Alien Registration- Johnson, Joyce (Brownville, Piscataquis County)

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A Study of the Relationship Between Followership Modalities and Leadership Styles Among Educators at Selected High Schools in Jackson, Mississippi

Problem. The purpose of this study was to explore the nature of the relationship between followership modalities and leadership styles. High-school teachers and principals in the Jackson Public School District in Jackson, Mississippi, participated in the study. Method. Methodological triangulation that combined quantitative and qualitative methods served as the study\u27s research design. A 45-item Multifactor Leadership Questionnaire (MLQ Form 5x-Short), developed by Bass and Avolio (1995), and a well-established measure of leadership style, was administered to the principals. A 20-item, self-diagnostic questionnaire, developed by Robert Kelley, designed to measure followership modalities, was administered to the high school teachers who participated in the study. Semi-formal interviews were also conducted with principals and teachers. One-way ANOVA and transcriptions of themes compiled from interviews were used to analyze the data. Findings. The findings of the study revealed there is limited variation in followership modalities in educational institutions. There is extensive variation in follower performance within identified followership modalities. Followership modalities correspond with leadership styles among teachers and principals. There is no difference in followers\u27 active engagement skills based on gender, age, teaching experience and time with the leader. There is no difference in followers\u27 independent critical-thinking skills based on gender, age, teaching experience, and time with the leader. Conclusions. This study\u27s examination of followership modality variation among teachers revealed that followers generally reflect modality that corresponds with the leaders\u27 style and behavior. Competent, visionary, inspiring, and stimulating leaders will predictably have followers who demonstrate similar traits. The majority of followers in this study seemed to emulate their leader\u27s general style, greatly limiting the amount of variation in followership modality. However, the relational aspect of the leader-follower bond allows the leader to determine the extent to which followers demonstrate a certain followership modality

A Study of Directorial Choices in Tennessee Williams\u27 Play Out Cry Focused on Selected Expressionistic Elements

Tennesse Williams\u27 play, OUT CRY, uses many of the expressionistic and symbolic elements he used successfully throughout his career. The characters of OUT CRY struggle with the fear of isolation, of entrapment and of sexual relationship. The aim of my thesis is to focus on selected expressionistic elements in OUT CRY and to elaborate on the choices I made as a director in using the expressionistic elements to convey the theme of fear inherent in the play. I have highlighted the methodology of director Harold Clurman in my analysis of the script. Additionally, I adhered to theory of director Francis Hodge which assisted in the rehearsal process. The expressionistic elements of the world of the play were also explored in my production design collaboration. My study concludes with reflection on the ambiguity of the play, and further reflections on the challenges in directing non-realistic drama. Finally, I assess the ways in which the expressionistic elements of the play OUT CRY aided in emphasizing the theme of fear articulated by Williams

Changing the power of discourse: intercultural communication for the involvement of Black parents with high school students in special education : the admission review and dismissal experience

textAlthough the enactment of the No Child Left Behind Act (2001) provided parents an active and more visible role in the education of their children, these roles can be supported only through meaningful dialogue that is understood by both the transmitter and the receiver. African American (AA) families with high school students in special education often face challenges in communicating with professionals who are Admission Review and Dismissal (ARD) committee members, who may only communicate from their perspective. This diminishes the possibilities of utilizing intercultural communication processes; therefore, not applying the “posture of cultural reciprocity.” This qualitative study describes and interprets the insight and experiences of AA parents with high school students in special education as they relate to intercultural communication and the “posture of cultural reciprocity.” Intercultural communication identifies a “process by which two individuals who do not belong to the same culture ‘try’ to exchange a set of ideas, feelings, symbols...[and] meanings” (Casse, 1980, p. 16). Since they do not belong to the same culture, by implication they do not share the same assumptions, beliefs, values, or some ways of thinking, feeling, and behaving (Casse). The “posture of cultural reciprocity” (Kalyanpur & Harry, 1999) can be described as building relationships between families and professionals so that the cultural needs of the parents are met and understood. It may also address the need for professionals “to confront the contradictions between their values and practices” (Skrtic, 1991, p. 42) so that meaningful dialogue is achieved to assist parents and students. Findings from the study revealed that professionals in ARD meetings did not usually communicate using intercultural communication processes or from the “posture of cultural reciprocity”; thus meaningful communication between parents and professionals was limited. This was especially evident as parents related their perceptions of communicating the needs of their students in (a) curriculum, (b) social and emotional development, and (c) student satisfaction.Special Educatio

