Browsing by Subject "Work, Community, and Family Education"

Now showing 1 - 7 of 7
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    Cooperating teachers' thinking and actions during conferences with student teachers in parent education.
    (2009-05) Sponsel, Leanne Marie
    Study of cooperating teachers' thoughts (rather than classroom teachers' thoughts) in parent education (rather than in the primary and secondary schools) has been nearly absent from the education field's research pool. This is also true for research on conferencing between teachers in that prior research was conducted from the student teachers' perspective rather than the cooperating teachers'. To better understand the work of cooperating teachers (and their thought-action consistency levels), a stimulated recall methodology was used in this exploratory study. The research questions were: 1) What is the nature of cooperating teachers' thinking during conferences with student teachers in parent education? 2) What is the relationship between cooperating teachers' thinking and their actions during these conferences? 3) What are the observable and reported responses of student teachers to cooperating teachers' actions during the conference? Participants were recruited from colleges and universities in a Midwestern state that offered licensure programs in parent education. Nine pairs of student teachers and cooperating teachers participated. Recruitment was done without consideration of issues such as gender, age, or race, but cooperating teachers were required to be licensed, to have several years of teaching experience, and to have had at least one experience of being a cooperating teacher. Data collection comprised of several steps: observing the parent education class, videotaping the cooperating teacher-student teacher conference, and audio taping separate interviews with the teachers using the video of their conference as a stimulus for their recall of their thoughts during the conference. Data analysis consisted of transcribing all video and audio tapes, indentifying reported thoughts, and assigning a thought type and focus. Transcripts were then combined in several formats to create working tables for data analysis. Results showed that this particular group of cooperating teachers reported "intending", "evaluating", and "reflecting" as the most common thought types during conferences with their student teachers, and there was notable consistency between cooperating teachers' thoughts and actions. When consistency occurred, it was more likely that the student teachers' actions were then related to the cooperating teachers' actions. Overall, cooperating teacher-student teacher relationships (created in part through conferencing) were positive, and a common pattern of communication that impacted the conference process was revealed. A helix pattern - like a spring with periodic stretches in its coil - described the circular aspect of the teachers' communication as well as the changes of direction within their conversations. Some instances of disagreement or personal discord were evident in three of the teaching pairs, and there were times when the participants shared thoughts or feelings with the researcher but not with the other teacher. Advanced levels of teaching skills were shown throughout the present study, and one of the compelling questions for future research is "Are cooperating teachers in parent education better equipped to be cooperating teachers (compared to teachers in elementary and secondary grades)? Patterns of conferencing were remarkably similar among the pairs of teachers and with little exception, the cooperating teacher guided the conference. Questions or statements preceded by intending and evaluating thought types appeared to promote reflection on the part of the student teachers. Participants' reactions to being involved in the study were extremely positive. A common reaction was to say that the experience was fun and interesting, and that they learned through this process. One of the recommendations from this study is to look at the learning that comes out of participating in a study or in using the methodology for personal learning. Other recommendations include assuring that cooperating teachers are aware of concepts related to this study, such as: thought can inform and direct action; conferencing is a tool for teaching future teachers; and the helix pattern of communication during conferences can guide conferencing. Suggestions for future study include using this methodology with an increased number of participants, conducting longitudinal studies, doing follow-up studies with participants after they have worked in the field for several years, and studying the process of conferencing.
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    The evolution of Scandinavian folk art education within the contemporary context.
