Matching Items (10)
Filtering by
- All Subjects: Educational leadership
- Genre: Doctoral Dissertation
- Creators: Henriksen, Danah
- Status: Published
Description
The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
ContributorsAzukas, M. Elizabeth (Author) / Dorm, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Austin, Heather (Committee member) / Arizona State University (Publisher)
Created2018
Description
With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
ContributorsHomayoun, Sogol (Author) / Buss, Ray (Thesis advisor) / Henriksen, Danah (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019
Description
Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues
to be the case in the present education climate. However, the performing arts are still not
viewed by some education policymakers at a level that helps those programs flourish and
thereby be accessible to students. Despite the empirical evidence of life skill
enhancement, both academically and socially, that can be applied in an interdisciplinary
manner and to life outside of the school setting, the arts are often not considered as
important as core content areas. These programs are subject to elimination to a greater
extent compared to other education programs. This action research study sought to
examine the ways in which high school theatre programs impact life skills, defined in this
study by both academic and social contexts, learned by secondary education students.
The innovation intervention consisted of theatrical role-play applied in an
interdisciplinary manner. The innovation occurred over the course of two weeks in a
senior English class at a southwest public high school. The likelihood of the English
teacher using theatrical role-play in future lesson plans was also studied. The action
research utilized a mixed-methods approach with a theoretical framework consisting of
Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results
indicated assertions related to the enhancement of the social skills of empathy and public
speaking in student participants, as well as the English teacher planning on utilizing the
innovation in future lesson planning. The academic skill of text analysis was possibly
affected, however results were inconclusive.
ContributorsMcCandless, Timothy Michael (Author) / Henriksen, Danah (Thesis advisor) / McAvoy, Mary (Committee member) / Olsen, Nicola (Committee member) / Wendt, Jill (Committee member) / Arizona State University (Publisher)
Created2023
Description
The focus of this research study was to better understand the development of a Professional Learning Community (PLC) culture within an urban middle school campus and to analyze if the intervention, intended to develop a campus PLC culture, had any positive or negative impact on student achievement. This mixed-methods research study utilized pre and post surveys and interviews with campus educators to delve into the perceptions of the development of a PLC culture within the middle school campus. Furthermore, student academic performance was explored through the analysis of state academic performance reports.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
ContributorsHerrera, José Antonio (Author) / Gee, Elisabeth (Thesis advisor) / Henriksen, Danah (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2019
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
This mixed methods study explores the impact of parents learning to practicemindfulness on their emotion regulation, their interactions with children, and their children’s emotion regulation. The study was situated within the Balsz School District, where children often have difficulty regulating their emotions, leading to emotional, behavioral, relational, and learning challenges. Whether by exposure to community or domestic violence, refugee or homeless status, many families within the district have been exposed to multiple forms of trauma, often associated with emotional dysregulation. Parent and child emotion regulation are interdependent and interconnected. Relationships and interactions between parents and children begin in utero lay and neurobiological pathways that are the basis for the child’s emotions, behaviors, beliefs about themselves, relationships, and the world. Working with parents is often an entry point in helping children. Mindfulness promotes emotion regulation through changes to the structures and functions of the brain. One way these changes become visible is through alterations in behavior and communication in relationships with others. The mixed methods approach of this study utilized surveys, auto-ethnographic observation, and interviews. Results demonstrate that parents who learned to practice mindfulness strengthened their emotion regulation and feelings of connectedness to others. They became more aware of their feelings when interacting with their children, particularly in moments that required discipline. When children needed to be disciplined, parents were able to pause, reflect, and communicate with their children to promote internalized learning. This learning was carried forward in children and evidenced through positive changes in children’s emotion regulation. Overall, children were less worried, easier to soothe, and happier.
