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1
Thompson, Gail Patricia. "The private practice of social work : Vancouver, B.C., 1987." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27714.
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The private practice of social work has been either central or tangential to many historical and contemporary social work issues. Over the years it has been inherent in debates and discussions on professionalism, cause versus function (or macro versus micro), public versus private (or privatization), elitism, control of title, registration or licensing and vendorship (or third-party payments).
Private practice has been debated and discussed at two different levels. Historically, it was mainly debated at a higher level—the level of ideologies and philosophies which reflected various deeply held value posititions. More recently a superficial shift has occurred that has moved the debate to a lower level and has focussed the discussions on descriptions of the characteristics of private practice. These descriptions are sometimes contradictory, sometimes inconclusive, and almost always, originate from the United States. Nonetheless, they too are used as arguments both against and in support of private practice.
On the higher level, this paper researched private practice in the context of its relationship to professionalism and theories of professionalization.
On the lower level, through a self-administered mailed questionnaire, private practitioners in Greater Vancouver were surveyed in order to obtain an accurate and current, description of private practice within the defined geographical area. Many of the descriptions reported in the private practice literature were supported by this sample and others were not.
Due to the developing leadership role of professionals within society, professionalization was determined to be beneficial to the profession. Private practice was found to be the delivery model most consistent with early criteria of professionalization. However, recent authors (Austin, 1983; Popple, 1985) have rejected some of the criteria previously asserted as needing to be fulfilled in order to attain professional status. It was therefore concluded that while private practice historically advanced the professionalization of social work, the continuance or the expansion of private practice is not necessary in order to either attain further professional status or to retain that which has already been achieved.<br>Arts, Faculty of<br>Social Work, School of<br>Graduate
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Wagner, Claudia. "Dedication practices on the Athenian Acropolis, 8th to 4th centuries B.C." Thesis, University of Oxford, 1997. http://ora.ox.ac.uk/objects/uuid:6f2e2c02-7bc0-43c0-843c-cc76217c1485.
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A society that regards nature as divine is constantly reminded of its dependence on the gods. It comes, therefore, as no surprise to find the sanctuary as major focus of the Greek community, in Athens literally occupying the centre of the city, the Acropolis. A central part of ancient religious life was the practice of offering gifts to the gods. The abundance of dedications on the Acropolis - which includes the full range from the simple terracotta figurines to exquisitely decorated pottery and life size marble sculpture - gives ample evidence of this. The Acropolis offers a unique opportunity to study the dedications of Athens' city sanctuary in its most important period of growth and power. The continued use of the sanctuary over centuries is not on all accounts a blessing. The history of the Acropolis and its buildings has yet to find a conclusive interpretation owing to the destruction of earlier evidence by later building phases. In Chapter II I give a brief summary of the different theories and their limits in satisfying all the evidence. The chapter is not intended as a detailed architectural study, but to establish as closely as possible when cults were introduced on the Acropolis and when building activity might have influenced the storage and disposal of dedications. The survival of the dedications themselves has been affected by the length of the sanctuaries' use. Different classes of objects have better chances of survival than others, some classes will have left no record in corpore. In Chapter III I introduce all sources: the objects (pottery, bronzes, sculpture, terracotta, etc.), the epigraphic and the literary evidence, and assess their value and completeness. The chapter is also an archaeological and iconographical study of the dedications. The objects are classified by type, and changes in decoration and shape of chosen dedications are explored. Flow charts show numerical changes in classes and types of objects during the centuries. In some cases it is also possible to make more conclusive statements about the dedicators. Inscribed names give the opportunity to recognize persons we know from history. I enquire into the identities and status of some of the dedicators and their motive for dedication and try to show how these motives might have changed with time. In Chapter IV the evidence concerning the placing of the dedications on the Acropolis is collected. What kind of dedications were stored in temple treasuries and if they were in the open (as statues), where were they placed on the Acropolis? In the conclusion I try to point out how changes in society and religion are reflected in the dedications.
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Pawley, Laurence David. "Culture and citizenship : a case study of practice in the BBC." Thesis, Goldsmiths College (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517891.
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ABSTRACT: This thesis constitutes a critique of current citizenship theory, focussed on the ways in which various definitions of `culture' have gained recognition as part of citizenship's theoretical terrain. Through a qualitative case study of practice within the BBC, the thesis reflects on the limitations and potentialities of current scholarship, and suggests how a pragmatic cultural citizenship might offer a way forward. The thesis begins through an engagement with existing literature which produces distinct `models' of citizenship: liberal, liberal cosmopolitan, multi-cultural, and `deep cultural'. These models function as a conceptual `toolkit', and the following chapter demonstrates how, via public sphere theory, they can be applied to understand the relationship between communicative institutions and citizens. The relationship between citizenship theory and media practice is thereby made explicit, laying the foundations for subsequent empirical work. The empirical chapters take the form of a qualitative case study of policy and practice in the BBC. This begins with a brief analysis of the institution's policy history with respect to citizenship, and subsequently focuses on the 2006 broadcast Manchester Passion. The case study reveals how policy relating to issues including identity and participation was implemented at the micro-level. In doing so, the thesis explores how which different conceptualisations of citizenship function in concert with practical `logics' (including economy, cultural difference, and genre). Building on this analysis, the thesis concludes by suggesting that the BBC's practice was most effective when it adopted a pragmatic approach to cultural conflicts. This argument (described in terms of `cultural balance') is mapped back onto the models developed earlier in the theses, and used to propose that citizenship theory should seek to reimagine itself on a more fluid basis; one that recognises that citizenship is inevitably realised in socially and culturally specific circumstances.
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Xiao, Bo. "Product-related deceptive information practices in B2C e-commerce : formation, outcomes, and detection." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20470.
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With the rapid growth of e-commerce, online fraud and deception are also on the rise. However, compared to the rising public sensitivity to e-commerce deception, the academic research community’s interest in studying this phenomenon has not been high. Given the paucity in this area, this research aims to provide answers to the following research questions: How can product-related e-commerce deception be performed? How will different deceptive information practices affect consumer judgment and decision making? What are the consequences of e-commerce deception, when it is detected by consumers? How can counter-deception mechanisms be designed to help consumers better detect product-related e-commerce deception?
To address these questions, a typology of deceptive information practices that takes into account the unique characteristics of business-to-consumer (B2C) e-commerce was first developed, providing a conceptual starting point for this research. Next, two online experiments were conducted to examine the effects of different e-commerce deception tactics on consumer decision making and to explore the effects of two design characteristics of a potential counter-deception mechanism (i.e., warning) on consumers’ deception detection performance.
