the startling statistic that 1 in 4 women will experience completed or attempted sexual assault by the time they graduate college. This fact along with their experience of seeing how women are treated at ASU prompted them to create a culture where men respect women. Shortly after, a group of women noticed the impact these men were having on the campus and formed the club WoW Factor to come alongside Man Up. In 2013 both clubs came together to form The Respect Movement to combat the issue of sexual assault by building a culture of respect between men and women. The issue of sexual assault is not unique to just ASU. This is an epidemic on campuses all across the nation affecting thousands of lives in a very destructive way. I truly believe that the issue of sexual assault is this generation's civil rights issue, but I am excited because the solution has started right here at ASU. The Respect Movement is not trying to address every symptom of the culture of disrespect. We boiled down the culture of disrespect to arguably the most tangible and visible symptom which is the epidemic of sexual assault on our campus. Our response is to create a safe place, which is a culture of respect on how men and women relate, and it is based on timeless transcendent truths and core values. The problem of sexual assault exists because there is a culture of disrespect; it is between how men and women relate, and that's fed by what men believe about themselves and women, and what women believe about themselves and men. Very few cultural messages are saying that a man is someone who takes responsibility, rejects passivity, leads courageously, and initiates respect - which we define respect as putting others needs above our own. If we can get men believing different about who they are and what they value, their attitudes will change, followed by behavior - meanwhile they have people walking this out next to them modeling the right behavior ultimately experiencing real character change. It is also counter cultural to say that a woman is someone who takes responsibility, rejects devaluing messages, declares the worth of others, and influences through respect. If men and women are both going after those things, they will build healthy relationships and the issue of sexual assault will start to chip away. It has to be both going towards core values that challenge and change character. Because if positive character change happens we will see positive culture change. Our main goal is to build a culture of respect and end sexual assault. But you can't build a culture without leaders. Yes, this movement is seeking relationship with every student, but in order to change the culture and prevent crisis from happening, we have to not only build a hospital at the bottom, but a fence at the top. How we do that is by investing our mentorship into what we have identified as the leaders on both the High School and College campuses. That is, athletes on the high school campuses and Greek life on college campuses. We seek to train leaders to become relational mentors through life on life mentorship and modeling of the right behavior based on core values.
ContributorsMaenner, Justin Alan (Author) / Koretz, Lora (Thesis director) / Smith, Sr. (Committee member) / Novicky, Colton (Committee member) / Barrett, The Honors College (Contributor) / School of Arts, Media and Engineering (Contributor)
Created2015-05
Description
This project, "Teaching Tolerance: A Middle Schooler's Handbook for learning about Tolerance and Respect", is a handbook/curriculum created to help middle school students learn about tolerance, respect, and the value of empathy. According to educational researchers and child psychologists, middle school can become one of the most difficult social experiences

This project, "Teaching Tolerance: A Middle Schooler's Handbook for learning about Tolerance and Respect", is a handbook/curriculum created to help middle school students learn about tolerance, respect, and the value of empathy. According to educational researchers and child psychologists, middle school can become one of the most difficult social experiences students will face. This is due to a combination of students' physical development and emotional maturation as they transition from middle childhood to adolescence. Students in this age group experience a number of challenges that can not only affect their experiences in the classroom, but can also jeopardize their health and emotional well-being if not addressed appropriately. Learning to experience life from the perspectives of their peers will help students to understand others and themselves in a more comprehensive way, allowing them to appreciate the value of respect and become aware of how their actions affect others. These activities are designed to help middle schoolers have more positive and respectful interactions with their peers, hopefully creating a more positive social atmosphere, school community, and learning environment. These activities are designed to be implemented in middle school homerooms, detentions, or advisory periods. They can also be adapted for use by school clubs. The content of this handbook supports the goals and objectives of Arizona's College and Career Ready Standards. Relevant academic standards are provided in each lesson and incorporated into the tolerance-based activity for that section. Standards can be referenced at http://www.azed.gov/azccrs/elastandards/. Similarly, character qualities mentioned in this handbook are taken from the Arizona Department of Education's Character Education Standards found at http://www.azed.gov/character-education/respect/.
ContributorsVan Vianen, Abby Nicole (Author) / Silva, Alex (Thesis director) / Carman-Smith, Aaron (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05