Perspectives of elementary teachers and Ethiopian immigrant parents on parent-teacher relations and the education of Ethiopian children

This multi-case dissertation describes a qualitative inquiry into the experiences of Ethiopian immigrant parents and elementary school teachers with respect to their perspectives on their relationship for serving the educational needs of select Ethiopian children. Data obtained from interviews and observations of three Ethiopian parents and three elementary school teachers in a large school district in the Rocky Mountain region demonstrated that (a) there was similarity across cases regarding lack of teacher preparation in working with diverse students; (b) barriers to communication between parents and teachers include language and cultural differences and parents‘ invisibility in schools; (c) parents are unfamiliar with the Special Education IEP (Individualized Education Program) and resist it; (d) as a result of living in different countries and speaking multiple languages, some Ethiopian parents have knowledge and forms of cultural capital that could be leveraged in schools-community partnerships; (e) Ethiopian parents can bring social views shaped by stratified class relations in their home country, to their assessments of educators in the United States; (f) parent views of teacher behaviors can influence Ethiopian student attitudes toward teachers as well as their iiiThis multi-case dissertation describes a qualitative inquiry into the experiences of Ethiopian immigrant parents and elementary school teachers with respect to their perspectives on their relationship for serving the educational needs of select Ethiopian children. Data obtained from interviews and observations of three Ethiopian parents and three elementary school teachers in a large school district in the Rocky Mountain region demonstrated that (a) there was similarity across cases regarding lack of teacher preparation in working with diverse students; (b) barriers to communication between parents and teachers include language and cultural differences and parents‘ invisibility in schools; (c) parents are unfamiliar with the Special Education IEP (Individualized Education Program) and resist it; (d) as a result of living in different countries and speaking multiple languages, some Ethiopian parents have knowledge and forms of cultural capital that could be leveraged in schools-community partnerships; (e) Ethiopian parents can bring social views shaped by stratified class relations in their home country, to their assessments of educators in the United States; (f) parent views of teacher behaviors can influence Ethiopian student attitudes toward teachers as well as their behavior in the classroom; and (g) the district cultural liaisons are instrumental in facilitating communication and collaboration between parents and teachers. This study contributes to a more inclusive discourse on immigrant parents and teachers‘ relationship. i

Don’t Stand By, Stand Up: A Peer Group Anti-Bullying Intervention to Increase Pro-Defending Attitudes and Behaviour in Students that Witness Bullying

Psychological research into bullying has highlighted the importance of considering the role of bystanders within this complex social interaction (see literature review). The aim of this paper was to apply this research to develop an anti-bullying intervention programme that increases pro-defending attitudes and behaviour, and consequently reduces bullying. The methodology was a design experiment; in this first iteration, the intervention programme was designed, implemented, and evaluated in collaboration with staff and students at a secondary school. Data were collected using a mixed methods approach via questionnaires, focus groups, an interview, and observation. The results showed that there was no significant difference in prevalence estimates of defending or bullying pre and post intervention. However, two thirds of participants reported that their attitudes and behaviour had become more supportive of defending victims since the intervention. Qualitative data revealed a diversity of perspectives regarding the effects and value of the programme. A model outlining factors that influence decisions to defend a victim of bullying was developed from the results and previous literature. The findings from this paper were used to inform modifications to the design of the intervention programme for implementation in the second iteration in paper 2

Sustainable tourism development in UK National Parks: principles, meaning & practice

Tourism is revered for its ability to encourage development through the utilisation of ‘free’ natural and cultural resources. However, the benefits of tourism development are often accompanied by negative impacts which degrade the social and environmental context in which tourist interactions occur. This issue is particularly significant in national parks due to the challenges presented by their often opposing dual remit: conservation and recreational access. Sustainable tourism development has been recognised as a means of addressing this issue. However, to date, there has been a lack of research evaluating the understanding and application of sustainable tourism development within national parks. This research addresses this gap. A qualitative research strategy was adopted which utilised a multi-case study methodology involving the Yorkshire Dales and the New Forest. It employed a triangulated strategy which used primary and secondary data collection methods, adding credibility to the findings. The findings revealed that some stakeholders experienced difficulty in understanding the concept due to complex and ambiguous terminology. Consequently, the underlying principles were considered to be more significant. The meaning and operationalisation of the principles varied according to the contextually unique characteristics of destinations. Overall however, it was acknowledged that the concept should not be seen as an end-goal, but as an on-going process, with the principles embedded into planning and management processes if progress is to be achieved. This study culminates by presenting two models; the first is intended to facilitate an evaluation of the main elements affecting sustainable tourism development, namely, context, understanding and operationalisation. The second is intended for use by practitioners, to aid the identification of key principles and the elements of planning and management where these principles need to be embedded. Both models highlight the importance of contextual awareness and thus, further research is recommended to assess their relevance in other destinations

The SECI model and external sources of knowledge: a field study on the distribution of search routines

The SECI model is one of most popular and systemic models of knowledge creation. However, its main application is in a set of routines (socialization, externalization, combination and internalization) that emphasizes internal sources of knowledge. This thesis explores how and when organizations locate external sources of knowledge. It uses routines as the main unit of analysis for understanding how each stage of the SECI model is impacted by different sources of knowledge. It argues that external sources of knowledge can be discovered and represented by a search routine. A search routine helps us understand, theoretically, why only certain rules (tacit knowledge) and products (explicit knowledge) are reinforced amongst organizational members. This thesis shows how routines are modified by these search routines when organizations take on the risk of acquiring external sources of knowledge, which involves technology unrelated to their own. The SECI model is explored in two stages: the first stage of the methodology explores the search routine outcomes of SECI using 20 small technology companies; and the second stage replicates those findings onto eight large consulting firms. The field study provided insight into the external sources of knowledge in the SECI model by classifying when its search routines arise under different competitive pressures. Findings suggest that organizations began with internal sources of knowledge, but search routines determined which external sources of knowledge should be distributed for SECI: socialization externalization, combination and internalization. The thesis explains what conditions make some search routines more prevalent than others when locating internal and external sources of knowledge. The author recommends that each stage of the SECI model still be explored, but under a different competitive environment. Building on these classifications of search routines would add to the explanation of why the search for knowledge beyond the organization is more necessary for some industries than others