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- Creators: Barrett, The Honors College
Description
Thank you to Dr. Larry Dumka, my CARE program director, for giving such constructive feedback on this project. Thank you Dr. Scott Christopher, my thesis director, for not only guiding me in the right direction of this project but also for encouraging me to apply to the CARE program and thank you for helping me to calculate my results section. Thank you to Dr. Sarah McKenney for taking the time and effort to be my third reader. Thank you to my classmates in my CARE program for being supportive and insightful throughout the course of this project. I would especially like to thank Kamber Goff for doing such a wonderful job editing my paper. I also want to thank Against Abuse, Inc for accepting the CARE proposal and allowing me to work with an organization that I have come to truly admire.
ContributorsOxford, Nikki Jean (Author) / Christopher, F.Scott (Thesis director) / Dumka, Larry (Committee member) / McKenney, Sarah (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
I would first like to thank Nikki Kontz, my project liaison from Teen Lifeline for her support and collaboration throughout the entire project. Secondly, I would like to thank my project mentor Professor Larry Dumka for his invaluable guidance, whose help as well as that of the entire CARE cohort made the project possible. Last but not least, a special thanks goes out to the Teen Lifeline crisis counselors and staff for gathering all the data needed to complete this study. Lastly, I would like to thank Carlos Valiente and Erin Pahlke who took the time to serve on my thesis committee.
ContributorsPatankar, Varun Ajit (Author) / Dumka, Larry (Thesis director) / Valiente, Carlos (Committee member) / Pahlke, Erin (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and special education mentor programs inform the development of the intervention and data collection tools. Quantitative data included results collected from the Psychological Capital Questionnaire (PCQ), Authentic Leadership Questionnaire (ALQ), and the Special Education Induction Teacher Questionnaire (SEITQ). The qualitative data included results collected from the SEITQ open-ended questions, Email Reflective Response (ERR), organic and structured focus groups, fieldnotes, and the Teachers' Final Letter. Findings include: a) I changed as a leader and a researcher, b) the special education induction coaches began to think and act as leaders, c) the special education induction teachers' retention indicators increased, d) by actively participating in the co-construction of the special education induction program, both the coaches and the teacher provided valuable insights as pertains to developing a program that supports special education induction teachers. Implications and next steps are discussed.
ContributorsImel, Breck (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Davidson, Carter (Committee member) / Arizona State University (Publisher)
Created2012