This research not only furthers our understanding of the phenomenon of e-commerce deception but also provides valuable input for government monitoring/regulating agencies, consumer protection/advocacy organizations, and industry associations in their effort to combat deception online. This research thus contributes to a user-focused approach to IS adoption research.
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MALLARD, ANGELA MARIE. "AN ANALYSIS OF FAUNAL REMAINS AND BUTCHERING PRACTICES AT MISSION SAN XAVIER DEL BAC." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190667.
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Turner, William Lewis. "Language ideologies and the BBC Voices website : hypermodal and practice-oriented perspectives." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549734.
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This thesis offers a contribution to the study of language representation in on line media. Taking a social-semiotic perspective, it argues that critical techniques of hypermodal textual analysis can be fruitfully [nforrned by attending to situated media practice. This approach is shown to provide an empirically grounded basis from which to unpack the ideological complexity that such mediatization entails. An interactive website produced in 2004 as part of the BBC's language-focussed Voices project (www.bbc.co.ukfvoices) is analysed in order to illustrate the utility of such a practice-oriented hypermodal approach to on line discourse analysis. Five case studies demonstrate how Voices promoted a metadiscursive regime of language as part of a move to satisfy more tangible institutional agendas. Linguistic indexicalities are shown to have been manipulated in an ideologically loaded and politically driven promotion of equality and inclusivity. The rhetorical management of affect in relation to different forms of interactivity is exposed as a key dimension of that programme. Attending to the motivated deployment of multiple semiotic modes within the project's various domains of practice allows a complex web of ideological tensions to be unpacked and understood in terms of their ongoing effects.
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Castro, Gessner Ana Gabriela. "The technology of learning painting practices of early Mesopotamian communities of the 6th millennium, B.C. /." Diss., Online access via UMI:, 2008.
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Hibberd, Lynne A. "Creative industries policy and practice. a study of BBC Scotland and Scottish Screen." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/683/.
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This thesis examines creative industries policy in film and television in Scotland. It explores the impact that different approaches to creative industries policy have on creative practice in two media industries, BBC Scotland and Scottish Screen, and reflects on how each of these bodies articulates its role as a „national‟ institution. BBC Scotland is the Scottish branch of the UK‟s largest public service broadcaster, while Scottish Screen exists on a far smaller scale, to serve the screen industries in Scotland. The thesis examines the role of BBC Scotland in sustaining the creative economy and contributing to the cultural life of Scotland. The study of Scottish Screen examines a key early aim of the agency, that of establishing a national film studio. The work investigates the connections between UK and Scottish levels of creative industries policy in light of the debates over the future of public service broadcasting and the Scottish Executive‟s cultural policy framework. The study outlines how ideas of cultural creativity and its economic significance have developed, charts how these ideas have affected policy debate, and explores the extent to which devolution has affected film and television policy. By mapping the historical, sociological and political terrain, the research analyses the specificity of Scotland within the UK context and explores areas in which ideas of „the national‟ become problematic. In order to investigate how policy has impacted on the production of creative goods, a further three case studies are explored. These are the feature film Red Road (Arnold, 2006), an independent production company called The Comedy Unit, and a BBC Scotland television series, River City (BBC, 2002-date). The work concludes with an examination of the impact of contemporary policy developments, including the establishment of Creative Scotland and the Scottish Broadcasting Commission.
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Drummey, Sandra. "District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108803.
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Thesis advisor: Vincent Cho<br>Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.
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Thesis advisor: Martin Scanlan<br>As the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by focusing on two research questions: (1) How do educators understand CRP in efforts to engage families of marginalized students and (2) How do educators enact that understanding in practice? It is part of a larger case study examining understanding and enactment of CRP in a diverse Massachusetts school district. Along with Mapp’s (2013) Dual Capacity Building Framework of family engagement, I apply Maitlis’ (2005) organizational sensemaking theory to data collected from semi-structured interviews, document review and an online survey. Findings reveal that educators understood CRP in regards to family engagement as the need to know students and families and recognize differences in their cultures. Also, educator understanding emanates from both personal and professional experiences including learning from colleagues, students and families. However, educators lack a common definition or understanding of CRP in regards to family engagement. Consequently, family engagement practices vary and tend to be more traditional versus reflective of CRP. This study revealed the need for stronger district direction and support for CRP and family engagement<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Medeiros, Jason W. "Enhancing Culturally Responsive Practice in a District: Understanding Culturally Responsive Practice Through Supervision & Evaluation." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108779.
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Thesis advisor: Martin Scanlan<br>This qualitative case study of a medium-sized Massachusetts school district was part of a larger study exploring how educators throughout a school district make sense of and enact culturally responsive practice (CRP). This individual study focused on how school leaders and teachers incorporated their understanding of CRP into the supervision and evaluation process. Despite a growing body of literature on the effectiveness of educator evaluation standards on teacher practice, there is little on how these tools increase teachers’ capacity to support the learning of historically marginalized students. Specifically, this research asks two questions: (1) How do teachers and school leaders understand CRP? (2) How does the supervision and evaluation process contribute to a shared understanding of CRP for teachers and school leaders? Data were collected from 22 semi-structured interviews of school leaders and teachers, document review, and an online survey. Incorporating a cognitive framework for policy implementation, findings revealed that school leaders and teachers understand CRP through their own identities and life experiences and through their interpretation of the district’s professional environment. Findings further noted that the lack of a shared definition of CRP in the district contributed to inconsistent application and prioritization of CRP in the supervision and evaluation process. Without a shared understanding, educators often pivoted to other district initiatives to describe CRP. Implications include the need to establish a system of reflection and practice for educators to explore the beliefs they hold about historically marginalized students and how those beliefs inform practice<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Rose, Geoffrey. "Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108807.
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Thesis advisor: Raquel Muñiz<br>Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualitative case study was to identify leadership practices and determine how they shaped the sources of collective efficacy. Findings indicated that leadership practices – meeting time, professional development, positive praise, coaching, feedback, and sharing expertise – modeled the SEL competencies of social awareness, relationship skills, and responsible decision-making. Implications of these findings further establish the sources of collective efficacy as influential factors that shape adult interactions, actions, reflections, and ultimately, student achievement<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Tomelleri, Enrico. "Modeling the carbon cycle and its interactions with management practices in grasslands." Doctoral thesis, Università degli studi di Padova, 2007. http://hdl.handle.net/11577/3426898.
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The world-wide geographical extension of grasslands consist in 20% of the land and in Europe of about 8% (EU-15). The annual sink of this kind of ecosystem is estimate to be about 0.5 Gt C y−1. The carbon accumulated in the soils of temperate grasslands was estimated to be between 150 and 300 Gt C. This quantity is about double the carbon stocked in the soils of temperate forests.