    (2010-12) Litsheim, Mary Etta
    Folk education in Scandinavia evolved through the influences of political, social, and cultural change in 18th and 19th century Denmark. Danish high society supported the academic rigor of the German education system and expressed little interest in sustaining the rural folk and its culture. N.F.S. Grundtvig, scholar, minister, and libertarian, who observed this discrepancy between the city elite and the rural class, developed the folkehøgskole (folk school) construct that would provide an equitable education and retain the essence of traditional Danish culture. This movement, a melding of education and ethnographic philosophies, inspired the development of folk schools throughout Denmark, Sweden, Norway, and America. Notable modernist and postmodernist educators were inspired by this progressive and student-centered methodology over that of the strictly pedagogic. Museum educators now refer to adult learning technology in developing their events and activities. The Vesterheim Museum, the case in point for this study, offers traditional folk art education programs which include building skills and knowledge in traditional Norwegian arts and crafts. On an annual basis, the Vesterheim sponsors an exhibition and recognition event to recognize the efforts of these artisans. The artistic expression that emanates from the artifacts--weaving, knifemaking, woodworking, and rosemaling--is influenced by Norway's nationalistic period from the mid 17th to the early 19th century. The purpose of this study is to facilitate understanding, through education and recognition efforts, ways in which traditional folk art expression might evolve.
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    Examining family and community influences on the attitudes to education and career aspirations of Hmong/Mong high school students.
    (2009-04) Thao, Nealcheng Xeng
    To date, little research has been conducted on the family and community influences on the attitudes to education and career aspirations of Hmong/Mong high school students. The Hmong / Mong refugees began their resettlement in the United States since 1975. The first wave came to the U.S. from 1975 to 1984; the second wave came here from 1985 to 1999; the third wave came from 2003 to the present time. The Hmong/Mong were a pre-literate ethnic minority people living in the highland areas in the northern part of Laos. They were recruited to fight the secret war in Laos and were admitted to resettle in the United States for their loyalty to the American government during the Vietnam War. The purpose of this qualitative ethnographic study was to examine the family and community influences on the attitudes to education and career aspirations of Hmong/Mong high school students in the Twin Cities and its surrounding areas. The research questions which drove this study were: What is like to be a Hmong/Mong student at home and in the Hmong/Mong community? What are the influences on the education of Hmong/Mong students? What are the attitudes of Hmong/Mong students toward their education? What are the educational aspirations of Hmong/Mong students? What are the career aspirations of Hmong/Mong students? The literature review included an exploration of these influential and career aspirations factors. The research design included a series of in-depth interviews with fifty-two Hmong/Mong participants ages fourteen to twenty-two years old, male and female, northern and southern Hmong/Mong, different religious affiliation, and members from eleven clans. The data were collected between the months of December 2007 to July 2008. All interviews were tape-recorded and transcribed. The interviews were in both Hmong/Mong and English. The transcripts were done by four individuals who are competent in both Hmong/Mong and English. Transcripts were analyzed for themes. Based on this analysis, results of the study were formulated. The findings of this study included the following items: (What is like to be a Hmong/Mong student at home and in the Hmong/Mong community?) (a) Constant lecture is a means of communicating expectation for Hmong/Mong students; (b) Family continues to be the main source of influence on Hmong/Mong students' education; (c) The family past and current hardship is a tool to influence Hmong/Mong students' education; (d) The Hmong/Mong community hardship and their underdog status are a tool to influence Hmong/Mong students' education; (What are the influences on the education of Hmong/Mong students?) (e) Positive connection with specific key teacher or counselor or administrator at school has positive influence on Hmong/Mong students' education; (f) Positive support network of peers influences and increases Hmong/Mong students' success in education; (g) The U.S. education system is perceived as excellent and it influences and increases Hmong/Mong students' academic success; (h) Positive self-esteem, pride, and strong character influence Hmong/Mong students' education; (i) After school programs and supportive programs increase Hmong/Mong students' success in education; (What are the attitudes on Hmong/Mong students toward their education?) (j) School is important to Hmong/Mong students; (k) Success of others influences Hmong/Mong students' education; (What are the educational aspirations of Hmong/Mong students?) (l) Hmong/Mong students have aspiration to move up their socio-economic status; (m) Hmong/Mong U.S.-born adolescents assimilate faster and become more individualistic; (n) Hmong/Mong culture is a source of resilience to Hmong/Mong adolescents; (o) Recent arrival Hmong/Mong students have high aspiration to continue school after high school; (What are their career aspirations?) (p) First generation Hmong/Mong adolescents have high aspiration in diverse career choice; and (q) Parental involvement has positive impact on Hmong/Mong adolescents' education and career choice. This study concurs with the Voluntary and Involuntary minorities' model of John Ogbu. The Hmong/Mong's experience in the U.S. education falls into the Voluntary Minorities category of John Ogbu. This study has crucial implications for policymakers, who are responsible for policies and programs that directly or indirectly affect the Hmong/Mong students' education; other groups that bear the implications of this study include postsecondary administrators, secondary administrators, families, advocates, individuals, and those for future research.
