Cultivating Empathy: New Perspectives on Educating Business Leaders

Beyond rules, procedures, and manuals lie relationships. Jettisoning a formal hierarchical company structure allows all levels of management and employees to positively interact – this is where the key driver of “empathy” is so critical to continue building these relationships and molding a common organizational purpose

TEACHER COLLABORATIVE ACTION-TAKING AND INSTRUCTIONAL PRACTICES SUPPORTIVE OF SOCIAL-EMOTIONAL LEARNING: A CORRELATIONAL STUDY

The purpose of this study was to examine possible correlations between collaborative action-taking and instructional practices supportive of student Social-Emotional Learning (SEL) among U.S. lower secondary-level teachers. This quantitative, ex post facto study utilized existing data from the 2018 Teaching and Learning International Survey (TALIS), sponsored by the Organization for Economic Cooperation and Development (OECD). Descriptive analyses provided a snapshot of current collaborative action-taking and instructional practices supportive of SEL across U.S. schools among lower secondary teachers (grades 7-9). Correlational analyses identified the relationships between the independent variables, types of teacher collaborative action-taking, and the dependent variables, specific instructional practices known to be supportive of SEL. Based on a review of literature related to educator collaboration and SEL and an analysis of the gaps and potential intersections among these phenomena, the study hypothesized that there would be stronger associations between higher-level, more interdependent collaborative actions (where teacher interactions are substantive and sustained) and SEL-supportive instructional practices. Results showed that while U.S. lower secondary teachers reported frequent engagement in lower-level “exchange” collaborative actions, they reported less frequent engagement in higher-level, more interdependent collaborative actions. Regarding SEL-supportive instructional practices (operationalized using Li and Julian’s 2012 Developmental Relationships framework), teachers reported more frequent engagement in practices linked to the framework’s element of expressing care and less frequent engagement in practices linked to the elements of providing support and challenge and expanding possibilities. Results of correlational analyses showed strong, statistically significant relationships between frequency of engagement in higher-level collaborative actions and frequency of enactment of specified SEL-supportive instructional practices. However, the hypothesized stronger relationships with higher-level collaborative actions were present in some, but not all, of the expected cross-tabulations with SEL-supportive practices. Findings from this study are interpreted to inform their implications for emerging understanding of the pathways and barriers to effective, equitable SEL in P-12 schools

Making Sadza with Deaf Zimbabwean Women: A Missiological Reorientation of Practical Theological Method toward Self-Theologizing Agency among Subaltern Communities

Missiological calls for self-theologizing among faith communities present the field of practical theology with a challenge to develop methodological approaches that address the complexities of cross-cultural, practical theological research. Although a variety of approaches can be considered critical correlative practical theology, existing methods are often built on assumptions that limit their use in subaltern contexts. This study seeks to address these concerns by analyzing existing theological methodologies with sustained attention to a community of Deaf Zimbabwean women struggling to develop their own agency in relation to child rearing practices. This dilemma serves as an entry point to an examination of the limitations of existing methodologies and a constructive, interdisciplinary theological exploration. The use of theological modeling methodology employs my experience of learning to cook sadza, a staple dish of Zimbabwe, as a guide for analyzing and reorienting practical theological methodology. The study explores a variety of theological approaches from practical theology, mission oriented theologians, theology among Deaf communities, and African women’s theology in relationship to the challenges presented by subaltern communities such as Deaf Zimbabwean women. Analysis reveals that although there is much to commend in these existing methodologies, questions about who does the critical correlation, whose interests are guiding the study, and consideration for the cross-cultural and power dynamics between researchers and faith communities remain problematic for developing self-theologizing agency. Rather than frame a comprehensive methodology, this study proposes three attitudes and guideposts to reorient practical theological researchers who wish to engender self-theologizing agency in subaltern communities. The creativity of enacted theology, the humility of using checks and balances in research methods, and the grace of finding strategies to build bridges of commonality and community offer ways to reorient practical theological methodologies toward the development of self-theologizing agency among subaltern people. This study concludes with discussion of how these guideposts can not only benefit particular work with a community of Deaf Zimbabwean women, but also provide research and theological reflection in other subaltern contexts

The Impact of Social Emotional Beliefs on Teachers\u27 Self-Efficacy: A Correlative Study

The purpose of this quantitative, corelative study was to determine if Social Emotional Learning (SEL) beliefs had an impact on teacher self-efficacy amongst teachers within a suburban school district population. Social Emotional Learning programs aim to address students’ negative social and emotional concerns. These negative social and emotional concerns amongst students also have a negative impact on teachers. This study served to educate and provide school level administration data on whether SEL beliefs impact educator self-efficacy. This investigation can guide school districts on developing appropriate and targeted professional development for specific subgroups of teachers. For this study, a sample of 70 educators were surveyed within the elementary, middle, and high schools in a suburban school district within Georgia. The participants completed two instruments: the Belief in SEL Scale and Teacher Sense of Efficacy Scale–short (TSES). The Belief in SEL scale was used to assess teachers’ comfort in SEL implementation, commitment to the SEL lessons, and cultural beliefs amongst educators. The TSES was used to evaluate teachers’ sense of self-efficacy for classroom management, instructional strategies, and student engagement. A bivariate linear regression analysis was conducted to determine if there was a predictive relationship between SEL beliefs and teachers’ self-efficacy. The implications of the surveys will be discussed. The analysis demonstrated that teachers’ beliefs in SEL correlate positively with their self-efficacy. Future research to expand upon the current research could include comparing the SEL beliefs amongst educators of different subject areas, including participants from different geographical regions of the United States, as well as increasing the variables to include SEL comfort, commitment, and culture