Anyway there are many uncertainties in these fluxes and stocks estimates. This uncertainties can in part be connected with the lack of knowledge in the applied and historical management. Frequently, these factors are only marginally accounted in ecosystem carbon budget while its importance was repeatedly stressed in literature. From this the importance of getting better insight in the interactions between carbon cycle and management practices in this type of ecosystem.
The process ecosystem model Biome-BGC is frequently used for simulating carbon cycle in forest ecosystems but its application to grasslands is uncommon.
This is linked to missing routines for simulating management. A first aim of the present work is to fill this lack. For this reason a module for simulating mowing and a module for simulating nitrogen fertilisation were implemented and tested.
A reason why there are uncertainties in ecosystem carbon budgets is that frequently the model input parameters are defined by literature without taking in consideration the uncertainties associated with the model and the characteristics of the single sites. This project aimed to suggest a solution to this problem by mean of sensitivity analysis and parameter optimisation. By mean of the mentioned aims this work is a contribution for gaining a better insight in the relationships between carbon cycle and management practices.<br>Gli ecosistemi prato-pascolivi occupano il 20% della superficie terrestre e circa l’8% dell’Europa (EU-15). L’assorbimento globale di carbonio per questa tipologia ecosistemica `e stimato essere di 0.5 Gt y−1. Il carbonio accumulato nei suoli delle praterie nella fascia temperata `e stato quantificato tra i 150 ed i 300 Gt di C, questa quantit`a consiste in circa il doppio rispetto al carbonio contenuto nei suoli delle foreste temperate. Tuttavia, associate a queste stime, esistono diverse incertezze alle quali contribuisce una lacuna nella conoscenza delle modalit`a di gestione. Talvolta questa viene marginalmente considerata ai fini del calcolo di bilanci ecosistemici, mentre `e stato ripetutamente evidenziato che essa `e un fattore fondamentale nel determinare il ruolo di assorbimento o di emissione di una prateria gestita. Da questo emerge l’importanza dell’approfondimento della
conoscenza delle interazioni tra componenti del ciclo del carbonio e gestione in questo ecosistema.
Il modello ecosistemico Biome-BGC `e stato usato in numerosi casi per simulare il ciclo del carbonio in ecosistemi forestali ma la sua applicazione ad ecosistemi erbacei `e meno frequente. Questo `e dovuto all’assenza di routine che simulino le pratiche gestionali. Un primo obiettivo di questo progetto `e quello di colmare questa lacuna. Per questo motivo un modulo per simulare lo sfalcio ed un modulo per simulare la fertilizzazione sono stati implementati e testati.
Un altra causa nelle incertezze nei bilanci ecosistemici `e connessa al fatto che spesso i parametri di input di un modello sono definiti da valori medi di letteratura senza considerare la specificit`a del sito e del modello utilizzato.
Con il presente progetto si `e voluta colmare anche questa seconda lacuna attraverso un’analisi di sensitivit`a ed un’ottimizzazione dei parametri di input del modello pi´u importanti. Con l’implementazione delle suddette routine e dell’ottimizzazione dei parametri si `e voluto contribuire ad una migliore comprensione delle interazioni tra pratiche gestionali e le diverse componenti del ciclo del carbonio.
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Griffith, Colleen M., and Thomas H. Groome. "Catholic Spiritual Practices: A Treasury of Old and New." The Church in the 21st Century Center at Boston College, 2012. http://hdl.handle.net/2345/bc-ir:102662.
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Previewing selections from their latest book, Catholic Spiritual Practices: A Treasury of Old and New (Paraclete Press, 2012), listen to editors Colleen Griffith and Thomas Groome discuss how spiritual practices help to strengthen the life of faith
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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.
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Thesis advisor: Lauri Johnson<br>The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspective to study how leaders build supports for refugee students because of its high national rankings and the adoption of new Multiple-Tiered Systems of Support (MTSS) for all students (Massachusetts, 2019). This heuristic case study, nested within a group study of inclusive leadership practices in a Massachusetts school district, included interviews with 16 district and school leaders, informal observations of a high school and elementary school with a large population of “newcomer” students, and document review of school websites, newspapers, archives, achievement data, memos, and policy statements. Findings indicated that school leaders use inclusive practices to support the needs of their refugee students by (I) Identifying Barriers to Learning, (II) Aligning Structures with Universal Design for Learning, and (III) Committing to Equitable Access for All. Implications of this case study highlight how leaders might balance equity and access in response to the forced migration of millions of students arriving in their districts<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Stewart, Carie. "Examining the effects of individual versus group education on BSE learning and practice in young women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62289.pdf.
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Tipping, Roy. "The history and practice of the presentation of art music performance on BBC television, 1936-1982." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4314.
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This thesis traces the history of the presentation of art music performance on BBC television including concerts, operas and ballets and analyses the ways found to present them. The background to the initial programming policies on BBC Television is analysed with reference to the art music activities on BBC Radio before 1936. The novel methods of televising art music are described: there were no precedents for live multi-camera shooting. Until the creation of commercial television in 1955, BBC Television broadcast about two hours of art music performance each week. From 1955 to 1963 the output of art music performance halved and the influence of Lionel Salter, Head of Music Productions, BBC Television, is traced. The creation of BBC-2 led to a revival in art music programmes and the contribution of Humphrey Burton, Head of Music and Arts, BBC Television, to restoring the amount of art music performance is considered. Early scripts and archived programmes have enabled critical evaluation to be undertaken. This analysis has shown that the first producers of art music programmes regarded their main function as giving viewers the feeling that they were watching performances from the 'best seat in the house': the concept of the objective 'relay'. As musically trained producers emerged, there was a gradual change from the relay to that of involving the viewers as unseen participants in the performances. It is shown that art music performance programmes became the subjective interpretations of the producers involved. Salter said that only musically trained producers who could fluently read music would be capable of fully communicating its structure in television programmes. The truth behind this maxim is fully investigated and the conclusion drawn is that successful presentation of art music performance on television is easier for musically trained producers but a few others without musical qualifications have shown themselves capable of producing equally satisfactory and authoritative programmes.
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Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.
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Thesis advisor: Martin Scanlan<br>This qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators established collaborative relationships with principals by employing a coherent service-oriented approach. Participants perceived the intentionality of the superintendent’s efforts as foundational to building trust, however prior experiences with district leadership impeded these efforts. The superintendent controlled sensemaking to signal equity as a district priority, yet the lack of a shared understanding of culturally responsive practice led participants to conflate culturally responsive practice with other district endorsed equity practices. Attempts were made to align structures and tools to equity priorities, however culturally responsive practices were subsumed within other equity initiatives creating variance in the perception of the effectiveness of how structures and tools support principals’ culturally responsive leadership practice. Implications include developing a district definition of culturally responsive practice and using equity practices as a scaffold to support principals’ understanding and enactment of culturally responsive practices that bring critical self-reflection and conversations about racial and cultural bias to the forefront. Future research may extend this study to analyze sensegiving interactions and examine the impact of these interactions on principals’ culturally responsive leadership practice<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Thornton, Karen D. "Discourses of Power and Representation in British Broadcasting Corporation Documentary Practices: 1999-2013." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/18364.