Influences concerning faculty use of technology to teach distance education

The purpose of this study is to examine pedagogical and professional beliefs that might illuminate influences to higher education faculty decisions to teach distance education using technology

Career and technical education: General office occupations

Develops a culturally and linguistically sensitive curriculum that provides unskilled and underemployed African Americans living in San Bernardino County with vocational education for technical and office occupations. This project will operate as a resource for teachers, counselors, and trainers who assist unskilled African Americans entering the workplace and that are in need of career and professional development in office protocol, computer software applications, and verbal and written communication skills

Components in a Comprehensive and Integrated Sex Education Program for the Kindergarten

It was the purpose of the study (1) to survey available resource material in sex education adaptable to the five-year-old level; (2) to design and test a method of integrating a program of meaningful sex education into the kindergarten curriculum; and (3) to provide reference to available resource material for teachers and parents so that there may be a home-school-child triangle of learning

Its Cargo Is People : Repositioning Commuter Rail as Public Transit to Save the New York–New Haven Line, 1960–1990

This essay explores the creation of the Metro-North Railroad in 1983 as a public agency to provide commuter train services on the New York–New Haven Line. The essay begins by bringing out the central role commuter rail services played in the negotiations over the New Haven Railroad’s bankruptcy in the 1960s. I argue that New Haven Line’s near liquidation during the bankruptcy prompted advocacy from commuters, urban planners, and politicians that pushed back against the trend towards automobile-centric urban transportation planning. In the next section, I use the New Haven Line’s subsequent operation in the 1970s under subsidy arrangements with another private railroad and a federally-run carrier to show that indirect subsidy did little to improve conditions since freight railroads—public or private—did not care about investing in commuter services, which did little to help their bottom line. Lastly, I argue that Metro-North succeeded in the 1980s at improving the railroad’s services because it effected the long overdue separation of commuter services from freight and intercity trains, which allowed for greater local control, customer-first management, and renegotiation of subsidies and labor rules. I go on to conclude that, despite its successes, the New Haven Line’s vital implication in interests ranging from the lives of individual commuters to the national economy has ironically hampered its progress as municipalities, the states of New York and Connecticut, and the federal government have failed to cooperate and adequately fund continued progress

Impact of an Urban High School Conflict Resolution Program on Peer Mediators:

Urban high school students in the United States are often involved in conflicts related to bullying, physical fighting, and drug abuse. These conflicts create a hostile learning environment; interventions such as conflict resolution programs are implemented to reduce these disruptions to learning. The purpose of this qualitative case study was to explore how an urban high school conflict resolution program impacts trained peer mediators. The conceptual framework was based on Erikson\u27s psychosocial theory of human development and Freire\u27s critical theory about pedagogy of the oppressed. Participants included 4 high school students who participated as trained peer mediators in an urban high school conflict resolution program in a southern state. Data were collected from multiple sources, including individual interviews with students, reflective journals maintained by these students, and archival records and documents related to this program. At the first level of data analysis, line-by-line initial coding and categorization was used to analyze each data source. A content analysis was used for archival records and documents. At the second level, categorized data across all sources of data was examined to determine themes and discrepant data. The key finding was that this conflict resolution program positively impacted peer mediators because they learned cultural competency skills such as active listening and maintaining neutrality; these skills helped participants fulfill their desire to help peers resolve conflicts and to resolve personal altercations with friends and family. This study will help educators and policymakers develop a deeper understanding about how conflict resolution programs and peer mediators improve the learning environment in urban high schools