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Master of Education and Doctor of Education Final Works

Persistent link for this collectionhttps://hdl.handle.net/11299/227763

This collection contains some final works (Plan C papers) produced by master's degree students in the Master of Education program and dissertations produced by doctoral students in the Educational Doctorate in Teaching and Learning program.

It also contains some final works (Plan B project papers) for earlier graduate and certification programs (Master of Arts in Education, Master of Arts in Curriculum and Instruction, Master of Arts in Educational Administration, Specialist Certificate in Educational Administration), and a few final works for the discontinued Master of Special Education program. It does NOT contain items related to the Master of Education; Environmental Education Concentration degree; those are located with the Master of Environmental Education items.

In the Master of Education/Master of Special Education program, final works are sometimes called "theses," though they are not technically theses according to the standards of the Graduate School of the University of Minnesota Duluth. In the current Master of Education program, final works are officially called "Plan Cs," part of a "coursework-based degree" (official Graduate School terminology). Thus while some items in this collection call themselves "theses," they are not part of a Plan A (thesis) graduate program.

To see dissertations, Plan B project papers, or Plan C papers for specific graduate degrees, click the links below (links will take a long time to resolve), or choose "By Subject" under "Browse" below, then select the desired degree (e.g., "Master of...") from the list:

Search within Master of Education and Doctor of Education Final Works

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Now showing 1 - 20 of 394
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    Truth Decay, Homo Oeconomicus, And The Reason Of Schooling
    (2024-04) Hatfield, Daniel
    In recent literature, K‑12 public schooling is cited as a driver of a post-truth phenomenon referred to as truth decay. Truth decay is attributed as contributing to the rise of post-factual politics and the deterioration of civil discourse in the United States. The rise of post-factual politics and the deterioration of civil discourse is perceived by many as a significant threat to liberal democratic republicanism in the United States. The focus of study consists of a literature-based philosophical inquiry that dialectally examines three conceptual frames that contextualize analysis of the relation of K‑12 public schooling with truth decay. The first frame is philosophical analysis of what constitutes a ‘fact’ and the criteria determining what counts as ‘fact’ in either an ontically scientific or normatively sociopolitical sense. The second frame is sociopolitical analysis of the state of governance in the United States, through the constructs of post-democracy, the democratic paradox, and neoliberal governmentality. The third frame is educational analysis of how neoliberal governmentality alters the ‘reason’ of schooling that frames how closely democratic, liberal, and economic values align with the curricular priorities of K‑12 public schooling intended to develop the ‘reasonable’ person.
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    Adolescents’ Exposure to Intimate Partner Violence, Delinquent Behaviors and the Role of Perceived Social Support
    (2022-05) Robinson, Renita
    An underestimated 10.7 million of the 52.7 million US children (ages 0-17) living with two parents live in homes where male-to-female intimate partner violence (IPV) between adults has occurred in the last year. Children’s exposure to IPV (EIPV) affects their behavior, development and educational outcomes. Adolescent’s exposure and behavioral responses to EIPV is understudied. This study uses a secondary analysis of data from the third National Survey of Children Exposed to Violence (the most comprehensive nationwide survey of the incidence and prevalence of children’s exposure to violence conducted to date) to explore the ways adolescents’ EIPV are associated with delinquent behaviors, and whether the perception of social support (SS) is a protective factor in the relationship between EIPV and delinquent behaviors. This analysis extends the understanding of the relationship between EIPV, delinquency, and SS: (a) It documented that SS was more protective for females than males. (b) While White non-Hispanic children experienced lower levels of EIPV and higher levels of SS, both “races” demonstrated a benefit from SS. 3) Measures of SS vary only minimally across the age ranges in this study. In contrast both measures of delinquency and EIPV got worse with age.
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    Gekinoo'amaagejig Owiidookawaawaan Abinoojiinyan (Teachers Are Helping Children)
    (2023) Nayquonabe, Thelma