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This dissertation re-evaluates the ways in which contemporary
television documentary practices engage their audience. Bringing
together historical frameworks, and using them to analyse a range of
examples not considered together within this context previously, the
main finding is that the use of spectacle to engage the audience into
a visceral response cuts across all of the examples analysed,
regardless of the subject matter being explored.
Drawing on a media archaeological approach, the dissertation draws
parallels with the way in which pre-cinema engaged an audience
where the primary point of engagement came from the image itself,
rather than a narrative. Within a documentary context, which is
generally understood as a genre which is there to educate or inform
an audience, the primacy of spectacle calls for a re-evaluation of the
form and function of documentary itself. Are twenty-first century
documentary practices manufacturing an emotional connection to
engage the audience over attempting to persuade with reasoning
and logic? The answer contained within this dissertation is that they
are.
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Reilly, James Michael. "Leadership Practices that Affect Student Achievement: Family and Community Partnerships." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107957.
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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership Framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on Hitt and Tucker’s (2016) leadership domain of connecting with external partners. Specifically, it examined whether leadership practices that supported family and community partnerships were present at the school. Family and community partnerships are important because they support two essential, yet frequently overlooked, contexts where student learning and development take place. In addition, this study examined whether school leadership practices promoted these partnerships in a culturally proficient manner. This analysis was informed by the culturally responsive school leadership (CRSL) framework, which describes principal behaviors that promote cultural responsiveness in urban settings. Several leadership practices that supported the criteria established by Hitt and Tucker (2016) under the domain of connecting with external partners were evident at the school, including: building productive relationships with families and the community; engaging families in collaborative processes to strengthen student learning; and anchoring the school in the community. However, leadership practices promoting family and community partnerships did not fully support a finding of being a culturally proficient school culture. This finding was primarily based on a “one size fits all” approach to working with students and families, which has been described in the literature as “cultural blindness”. Recommendations to practitioners as a result of this study include expanding informal opportunities for parent input and engagement, conducting an equity audit, and pursuing cultural proficiency professional development<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.
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Thesis advisor: Lauri Johnson<br>For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-structured interviews of district and school leaders and a focus group with six teachers. Findings indicated that district and school leaders help foster a shared vision for inclusive practices by creating structures that can support the needs of students and by providing teachers with the support and training they need to support all students. Inclusive leaders created culture, provided resources, and allowed opportunities for professional development and training that aligned with the framework and cornerstones of social justice leadership (Theoharis, 2009). Implications indicate that district and school leaders have an opportunity to provide equal access, equity, and social justice for all students by assessing current practices in place, identifying areas for growth, and believing in a vision and mission where all students have the right to be educated in an inclusive environment<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Parkinson, Neil. "Navigating Stremes. Conceptualising, Activating, and Legitimising Strategic Change within BBC International News." Thesis, University of Bradford, 2014. http://hdl.handle.net/10454/7230.
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This thesis considers strategic change from the novel perspective of a manager practically ‘activating’ it within a complex organisation. It involved 18 months of action research and participant observation within BBC Global News, where joint processes were developed across two converging businesses. A journal was maintained of meetings and events, access was granted to internal documentation, and 12 interviews were conducted. One contribution of this thesis is a new conceptualisation of the developing elements of organisational strategic posture and related environmental events as ‘stremes’: strategic memes representing relevant subsystems, ideas, and subcultures. The posture is depicted as a construction of multiple voices, often combining, sometimes clashing, as ideas compete for legitimacy. This allows the practitioner outlook to be presented through three linked perspectives. A ‘process’ approach maps the unfolding streme system; a ‘people’ approach considers the building of consensus to legitimise stremes; and a ‘practice’ approach considers the efficacy of action research in helping to craft change. It is found that not only do the actions of people shape the streme network; the complex, interdependent network also partially shapes their actions. This research builds on previous work on strategic change, but provides new narrative insight from a practitioner’s outlook. It also created ‘practical knowledge’, since many outputs of the process were implemented within the BBC, and may have relevance elsewhere.
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Hwang, Sunghwan. "Using Life Stories to Analyze Mathematics Teachers' Beliefs and Instructional Practices:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108473.
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Thesis advisor: Lillie R. Albert<br>Why do mathematics teachers’ beliefs and instructional practices differ, and why are some teachers’ beliefs aligned or misaligned with their instructional practices? This qualitative case study investigated how eight Korean elementary teachers’ sociocultural life stories shaped their mathematical beliefs and practices. The specific aim was to explore through mathematics-related life stories the relationship between the elementary teachers’ mathematical beliefs and instructional practices. The overarching research question was: “How does a theoretical model based on sociocultural theory (Albert, 2012; Vygotsky, 1978) explain the relationship among the Korean elementary teachers’ life stories, the development of their beliefs, and their instructional practices?” The findings of this study indicate that the teachers’ attribution of their unsuccessful teaching experiences contributed to their perception about the value of continuing their own learning and development, which, sequentially, influenced the construction of their current beliefs about mathematics teaching and learning. Their pedagogical beliefs for teaching mathematics were likely to have an impact on their attitude toward implementing student-centered or teacher-centered instructional practices. Additionally, the teachers’ knowledge and self-efficacy beliefs about teaching mathematics influenced this relationship, resulting in different levels of alignment and even misalignment. Thus, teachers used their past mathematics learning and teaching experiences to justify their current beliefs and practices and to explain their classroom culture. These findings resonate with scholarship pertaining to mathematics teachers’ knowledge, beliefs, and instructional practices and contribute further to their developing theory about teachers’ life stories by illustrating how teachers’ life stories play out in a complex mathematics classroom environment<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Bishop, Matthew W. "District Leadership Practices that Foster Equity: Fostering an Ecology of Belonging." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108802.
