Education Electronic Theses and Dissertations (UMKC)
https://hdl.handle.net/10355/9910
The items in this collection are the scholarly output of UMKC graduate students.2024-03-28T10:22:05ZA Cross-Case Study: The Personal and Professional Challenges Experienced by Nurse Educators at Three Midwestern Colleges and Universities During the Covid-19 Pandemic
https://hdl.handle.net/10355/91314
A Cross-Case Study: The Personal and Professional Challenges Experienced by Nurse Educators at Three Midwestern Colleges and Universities During the Covid-19 Pandemic
Woolston, Wendy
The COVID-19 pandemic has had a profound effect on the educational system in the United States, especially nursing. Nurse educators are essential to educating the next generation of nurses, but they are in short supply while the need for nurses is growing. There is limited research on the impact that the COVID-19 pandemic has had on nurse educators’ wellbeing. The purpose of this study was to explore the personal and professional challenges of being an academic nurse educator during the COVID-19 pandemic and the impact of this transition on their lives and academic nursing in the future. The research questions were (1) How do nurse educators describe the pedagogical challenges encountered when changing the format of nursing education as a result of the COVID-19 pandemic? (2) How do nurse educators describe the effects of the pedagogical challenges (when changing the format of nursing education) encountered and institutional constraints due to the COVID-19 pandemic on their personal wellbeing? (3) How do nurse educators believe their personal and professional challenges, through experiencing the COVID-19 pandemic, may impact academic nursing education going forward? The theoretical lens used to guide the study was Hardy and Conway’s Role Theory and Schoening’s Nurse Educator Transition (NET) model.
The study design was a qualitative multiple-case, descriptive study employing a cross-case analysis of five nurse educator’s individual interviews and documents employed at three baccalaureate nursing programs. Each nurse educator’s case was individually presented and analyzed, then cross-analyzed. From the cross-analysis eight themes and five sub-themes where developed. The eight themes identified were (1) the Covid-19 pandemic resulted in pedagogical changes by the nurse educator to meet the course and student learning objectives; (2) nurse educators experienced tension over ethical issues that resulted in disunity; (3) institutional communication plays an important role in nurse educator satisfaction; (4) nurse educators struggled to balance educator role and home/life responsibilities; (5) nurse educators emotional and physical wellbeing declined due to educator role demands; (6) nurse educators are proud of their own and their student’s resiliency; (7) student success became the nurse educator’s responsibility and; (8) future academic nursing will change.
Title from PDF of title page, viewed August 22, 2022; Dissertation advisor: Tiffani Riggers-Piehl; Vita; Includes bibliographical references (pages 303-317); Dissertation (Ed.D)--School of Education. University of Missouri--Kansas City, 2022
2022-01-01T00:00:00ZA Heuristic Multiple-Case Study of Culturally Relevant Practices of Six Urban Elementary School Principals
https://hdl.handle.net/10355/71969
A Heuristic Multiple-Case Study of Culturally Relevant Practices of Six Urban Elementary School Principals
Wright, Angela Grace
The purpose of this heuristic multiple-case study was to explore the practices of six urban elementary school principals regarding the use of culturally relevant practices in their schools. The central question was: How do urban elementary principals perceive their preparation for providing teachers assistance with culturally relevant instruction? Data sources included a qualitative questionnaire, in-depth semi-structured interviews, observations, and documents. Within case and cross analysis were incorporated with coding the data for patterns and meaning. The most prevent theme was Leadership for Curriculum and Instruction that consisted of monitoring student data and supporting standards. Findings suggested that most of the co-researchers were unprepared to assist teachers with culturally relevant practices. None of them considered equity leadership as a way to provide equity and justice within districts and schools. What they valued about elements of culturally relevant practices, especially the richness of students’ backgrounds and celebratory multicultural education as starting points for implementation, was compromised by preparation coupled with Midway School District’s (pseudonym) reform agenda of assessment, standards and monitoring data that derailed support for culturally relevant practices.
Title from PDF of title page viewed March 11, 2020; Dissertation advisor: Loyce Caruthers; Vita; Includes bibliographical references (pages 269-293); Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2019
2019-01-01T00:00:00ZA Heuristic Narrative Exploration of Teacher Perception: The Usefulness of Teacher Evaluation
https://hdl.handle.net/10355/84404
A Heuristic Narrative Exploration of Teacher Perception: The Usefulness of Teacher Evaluation
Tinich, Susan
The purpose of this heuristic narrative study was to use teacher voice to gain a stronger understanding of what teachers need for the meaningful use of the evaluation process for improving teaching and learning. Data collected and analyzed from eight co-researchers, who represented eight different suburban districts, consisted of an evaluation rubric, in-depth interviews, and narrative responses from a moving image related to effective evaluation. The findings suggest teachers’ understanding of evaluation tools may help to resolve confusion regarding the process. Co-researchers agreed that observations need to be less formal and more like walk-through visits. Most participants who experienced principals’ feedback described it as very complimentary but lacking in direction to improve practices. Observations and feedback by peers and outside individuals such as district-level coaches or subject or program area experts were pivotal points in their growth and development as teachers. Professional development was the most disconnected area of evaluation. Only 50% of participants acknowledged any type of professional development that was geared toward the improvement of teachers’ performance in the classroom. Recommendations for improvement of evaluation included: (1) training on all four components (evaluation tool, observations, feedback, and professional development) for the principal or those implementing and conducting the teacher evaluation process, (2) revision of observation process, (3) meaningful feedback with specific guidance, and (4) videotaping teachers for self-reflection and growth. Acquiring teacher input related to the usefulness of the teacher evaluation process provided clarity in understanding how it impacts not only teacher performance, but also student achievement.
Title from PDF of title page viewed June 21, 2021; Dissertation advisor: Loyce Caruthers; Vita; Includes bibliographical references (pages 297-323); Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2021
2021-01-01T00:00:00ZA History of Kansas City's Woodland School: Century of Evolution for a Historic Landmark
https://hdl.handle.net/10355/93811
A History of Kansas City's Woodland School: Century of Evolution for a Historic Landmark
Monroe, Virginia K.
The Northeast community always took pride in and supported Woodland. Despair descended and times were difficult as the district was confronted by its ugly segregation past. Woodland did not escape the turmoil, but community support remained strong. When Woodland reopened as an early childhood center, followed by the Global Academy, the community celebrated a bright future for the beloved school. As it always has, the community remains involved in Woodland and hopeful for its relevance in the future.
My project explores the history of Kansas City Public School’s Woodland School. From its beginnings, I attempt to give the reader a sense of how important this school was to the Northeast community. I try to give the reader a sense of the despair felt in the community, ending with the closure of Woodland. I try to share the joy with the reopening of Woodland. In addition to archival records, I collected oral histories from people associated with Woodland to give voice to their experiences. I leave this project with a great sense of gratitude that the citizens of the Northeast refused to let this school die. I hope the reader feels the same.
Title from PDF of title page, viewed January 4, 2023; Dissertation advisor: Shirley Marie McCarther; Vita; Includes bibliographical references (pages 232-247); Dissertation (Ed.D.)--School of Education. University of Missouri--Kansas City, 2022
2022-01-01T00:00:00Z