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    Examining participants' motivation to change in residential drug abuse program graduates: comparing "stages of change"assessment data with post-release status.
    (2011-05) Moore, Mitchell Jay
    This study examined the ability of three instruments designed to measure an individual's motivational readiness to change to predict successful postincarceration adjustment. It examined the post-release status of a sample of BOP inmates who completed the Residential Drug Abuse Program (RDAP) at a low security federal correctional institution with their post-test RDAP scores on three "stages of change" instruments-the University of Rhode Island Change Assessment (URICA), the Stages of Change Readiness and Treatment Eagerness Scale (SOCRATES) 8A (Alcohol), and SOCRATES 8D (Drugs). The questions that guided this study were: Do inmates' motivation to change from lifestyles of criminal and addictive behaviors increase or improve through their participation in prison-based treatment programs? If so, how do we know-what are the predictors of post-release rehabilitation? More specifically: Can an inmate's score on SOCRATES and URICA "stages of change" instruments, which are designed to measure an individual's motivation to change addictive behaviors, predict post-release rehabilitation, defined as remaining crime- and drug-free, and maintaining stable housing and employment? Which, if any, of these instrument scales predict post-release success? m Do other demographic variables predictive of post-release success emerge from the data? This study used post-release extant survey data obtained through each former inmate's probation district regarding participants' post-release status in regards to four factors the literature specifies as indicators of successful rehabilitation-remaining crime-free (recidivism), remaining abstinent from illicit substance use (relapse), maintaining stable employment, and maintaining stable housing. These four factors served as the response (dependent) variables. The individuals' post-treatment instrument scores (SOCRATES & URICA) sewed as the primary predictor (independent) variables, and various demographic data also served as predictor variables. Several factors were identified which were predictive of RDAP participants' successes or failure on supervised release (SR). One stages of change measure, the SOCRATES 8D (drug), was associated with criminality and employment instability. Participants' education level was associated with substance use, employment instability, and SR revocation, and participants' race was associated with employment and housing instability. Participants who were placed in RDAP failure status prior to SR (RDAP Failure-Outcome), had greater risk of criminality, substance use, and SR revocation, and they had greater odds of employment and housing instability. As anticipated, these participants performed more poorly on SR. In fact, RDAP failure was the most telling indicator of post-release failure and was found to be associated with every outcome indicator. Several suggestions and recommendations for further research and programming were provided.
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    Lessons learned by professionals: educating and supporting adolescent parents.
    (2011-12) Kjenstad, Laura J.
    Close to three quarters of a million girls and young women become mothers every year in the United States. Adolescent parents face multiple challenges that make parenting at a young age a difficult endeavor. The research question for this study was: What can be learned from professionals who work with low-income adolescent parents about educating and supporting those parents? A group of 21 professionals consisting of public health and school nurses, parent educators, social workers, and those working with young fathers participated in focus groups and completed follow-up questionnaires and interviews (written, phone, or in person) on the topic of educating and supporting adolescent parents. Additionally, the researcher and her colleague, one as a parent educator and teen program coordinator, and the other, a case manager for a teen parent-program, offered their perspectives of working in teen parentprograms. The themes that emerged from the focus group participants were: (a) adolescents are still maturing cognitively and emotionally and this affects their decision-making ability and their capacity to parent, (b) adolescent parents face many challenges, (c) relationships play a critical role in adolescents' parenting, (d) poverty influences adolescents' ability to be effective parents, and (e) culture and ethnicity are important considerations when developing educational programs and support services. Analysis of these themes may offer insight and information for professionals who provide support and education for low-income teen parents and for those who create policies and programs for them.