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Thesis advisor: Vincent Cho<br>In today’s educational landscape many school environments alienate students as they often are not responsive to their cultural and linguistic needs. Culturally Responsive School Leadership (CRSL) is a high leverage strategy that helps meet the needs of culturally and linguistically diverse students by guiding school leaders towards fostering a climate of belonging. While much of the CRSL literature centers around building-level leadership, a gap exists in better understanding district leader efforts to foster a climate of belonging. As part of a larger qualitative study of district leadership practices that foster equity, the purpose of this individual case study was to explore how district leaders in a large Northeast school district foster a climate of belonging. Interview data from ten district leaders as well as an examination of public and local documents provided data for analysis using CRSL as a conceptual framework. Findings indicate that while the district was engaging in some individual CRSL practices by working to promote culturally responsive school environments and engaging students, parents, and local contexts, a systematic and strategic approach to fostering a climate of belonging was absent. Recommendations include developing a district-level, deliberate approach to fostering a climate of belonging, conducting a detailed equity audit, and instituting a comprehensive CRSL professional development plan for building-level leaders. Keywords: Leadership, Equity, Culturally Responsive School Leadership, Climate of Belonging<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Bookis, Deborah Seferiadis. "District Leadership Practices That Foster Equity: Equity Talk Through Framing Processes." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108805.
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Thesis advisor: Vincent Cho<br>Leading for equity is a challenging endeavor. One leadership practice that fosters equitable learning environments is engaging in dialogue and reflection. When district leaders participate in dialogue and reflection, their discourse helps them derive meaning, and in turn, shapes their understanding of the critical and complex issues related to fostering equity. As part of a group qualitative case study about district leadership practices that foster equity in one diverse Massachusetts school district, the purpose of this individual study was to better understand how district leaders used framing during dialogue and reflection. More specifically it addressed how they used framing processes (Bedford and Snow, 2000) when engaging in equity talk. Utilizing inductive reasoning for data gathered by semi-structured interviews, observations, and document review, this study identified equity talk manifesting as one of three themes: diversity as an asset, decision-making processes, and use of data and feedback. Understanding how and when specific framing processes are used can empower district leaders to be more strategic in impacting stakeholder thinking and language and maintaining an equity focus<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
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Thesis advisor: Lauri Johnson<br>This qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Lange, Barbara. "The Impact of an Interdependent Conferencing Activity in an Online RN-BSN Practicum Clinical Conference on Psychologocial Sense of Community." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2256.
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RN-BSN students enrolled in a clinical course often have limited or no interaction with other students within the course due to geographic distance and individual preceptor assignments. Learning is often restricted to a student and his/her preceptor and instructor. Geographic and physical distance factors inhibit a student's perception of connectedness and learning. Interdependent interaction between peers, the instructor, and the professional community may increase student achievements and enhance a sense of connectedness. The purpose of this study was to assess the effects of an Interdependent Conferencing Activity (ICA) in an online clinical conference on RN-BSN students' Psychological Sense of Community (PSOC). Students' perception of learning and connectedness are the secondary outcome measurements for PSOC. The ICA was developed to promote interdependence and interaction to enhance PSOC. The research supports the hypothesis that implementation of an ICA will increase PSOC in RN-BSN students in the intervention group when compared to the control and comparison group in an online clinical conference. An experimental, pre-test, post-test research study was conducted to test the hypothesis that implementation of an ICA will increase PSOC in RN-BSN students in the intervention group when compared to the control and comparison group in an online clinical conference. RN-BSN students enrolled in their clinical practicum course (two sections over two semesters) were recruited to participate at the beginning of the course. Each of the sections had a web component. Those who consented to participate were randomly assigned to one of three groups: control, comparison, or intervention. The control group responded to focused questions; the comparison group answered questions related to the application of knowledge gained within their practicum experiences; and the intervention group responded to inquiry about the same theoretical concept from the perspective of their total professional experience, citing examples to support or change evidence-based practice. The Classroom Community Scale (CCS) developed by Rovai (2002c) for use in online course assessment was administered at the beginning and end of the course to measure PSOC and its subscales of learning and connectedness. A total of 67 students participated (control n = 20, comparison n = 22, intervention n = 25). The majority of subjects were female (91%) and Caucasian (83.6%). Their average age was 31.4 years and they had an average of 6.4 years of experience as an RN. With the exceptions of years of experience, demographic characteristics were similar for each group. There was a significant difference for PSOC among the groups (RMANOVA; p = <.001). Post hoc analyses indicated a significant difference in the total PSOC and the subscales of Connectedness and Learning between the experimental group and both the control and comparison groups. Implementation of an ICA enhanced PSOC in an online RN-BSN online conference. The development and implementation of the intervention supported the research hypothesis, the 21st Century educational factors, and the use of experiential learning in the profession of nursing. This research addressed two critical gaps in literature: a paucity of research available on clinical conferencing in nursing, and clinical conferencing within the RN-BSN population. The ICA is an action that could easily be implemented in online conferencing.<br>Ph.D.<br>School of Nursing<br>Other<br>Nursing PhD
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Adu, Addai Emmanuel. "End-of-life care, death and funerals of the Asante: An ethical and theological vision." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106929.
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Thesis advisor: Melissa M. Kelley<br>Thesis advisor: Lisa Sowle Cahill<br>Thesis (STL) — Boston College, 2016<br>Submitted to: Boston College. School of Theology and Ministry<br>Discipline: Sacred Theology
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Wyman, Battalen Adeline. "Beliefs, Perceptions, and Socialization Practices of Lesbian, Gay, and Heterosexual Adoptive Parents." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107715.
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Thesis advisor: Ruth McRoy<br>Thesis advisor: Summer Hawkins<br>Adoptive parenting contributes to the dramatic growth in lesbian and gay (LG) parenting. Research on adoptive families has mostly focused on heterosexual parent families and the limited research on LG parenting has primarily emphasized child adjustment outcomes. This three-paper dissertation utilized subsamples from a large (N=1616) and recent (2012-2013) comprehensive dataset, The Modern Adoptive Families Study, designed to compare family characteristics, experiences, and adjustment outcomes across different types of adoptive families, especially families headed by sexual minority parents. The Minority Stress model is used to frame a deeper understanding of parenting processes in heterosexual and lesbian and gay parent adoptive families. This framework takes into account the potential for families, led by sexual minority parents, to encounter discrimination and suggests processes may exist within the family to help buffer interpersonal and systemic bias. Paper 1 used logistic regression to examine the associations of adoptive parents’ satisfaction with their mental health services and their pediatrician. Pediatrician satisfaction was specifically related to the parental perception of their provider’s understanding of their minority status; based on 1) adoptive family status, 2) parental sexual orientation, and 3) transracial adoption status. Overall, 51% of the sample of parents who sought mental health services reported satisfaction. Satisfaction was positively associated with being a gay father, having a higher household income, and having a child whose race was identified as Asian. Satisfaction was negatively associated with having a child older than 11 years old. Of parents who reported on their satisfaction with pediatricians, 82% of parents reported satisfaction. Having a higher household income was positively associated with respondents’ satisfaction. Paper 2 used confirmatory factor analysis (CFA) to explore how findings from two racial socialization measures compared across parental sexual orientation, in transracial adoptive families. The scales measured parental endorsement of cultural competency pertaining to race and related self-efficacy enacting racial socialization practices. In Paper 3, cultural socialization theory was used to investigate parents’ endorsement of socialization related to being raised in a same-sex headed family with two newly developed scales using exploratory factor analysis (EFA). Results of these studies will help to inform policy and practice by addressing critical questions impacting a growing number of adoptive families, especially those headed by sexual minority parents. Contributions to the literature include findings about parenting practices, perceptions, experiences, and relationship dynamics within lesbian, gay, and heterosexual adoptive parent families<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Graduate School of Social Work<br>Discipline: Social Work
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Gohlmann, Tara. "Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107951.