ContributorsGruber, Natalie (Author) / Henriksen, Danah (Thesis advisor) / Chapman, Amy (Committee member) / Siegel, Daniel J (Committee member) / Arizona State University (Publisher)
Created2023
Description
The function and purpose of higher education has changed over the last decade. COVID-19 exacerbated that change, but well before Coronavirus exploded on the world stage, standard operations at most colleges and universities were in flux. In 2013, a New York Times article predicted many colleges and universities would shutter their doors or merge with another institution. A new paradigm for post-secondary education is emerging akin to what American community colleges have been doing since their inception; they work closely with industry and the community in which they are situated to ensure they teach skills students need to receive a living wage job upon graduation. Change and disruption have engendered problems at times tantamount to chaos in the higher education space. To make meaningful modifications in higher education, the chaos of change should be harnessed to devise a better system, as transformative chaos works its power to create a more cohesive model. Moreover, if change is not managed with expertise, it has the potential to run amok, leaving organizations in ruins. The purpose of this study was to examine how a nine-week workshop based in mindfulness and gentle movement affected College of Eastern Idaho staff members’ ability to manage constant change to see if it might augment their coping, competence, self-efficacy, resiliency and reframe the chaos of change to opportunity for their careers, their department, and the college. Mixed methods of inquiry were utilized; data sources included two pre- and post-intervention staff surveys, a focus group interview with four participants, participant journals they kept throughout the nine-weeks, and the researcher’s field notes from individual one-on-one check-ins with participants. This study demonstrated that staff members at College of Eastern Idaho had difficulty efficaciously performing their jobs because of the constant change and initiative fatigue. The study found that a nine-week Mindfulness from the Mat workshop positively impacted staff members coping, competence, self-efficacy, resiliency, and their attitudes about change. Moreover, the workshop had unexpected benefits of positively impacting participants personal lives, too. The discussion includes implications for future practice and research and potential explanations for the findings.
ContributorsBarber, Lori D. (Author) / Ott, Molly (Thesis advisor) / Henriksen, Danah (Committee member) / Redington, Lyn (Committee member) / Arizona State University (Publisher)
Created2023
Description
The demands of the Fourth Industrial Revolution require a workforce prepared to collaborate on the creation of new products, processes, and services in a rapidly changing economy. Driven by this context, higher education is challenged to prepare graduates with the requisite transferable skills they will need to succeed in their careers. The purpose of this action research study was to better understand how co-curricular leadership educators can prepare undergraduate students with the transferable skill of group creativity. An innovation, the Creative Leadership Design Studio (CLDS), was designed using the theoretical and conceptual frameworks of play and improv comedy to introduce students to group creativity. A design studio application allowed students to collaborate to creatively address a problem in their organizations. Through a qualitative multiple case study design, the CLDS was delivered to two groups of undergraduate students. Four sources of data were used to answer the research questions including video observations, written student reflections, researcher journal, and semi-structured interviews. Major findings suggest that the innovation helped students identify and practice the skill of group creativity. Furthermore, play and improv comedy were viewed positively as a way for students to strengthen group bonds and improve creative thinking. In reflection, students indicated that the innovation held relevance to their future careers in preparing them with multiple transferable skills including collaboration, creativity, communication, confidence, and adaptability. These findings indicate that co-curricular leadership workshops using play and improv comedy can positively influence student’s transferable skills growth.
ContributorsHill, Jessica (Author) / Marsh, Josephine (Thesis advisor) / Henriksen, Danah (Committee member) / Homayoun, Sogol (Committee member) / Arizona State University (Publisher)
Created2022
Description
Experiential learning has gained the attention of higher education institutions, specifically business schools, as a way to bring the business world into the classroom. It has become a fundamental methodology for designing business schools' curricula that promotes 21st-century skills like problem-solving, creativity, and teamwork. This study evaluates an experiential learning-based undergraduate business program and its signature entrepreneurship course. The goal is to understand how the entrepreneurship course and its experiential learning component, design sprint, influence first-year students' entrepreneurial mindset, creative self-efficacy and teamwork self-efficacy. Additionally, this study aims to understand the perceptions of first-year undergraduate students of their experiential activities and how they make sense of these experiences.
This action research study draws from theories of learning and psychology, such as Experiential Learning Theory (ELT) by Kolb (1984, 2015); mindset theory by Dweck et al. (1995) and Dweck (2006); self-efficacy by Bandura (1977, 1997); and figured worlds by Holland et al. (1998). These theories support the research questions by emphasizing the collaborative nature of learning, how beliefs about learning, intelligence, and capabilities influence an individual's behavior, and how the environment shapes an individual's interpretation of the world.
This mixed-methods action research study combines quantitative data in the form of a pre and post-intervention survey. The qualitative data was gathered from interviews that focused on understanding the experiences of participating students and their perceptions of their learning after the intervention workshop. Additionally, qualitative data included a feedback survey after the workshop to learn students' perceptions of the intervention activities.
The results of this study suggest that experiential learning activities support students' growth of their creative skills and help them view entrepreneurship from a user-centered perspective. Additionally, results suggested that short-term experiential projects tend to inhibit students from growing in their teamwork skills as they focus all their attention to their project. Lastly, results suggest experiential learning programs can become a space for collaboration, skill development, and motivated students. However, it can also lead to students feeling frustrated and alienated due to the professional codes permeating experiential settings. The study concludes with several implications for practitioners.
ContributorsFrias Vargas, Alfonsina (Author) / Carrillo, Juan (Thesis advisor) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2023