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    School Social Workers' Relationships with parents: A critical incident field study
    (2008-12) Hansen, Eric Wayne
    School social workers engage parents in helping relationships which benefit children's learning. The extant literature has been focused on school social worker-parent interventions, not on the relationship. This qualitative study uses the Critical Incident Technique (CIT) to focus on the school social worker-parent relationship, and thereby begin to address this void in the literature. The study examined the experiences of school social workers and identified specific school social worker behaviors determined to be effective in building and sustaining relationships with parents. Data collection involved 18 one-to-one audio taped interviews with school social workers which were transcribed into texts. During analysis, critical incidents were identified which contained (a) a situation, (b) a behavior, and (c) an outcome. From the critical incidents, 38 school social worker behaviors were identified to be effective in building and maintaining relationships with parents. From these behaviors, three behavioral themes were identified that were present in at least 50% of the interviews. The three behavioral themes are: (a) communication behaviors, (b) showing care and concern behaviors, and (c) working within the school system. Based on the identified behavioral themes, competency standards for school social workers that may enhance their interactions with parents are suggested.
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    Using Intensive Writing-to-Learn as a Means of Reducing Limitations on Learning in Large Classes
    (University of Minnesota, 1997) Thomas, Ruth; Peterson, Debbie
    This project seeks to explore the feasibility and effectiveness of shifting from teaching with a heavy reliance on dialogue toward emphasizing intensive writing-to-learn activities as class size increases. In order for learning that is deep and lasting to occur, students must have opportunities to be engaged in thinking about and with the concepts they are learning and to connect them to what is already familiar and to what is of personal interest and import. Dialogue is a medium through which this kind of processing of ideas can occur. Meaningful dialogue is more easily incorporated in smaller classes than in larger ones. Because writing-to-learn, like dialogue, provides the opportunity to be engaged in thinking about and with the concepts that are being learned and to connect students to what is already familiar and to what is of personal interest and import, and because writing can be done with varying degrees of independence, it has potential to serve functions in large classes similar to those which dialogue serves well in smaller classes. The purpose of this project is to explore the incorporation of intensive writing-to-learn in a course that is too large for in-class dialogue to be the central medium for thinking. More specifically, this project explores intensive writing-to-learn as a medium in a large class for making students' own thoughts front and center, for using content as hypotheses to be examined and critiqued, for actively involving students in the learning process, for confronting students with views that contradict their own, for ensuring deep processing of concepts, for personalizing learning in a way that can foster students' self-understanding and personal growth, and for getting students to accept responsibility for directing their own learning. Six writing-to-learn approaches were identified that were consistent with the above purpose. Guidelines for each approach were developed. The 72 students in an upper division child psychology course on relationships and development were given the opportunity to choose one approach that they would use throughout the course. The reason for asking students to continue to use the same approach was to facilitate comparison of the students' work across time. Seven writing assignments were required in addition to an essay final examination. Students were also given the opportunity to do an eighth assignment as extra credit, which most of them did. Students' writing was responded to each week in a style that was intended to reflect a teacher-as-collaborator role in which respectfulness, acceptance, understanding, empathy, invitations to elaborate, and requests for clarification characterized the responses. With the students' permission, their writing assignments were duplicated for later analysis. Analysis is designed to reveal the degree to which each of the following are reflected in the writing assignments: depth and insight, a questioning and critical stance toward content, a stance of being responsible for and directing one's own thinking and learning, confronting and wrestling with and coming to terms with views that are contradictory, deep processing of concepts, new understandings that reflect a revision of prior views in a synthesis of new information and prior knowledge, and reflection of feelings. Implications of this project concern the depth of learning that can be accomplished in large classes, relationships between the nature of various writing-to-learn approaches and learning outcomes, and practical concerns regarding the use of writing-to-learn in large enrollment classes.