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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on the fourth of Hitt and Tucker’s (2016) key leadership domains or practices: creating a supportive organization for learning. Creating a supportive organization for learning is important because just as teachers need to establish a sense of well-being and trust for students to learn in their classroom, administrators must establish the same sense of trust and comfort to create an environment where teachers can teach to their highest capacity. This study explored whether the key leadership practices of creating a supportive organization for learning were present in a school and whether the school leaders believed that presence of the attributes contributed to the effectiveness of the school. This study found that the five attributes of creating a supportive organization for learning were present at the school in that the principal built capacity in her building, the school resources targeted student achievement and there was a belief that all students can learn. Importantly, the superintendent also highlighted the principal’s ability to push her staff to continuous results without pushing so hard that they lost trust in her and love for the students they serve. There were, however, opportunities for improvement including creating a clear set of district supports for schools and improving cultural proficiency at the school level. We also found that administrators in the district believe that school leaders have made the school successful by setting high expectations for the students, no matter their situation, and created a culture of productive collaboration that was focused on continuously improving student achievement, key components of creating a supportive organization for learning<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.
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Thesis advisor: Lauri Johnson<br>Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Jia, Keqin. "An investigation of the knowledge and practices relating to drink driving among Chinese drivers." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82826/2/Keqin_Jia_Thesis.pdf.
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This project was a comprehensive study of drink driving in two Chinese cities. It examined general motor vehicle drivers' and drunk driving offenders' knowledge on and practices of drinking and driving, and their interaction with alcohol misuse problems. In addition, traffic police officers' perceptions of drink driving and their legal enforcement practices were studied. The differences between the two cities (Guangzhou and Yinchuan) were discussed and the approaches by China and Australia to drink driving legislation, legal enforcement and policy were also compared.
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Blake, McKetty Leah. "Leadership Practices of Principals and Perceptions of Central Office Support: One District's Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106804.
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Thesis advisor: Joseph O'Keefe<br>This qualitative case study examined the leadership practices of principals and how central office administrators (COAs) support those practices in one Massachusetts school district. Through the conceptual framework of distributed leadership, this study examined perspectives about the impact of the Massachusetts Model of Educator Evaluation (MMSEE) on principals and how they understood their leadership practices and assessment within the MMSEE. Data included semi-structured interviews with principals, artifacts from the Massachusetts Department of Education, and documents that highlighted how COAs support principals. Findings indicated that principals relied on leadership practices common to distributed leadership such as collaborative work with staff and COAs, and building organizational structures to support instructional improvements. While principals recognized support of their leadership practices from COAs, they expressed inconsistency with expectations and supports given. The study recommends continuation of the professional development plans about instructional goals for principals<br>Thesis (EdD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Baker, Megina. "Exemplary Practices For Teaching Young Dual Language Learners: Learning From Early Childhood Teachers." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107309.
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Thesis advisor: Mariela Páez<br>One third of young children in the United States are Dual Language Learners (DLLs), or children who are learning more than one language in their early years (Child Trends, 2014). An increase in the DLL population and a changing sociopolitical context in early childhood education, including an expansion of services for diverse families, has led to a critical need for early childhood educators to understand how to best serve DLL children and their families (McCabe et al., 2013). Previous research has identified promising practices for teaching young DLLs (e.g. Castro, Espinosa, & Páez, 2011; Tabors, 2008), but additional investigations are needed to better understand and elaborate culturally and linguistically responsive approaches. In particular, more information is needed about how teachers support DLL children in English-dominant classroom contexts, and how practices may vary across different types of preschool programs. The present study investigated specific teaching practices for DLLs in six community-nominated exemplary preschool classrooms across three program types (Head Start, public Pre-K, and private university-affiliated preschool programs) in an urban area of Massachusetts. Grounded in theoretical orientations of knowledge-of-practice (Cochran-Smith & Lytle, 1999) and a critical ecology of the early childhood profession (Miller, Dalli & Urban, 2012), the aim of this qualitative multiple-case study was to learn from community-nominated exemplary teachers about their beliefs and practices for teaching young DLL children. Data collection sources included: interviews with teachers, program directors, and parents; classroom observations and videos; and classroom artifacts. Findings from the study demonstrate that exemplary teachers hold asset-oriented beliefs about bilingualism and diversity, viewing DLL children and families as knowledgeable resources to the community. With these beliefs as a foundation, teachers enact a wide repertoire of practices tailored for DLL children, including: fostering relationships and belonging through embedding home languages and cultural practices in the classroom; emphasizing guided play, co-constructed curriculum, and ongoing observational assessment; and focusing on scaffolding and teaching the English language. Implications for teachers, teacher educators, and policymakers are also discussed
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Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.
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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Ito, Mark T. "Socially and Emotionally Competent Leadership: School-based Leadership Practices That Shape Adult Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108825.
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Thesis advisor: Raquel Muñiz<br>Due to opportunity and achievement gaps in schools, leaders face the challenge of monitoring student expectations related to academic rigor and emotional health. As a result, social and emotional learning (SEL) has gained traction for students in the field of education. However, SEL competencies are rarely developed with the adults who work with these students. In this dissertation in practice, interviews, observations and questionnaires were used to collect data about the practices of school-based leaders in a qualitative case study at the elementary and middle school levels. Research revealed what leadership practices modeled SEL competencies, practices such as those involving time and resources, relationship building and sharing of expertise; and how they shaped the ways in which adults collaborate, including honest and authentic dialogue, adult learning, and the improvement of practices. This is important due to the many leadership practices employed in schools that influence adult behaviors. The findings suggest that socially and emotionally competent leadership considers both an awareness of self and other, as it cultivates individual capabilities, collaborative relationships, and a greater capacity in the schools in which it exists<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Steyn, Blanché. "The ability to account for Internet-based sales transactions according to GAAP / B. Steyn." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1437.
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Cownie, Charles. "Religiosity in Middle Adulthood Among Alumni of U.S. Jesuit Higher Education: Strength of Religious Faith and the Role of Undergraduate High Impact Practices." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108764.