Neuroeducation: Learning, Arts, and the Brain

Excerpts presentations and discussions from a May 2009 conference on the intersection of cognitive neuroscience, the arts, and learning -- the effects of early arts education on other aspects of cognition and implications for policy and practice

A case study analyzing the traits, programs, actions, and beliefs necessary to overcome the correlative relationship between high free and reduced lunch rates and low standardized test scores

As the K-12 student population in Iowa continues to become more socioeconomically challenged, as evidenced by a continued increase in the free and reduced lunch rates for schools in Iowa, a demand for increased student performance on standardized tests is growing. This dichotomy proves challenging to schools. In general, schools with a higher rate of identification of students eligible for free and reduced lunch rates produce lower achievement scores on standardized tests. The purpose of this study was to (1) Identify the strength of the corollary relationship in Iowa between free and reduced lunch identification rate and 4th grade achievement on Iowa Test of Basic Skills Reading Comprehension Test and (2) To determine if a case study of two schools, who overachieve the expected trend line for 4th grade achievement on Iowa Test of Basic Skills Reading Comprehension Test, can identify traits, programs, practices and beliefs that can account for this over-achievement. A multi-methodology, both quantitative and qualitative, approach was used for the purpose of this study. Survey questions, teacher/administrator interviews, and classroom observations were conducted to complete a constant comparative case study on two rural Iowa schools whose 4th grade ITBS reading comprehension scores are higher than their identified free and reduced lunch rate would predict. Four research questions guided this study: (1) Does a statistically significant corollary relationship exist between socioeconomic status (SES), as measured using the free and reduced rates of Iowa Schools, and the fourth-grade Iowa Test of Basic Skills (ITBS) reading comprehension proficiency scores? (2) What traits, programs, actions, and beliefs do high-achieving schools and generally accepted best-practice reading instuction share? (3) Do common traits, programs, actions, and beliefs exist between two schools that both overachieve the expected trend line? (4) Can the common traits, programs, actions, and beliefs of two overachieving schools explain and account for their higher than expected fourth-grade reading test scores? The following conclusions were reached in the course of this study: (1) A strong, statistically significant corollary relationship exists between the fourth-grade reading comprehension scores on the Iowa Tests of Basic Skills and the free and reduced lunch rate of schools in Iowa. (2) The corollary relationship between the fourth-grade reading comprehension scores on the Iowa Tests of Basic Skills and the free and reduced lunch rate of schools in Iowa is not absolute—it can be overcome. (3) Eight Common traits, programs, actions, and beliefs of overachieving schools can explain and account for higher than expected fourth-grade reading test scores

Trinity Restoration Inc.: Southside Cultural Center Economic Impact Study

Economic development has shifted from location-oriented business models towards a more all-encompassing model that recognizes the advancement of human capital or intellectual property as continuously increasing in value. This microcosmic characteristic of development extends to aid in the growth of society as a whole. The Arts and Culture attract a demographic of inspired and motivated people to the area. It results in the development of the society surrounding art venues. The general population will always seek out entertainment, by installing a venue of artistic expression in South Providence that will motivate the community and propel development. This phenomena has been proven, as denoted through the historical evaluation of artistic venues across America that have generated economic growth in their respective communities

Fostering Self-Awareness Through Songwriting: Development and Heuristic Self-Inquiry of a Method for Graduate Music Therapy Students

Self-awareness is considered a necessary competency and professional responsibility for graduate music therapy students to develop during their master’s training. However, few concretized methods have been established to support students in growing this skill. Existing research examining songwriting’s impact on music therapy students provides preliminary evidence that it can effectively foster self-awareness and facilitate personal growth, professional identity development, and processing of clinical experiences (Baker & Krout, 2012, 2011; Viega & Baker, 2019). This thesis continues to explore the connection between songwriting and self-awareness by investigating a student-created method designed for this research by the researcher-participant—a 25-year-old, white, female graduate music therapy student interning at a children’s hospital. The method was researched using Sultan’s (2020) humanistic heuristic inquiry design to contribute a direct student account to the current literature. The method yielded one song and two written reflections which were analyzed through musical microanalysis and inductive analysis. This revealed seven themes which were organized under two categories—Song as a Self-Created Container and Areas of Increased Self-Awareness. Results indicate that songwriting was effective in fostering several aspects the researcher-participant’s self-awareness. It was found that the method supported meaningful engagement with self-awareness by providing a multimodal iterative process. Findings imply that this method could be useful for students developing their self-awareness and supervisors supporting supervisees in that process. More research is needed to determine the generalizability of these results. Suggestions to improve the method for future use and research are provided

Ghanaian university students’ entry grades in English and their performance in academic writing

Although there is a strong interrelationship between English proficiency and academic English as evidenced by several studies in the South African educational context, studies that explore the correlation between the standard of English and performance in university first-year interventionist courses in academic English in the Ghanaian university context are virtually nonexistent. The level of work elsewhere, especially in South Africa provides a strong motivation for this line of inquiry in another African university. This study attempts to correlate performance of students in English at the point of entry to the University of Ghana and their performance in academic writing. The academic records of a total of 23,806 students, composed of Mature Students (716), Ordinary “O” Level students (2,199), and Senior Secondary School students (20,891), and covering a period of five years were analyzed. The grades students obtained in English were correlated with the grades they obtained in academic writing at the end of a onesemester academic writing course. The analysis indicates a weak relationship between the students’ entry grade for English and their final grade in academic writing.Keywords: Computer supported collaborative work, academic writing, Facebook, perceived self-efficacy, academic acculturatio