    This study placed at its center the knowledge and teachings of the Anishinaabe people and the elders who are the keepers and teachers. A phenomenological research design was adopted, informed by indigenous research methodology. Three Elders and three teachers from the Lac Courte Oreilles school in northern Wisconsin participated in the study. These Ojibwe Elders and teachers were experienced in working together in early childhood classrooms teaching young Ojibwe children about being Anishinaabe. The study sought to describe the shared vision of the Elders and teachers of Elders engaging young children about being Anishinaabe in the early childhood setting. Four themes emerged that formed their shared vision. Participants prioritized their young learners coming to know about themselves as Anishinaabe. They especially believed it essential for elders to be in classrooms guiding that learning. The teaching of respect was described as the primary teaching necessary for young Ojibwe children to learn. Respect was understood as the primary teaching in Anishinaabe belief and vital for young children to learn as all other teachings flow from respect. Honoring and valuing the language was also emphasized. While the Elders and teachers’ fluency and experience of the language varied among them, all were avid about the importance of young children hearing the language spoken and experiencing it with the Elders. The teachers, in particular, emphasized young children learning to respect and understanding the essential role elders have in Anishinaabe life. Lastly, the relationship between the Elder and teacher was important.
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    A Haudenosaunee Intrinsic Multiple Case Study on the Influence of Dissonance on Yukwatsistay^ for Young Oneida Women at Predominantly White Institutions
    (2023-04) Belisle, Priscilla
    Students from Native communities often face challenges in predominantly white institutions (PWIs) when navigating their academic and social experiences (Smith, 2001; Goodyear-Ka’opua, 2013; Quiver, 2020). However, the literature shows that students who maintain a strong connection with their cultural identity and traditions have a greater sense of resilience and are better equipped to face the challenges that they encounter in PWIs (Yosso, 2005; Huffman, 2003; White Shield, 2009; Huffman, 2010; Fryberg et al., 2013). This Haudensaunee intrinsic multiple case study deeply explored the experiences of three young Oneida women attending predominantly white institutions of higher education and how their understanding of yukwatsistay^ (the fire or spirit within each of us) helped them navigate experiences of dissonance. The research sought to understand 1) what experiences of dissonance young Oneida women encountered as they attended PWIs; 2) in what ways young Oneida women drew upon yukwatsistay^ to navigate the experiences of dissonance; and 3) In what ways experiences of dissonance helped young Oneida women strengthen yukwatsistay^. The experiences of the young Oneida women in this study highlighted the importance of the dialectic between dissonance and yukwatsistay^ in navigating new stages of life and adjusting to the challenges of attending a PWI. The findings revealed that encountering dissonance led to personal growth and positive change and found that a strong cultural identity was necessary to embody other Oneida cultural values, including the good mind. Overall, this study highlights the importance of cultural identity and introspection in navigating the challenges of attending a PWI and serves as a reminder of the need for institutions to create a supportive and inclusive environment for all students.
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    Self-Knowledge of First Nation Adolescents Attending High School with a Student Residence
    (2023-05) Ford, Marti
    This study aims at describing the self-knowledge of students and their ongoing development as Anishinaabe (Ojibway), Ininiw (Cree), Oji-Cree, Saulteaux, Dene, or mixed Indigenous nation adolescents who left their homogenous home communities during a crucial time in their social, emotional, and cultural development to attend high school. The study utilizes literature from different sources to incorporate studies on the traditional upbringing of First Nations youth, the connection between adolescence and First Nations youth, and the aspect of Kiskenimisowin (self-knowledge). The study adopted a phenomenological case study approach informed by principles of Indigenous methodology. The study found that students who participated brought with them the Indigenous knowledge and practices they learned from their communities. Their selfknowledge of being Ininiw, Anishinaabe, Oji-Cree, Saulteaux, Dene, or mixed Indigenous Nation was exhibited through the importance of family, connection to the land, and their need to care and give back to their communities. Many First Nation communities continue to practice traditional culture and values. Students learn them from their families or, if the families do not practice their culture, learn in the community at gatherings or while in school. The study includes appendices featuring letters, IRB correspondences, and questions informing the dissertation attached. It also includes recommendations for future research in the field of study.
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    Native American Educational Leadership: Leading from the Middle (Oshkimaajitahdah- New Path)
    (2023-03) Jackson, Brian
    The vision of this doctoral project was to document Native educational leaders who center their school leadership in ancestral knowledge and the cultural practices of their communities as they lead from the middle. Leading from the middle acknowledges a cultural lens to compare that approach to the indigenous. Leading from the middle acknowledges being centered and authentically grounded and is a reflection of Native American education.
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    Elementary Industrial Arts Education for Minnesota
    (1962-12) Smith, Elmer Donald
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    Wisconsin Profiles: An Approach to American Literature
    (1960-08) Sisley, Janice M
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    A Beginning Instruction Book for Stringed Instruments
    (1969-08) Anderson, Ralph E