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Thesis advisor: Karen Arnold<br>U.S. Jesuit Catholic universities are called not only to be excellent academic institutions but also to carry out a mission to educate and form “students in such a way and in order that they may become men and women of faith and of service to their communities” (Association of Jesuit Colleges and Universities, 2012, p. 3). This formative goal calls Jesuit institutions to engage in practices that provide students with experiences that support the continued growth of a strong and engaged religious faith. Based on the American Association of Colleges & Universities’ nine high impact practices and seven additional Jesuit Catholic high impact practices, this study investigated the relationship between individuals’ engagement in these specific high impact practices and their middle adult religiosity or strength of religious faith. In this research, 483 alumni from 16 Jesuit colleges and universities reported high levels of religiosity in middle adulthood, as measured by the Santa Clara Strength of Religious Faith Questionnaire (Plante & Boccaccini, 1997b). Descriptive statistics and OLS multiple regression analysis showed a statistically significant, positive relationship between adult religiosity and participants’ engagement in Jesuit Catholic high impact practices as undergraduates, both across practices and specifically associated with participation in the Jesuit practice of the Examen of Conscience<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Kay, Janet E. "Old, New, Borrowed, and Buried: Burial Practices in Fifth-Century Britain, 350-550 CE." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107347.
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Thesis advisor: Robin Fleming<br>Britain’s long fifth century, 350-550 CE, was a period of transformative change across the island. It was not simply the end of one civilization and the beginning of another, but rather was a period during which people made meaningful choices about how important it was to them to continue acting like Romans or start acting like their new neighbors when the economy and social structures that had defined life in Britain for centuries dissolved. Historians can study material culture and burial practices to make these fifth-century inhabitants of Britain – invisible in the scarce textual accounts of the fifth century – visible in our historical narratives. Where living communities chose to bury their dead, what they chose to send with the deceased, and how they chose to build monuments to their memory can tell historians how they connected with or distanced themselves from the past that was, materially at least, rapidly disappearing and being replaced. Careful analysis of data from 8,602 burials in 102 cemetery populations, as well as burials of dogs and infants on settlements, indicates that changes in burial practices were the result not of migration from the continent nor the “fall” of Roman Britain, but rather were part of a larger shift from a society based upon Britain’s relationship with the Roman Empire to one based upon its local communities, whether composed of natives, or newcomers, or both. No matter where people came from, no two communities reacted to the upheaval of the fifth century in the same way, and there were no monolithic or universal ways of relating the past to the present and future. New practices appeared, and old practices continued, some of which were better suited to some fifth-century inhabitants of Britain than others
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Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.
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Thesis advisor: Mariela Paez<br>With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities<br>Thesis (BA) — Boston College, 2017<br>Discipline: Departmental Honors<br>Discipline: Education
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
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Thesis advisor: Lauri Johnson<br>Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Tellier, Sonia L. "Tracking Turnaround: Understanding Data Use as a Shared Leadership Practice." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107991.
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Thesis advisor: Martin Scanlan<br>This qualitative case study examined leaders’ shared data use, a process of translating data into action (Bernhardt, 2013). Understanding data use is considered conceptually by attending to the assistance relationships shared between central office leaders and principals in the context of turnaround. Such relationships are marked by occasions during which members share expertise by modeling practices; the modeling informs how systems, structures and subsequent practices are introduced and even reinforced for newer members. I focused my analysis on four manifestations of data use: data’s influence on adjusting leadership practice, data’s ability to inform instruction, data use’s benefits from technological advancement, and the intentional promotion of resilience. Data collection included document review as well as interviews with central office leaders and principals. Findings evidenced the nature of both central office leaders’ and principals’ data use as well as revealed a remarkable degree of commonality in the language and practices these leaders shared. The results of this study indicated that assistance relationships are a functioning element of leadership in the turnaround context. This study supported the research that leaders’ shared practice of data use benefits student growth and achievement in line with state-determined assessment and accountability targets. Recommendations include additional research into Lawrence Public Schools’ data use to further inform a blueprint for comprehensive district-wide reform as well as the development of exit criteria from receivership<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Reynolds, Susan Bigelow. "Becoming Borderland Communities: Ritual Practice and Solidarity in Shared Parishes." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107964.
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Thesis advisor: Hosffman Ospino<br>Roughly one-third of U.S. Catholic parishes serve parishioners of multiple cultural, ethnic, and/or linguistic groups. In these “shared parishes,” the possibility and meaning of community across boundaries is an urgent question. This dissertation examines the role of ritual in the formation of community in diverse parishes. Critiquing prevailing ecclesiological models of unity in diversity that inadequately address structural sins of racism and xenophobia, I argue for an understanding of communion as a task of the local Church, embodied ritually in solidaristic practice. Then, establishing a conversation among ritual studies and U.S. Latinx discourses of border identity, I propose an understanding of the shared parish as a kind of borderland – as a place where a subjunctive communal identity can be negotiated ritually through embodied engagement. Methodologically, the dissertation is grounded in an ethnographic study conducted over five years at St. Mary of the Angels, a small, diverse parish in Boston, MA. Weaving together historical and archival data from parish, neighborhood, and archdiocese; participant-observation of bilingual Holy Week liturgies; and Spanish- and English-language interviews, the case study foregrounds the dissertation's theoretical work by analyzing how parishioners constructed rituals that facilitated the crossing of cultural, racial, and linguistic boundaries<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Religious Education and Pastoral Ministry
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Copenhaver, Donna Dr, Marilyn MSN RN Dubree, Chris MSN RN-BC Wilson, Martha PhD Buckner, Cathy R. DrPH Taylor, and Kathy MSN RN Jordan. "Outcomes and Experiences of an RN to BSN Online Cohort: An Academic-Practice Partnership." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/6.
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This article describes the result of an academic-practice partnership between a School of Nursing (SON) and a University Medical Center (UMC) for the purpose of promoting BSN education in response to the Institute of Medicine’s recommendation that 80% of RNs hold a baccalaureate degree or higher by 2020. The mutually beneficial partnership worked together to offer a pilot online RN-BSN nursing program, increase the number of BSNs in the workforce, and to collect information from RN-BSN students returning to school about their challenges, recommendations for future programs, and why they were interested in returning to school. The BSN graduates reported a renewed interest in nursing, opportunities for advancement, and the importance of a support system for RNs planning to return to school. The BSN graduates identified barriers for returning to school included finances, lack of knowledge related to technology, and challenges of maintaining work-life balance.
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Taylor, Kris Allison. "Leadership Practices that Affect Student Achievement: The Role of Mission and Vision in Achieving Equity." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107955.
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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. Scholars Hitt and Tucker (2016) state that effective leadership practice includes conveying, communicating and implementing a shared vision. This study focused on the mission-driven leadership practices at the district level and the school level that could have influenced the improved academic outcomes for urban students of color. Another focus of this study was achieving equity for marginalized student populations and whether the district designed policies or programs specifically for students of color in order to eliminate achievement gaps. This study found aligned practices and beliefs at both the district and school level. Findings included a shared understanding of goals and daily practices to achieve the goal. There were expectations in place to observe implementation as well as reliable structures to communicate about goals to maintain a focus on priorities. This project also aimed to learn whether these same practices were engaged if there were initiatives in place to attain equitable outcomes when working with specific marginalized populations. This study found consistency throughout the organization of a resistance to focusing on race. This resistance materialized in the form of taking a color-blind approach to instruction. This approach is in direct contrast to practices called for in the literature for meeting the needs of all students, especially students of color. Recommendations include taking courageous steps as a district by engaging transformational and social justice leadership practices to create an organization that is responsive to the needs of students of color<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Sullivan-Casey, Jonna Jaye. "Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:104029.
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Thesis advisor: Irwin Blumer<br>Over the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice<br>Thesis (EdD) — Boston College, 2012<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Administration and Higher Education
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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.
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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of a group qualitative case study about inclusive leadership practices in a diverse urban school district in Massachusetts (Northside Public Schools), the purpose of this individual study was to examine leadership practices that undergird inclusion for students with disabilities in the general education classroom. Interview data from sixteen district and school leaders, six teachers in a focus group interview, and public documents provided data for analysis through a Universal Design for Learning (UDL) framework. Findings indicate that strong welcoming school environments and the leader’s vision for inclusion are important, but will not necessarily lead to improved achievement outcomes for SWDs. Leaders should build from inclusive values and determine appropriate steps to intentionally remove barriers to the curriculum for SWDs in the general education classroom<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Welch, Christopher J. "Countering Consumer Culture: Educating for Prophetic Imagination Through Communities of Practice." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107627.
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Thesis advisor: Jane E. Regan<br>Few would dispute the notion that consumerism is a prevailing feature of American culture. The extent to which consumer culture dominates the way most people see the world makes imagining alternatives to consumerism almost impossible. This stultification of imagination is highly problematic. As it stands, consumer culture, measured by the principles of Catholic Social Teaching, demonstrably tends to inhibit human flourishing on personal, social, and global levels. There is a need to transform consumer culture in order to support human flourishing more robustly, and this barrenness of imagination impedes that transformation. This dissertation assumes that it is a task of teachers in faith to educate toward cultural alternatives that better support human flourishing. This task requires engaging in and developing what Scripture scholar Walter Brueggemann calls "prophetic imagination." The prophetic imagination involves both deconstructing the taken-for-granted dominant culture and entering into a community whose practices, values, and ideals effect an alternative culture. While here focused on consumer culture, this model of educating for prophetic imagination has broader applicability; it can also be used, for example, to challenge cultures of racism, sexism, and militarism. This education in imagination develops in what scholars of management Jean Lave and Etienne Wenger call "communities of practice." Jesus and his disciples model for Christians a community of practice that imagines and acts prophetically. Communities of practice that educate for prophetic imagination ought to measure their own imagination against Jesus's prophetic imagination, shaped by his understanding of the Reign of God. This portrait of communities of prophetic practice is fleshed out in an exploration of empirical studies of communities that engage learners and draw them into an imagination that re-shapes not only how they see what the world is but also how they envision what the world can be. Communities of practice that educate for prophetic imagination can foster the transformation of consumer culture into a culture that better supports human flourishing. In order to do so, however, they must start with an anthropology that adequately understands what flourishing entails. These communities ought to be attentive to three aspects of the human person that tend to be given short shrift in consumer culture: the person's role as a creative producer, the person's inherent relationality, and the person's need embrace finitude, the limitations of human capability. The Church should be utilizing communities of practice to overcome the sterility of imagination and contribute to a culture of what might be called humanizing plenitude. This culture supports the fullness of human thriving by re-imagining what that thriving entails and engaging in practices to facilitate it. The Church as teacher can be involved in this education for the purpose of cultural transformation to enhance human flourishing in various arenas. Finally, this dissertation particularly proposes that this education can happen in higher education, in parishes, and in collaboration with the wider community<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Religious Education and Pastoral Ministry
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McNeil, Alexandra Montes. "Supporting Principal Professional Practice Through Evaluative Feedback: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106799.
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Thesis advisor: Fr. Joseph O'Keefe<br>One of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evaluation process making this study relevant and timely. By analyzing data collected through semi-structured interviews, findings revealed that principals and COAs had differing views of the type, frequency and relevance of feedback. To create a coherent and supportive structure for principal feedback recommendations include ensuring structures for effective communication and creation of collaborative professional development – COAs and principals – that include principal voice with explicit discussion and instruction on feedback<br>Thesis (EdD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Williams, Shatina. "Effects of gendered racism on health practices of Black women: A racial and gender identity model." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104567.
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Thesis advisor: Janet E. Helms<br>Black women have been more likely to suffer from negative health conditions in comparison to Black men and White women. The biopsychosocial model might suggest that gendered racism and related stress may contribute to poor health, but the model has not been adapted to address the specific psychological factors that uniquely affect Black women’s health. Therefore, the purpose of this study was to investigate the relationship between gendered racism and eating and exercise practices of Black women in addition to examining racial and gender identity as potential mediators of the effects of gendered racism on health behaviors of Black women. Adult Black women (N= 153) were invited to complete measures that assessed gendered-racism experiences and stressors, racial identity (BRIAS), womanist identity (WIAS), and health behaviors. Multivariate multiple regression analyses revealed that more experiences of gendered racism were related to lower levels of emotional eating, but higher levels of uncontrolled eating and physical activity. WIAS Immersion/Emersion (idealization of women), WIAS Encounter (confusion regarding gender beliefs) and BRIAS Immersion (idealization of Black people) were significant mediators of these relationships. A post hoc canonical correlation analysis indicated that experiencing higher levels of gendered racism was related to greater use of less sophisticated racial and gender identity schemas, which were related to lower levels of emotional eating and higher levels of uncontrolled eating and physical activity. These results suggested that BRIAS and WIAS concepts should be integrated rather than treating them as separate sets of variables when investigating gendered racism. Collectively, the results of the main and post hoc analyses indicated that race and gender constructs were related to health practices, but not in explicable ways. Limitations of existing measures for studying this population are discussed and results are used to speculate about the implications of biological, psychological, and socio-cultural factors on the health engagement practices of Black women<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology