What Keeps Them Going: Factors that Sustain U.S. Women\u27s Life-Long Peace and Social Justice Activism

This dissertation is a mixed methods sequential study on the factors that sustain U.S. women\u27s life-long peace and social justice activism. The specific cohort of women sought for this study was those who entered their social justice activism during the late 1950s through the early 1970s and were active in the U.S. civil rights struggles, the anti-Vietnam war movement, or participated in the second phase of the women\u27s liberation movement. Through utilizing a snowballing process, fifty-seven participants were obtained for the quantitative survey phase of the study from which the ten participants (five White, five women of Color) were selected for the qualitative or interview stage. Based on the survey and interview data, four factors emerged as sustaining life-long peace and social justice activism: historical perspective, relationships, gender and race, and having a personal spiritual belief. The study also offers definitions for activist, social justice, long-term (or life-long), explains how peace is looked at herein, and briefly addresses adult development, feminist standpoint, and essentialist theories. This study begins to fill the gap in research on social justice and peace activist by including women, focusing on sustainability factors, and by extending the concept of life-long or long-term activism. Further research opportunities are suggested as this study is an entry into the subject matter, along with some suggestions to current and future peace and social justice activists on how to sustain their activism for the long haul. The study concludes with some personal reflections. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu

School Psychologists’ Knowledge and Use of Evidence-based, Social-Emotional Learning Interventions

This article describes the results of a national survey pertaining to school psychologists’ knowledge and use of evidence-based, social-emotional learning (SEL) interventions. For the study, 331 school psychologists responded to a survey that listed (a) techniques for identifying SEL interventions, (b) 16 SEL programs that have been identified by more than one source as having strong evidence for their effectiveness, and (c) factors that school psychologists may use for deciding on a program to use in their schools. Participants in the survey were asked to rate their opinions about selecting and using SEL interventions, as well as their knowledge and experience with various SEL programs that have received much research attention. Results of the survey indicated that school psychologists have limited awareness of the majority of published, evidence-based SEL programs. These results are of interest to school psychologists and other school personnel who make decisions about purchasing and implementing SEL programs. Implications for training and practice are discussed

What Keeps Them Going: Factors that Sustain U.S. Women\u27s Life-Long Peace and Social Justice Activism

This dissertation is a mixed methods sequential study on the factors that sustain U.S. women\u27s life-long peace and social justice activism. The specific cohort of women sought for this study was those who entered their social justice activism during the late 1950s through the early 1970s and were active in the U.S. civil rights struggles, the anti-Vietnam war movement, or participated in the second phase of the women\u27s liberation movement. Through utilizing a snowballing process, fifty-seven participants were obtained for the quantitative survey phase of the study from which the ten participants (five White, five women of Color) were selected for the qualitative or interview stage. Based on the survey and interview data, four factors emerged as sustaining life-long peace and social justice activism: historical perspective, relationships, gender and race, and having a personal spiritual belief. The study also offers definitions for activist, social justice, long-term (or life-long), explains how peace is looked at herein, and briefly addresses adult development, feminist standpoint, and essentialist theories. This study begins to fill the gap in research on social justice and peace activist by including women, focusing on sustainability factors, and by extending the concept of life-long or long-term activism. Further research opportunities are suggested as this study is an entry into the subject matter, along with some suggestions to current and future peace and social justice activists on how to sustain their activism for the long haul. The study concludes with some personal reflections. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu

Questions for Assessment: A Guide for Tutors’ Practice and Student Development

Assessment is a time consuming and important part of academic life for tutors and students alike. It shapes the teaching and allows the tutor to guide the learning process. However, student learning is more effective when they understand the assessment process. Tutors, as expert assessor, are in the best place to develop such knowledge but, they need to plan for this in advance and consider the students’ perspective. The purpose of this paper is to both inform and influence tutors’ assessment practice using recent literature. Information searches were employed to gather literature from peer reviewed journal articles using keywords that are important within the assessment context: assessment, formative assessment, criteria, feedback, and self-assessment. The literature was collated under each of three question areas that take into account the students’ perspective: 1. If I had some criteria and examples I would know ‘What do I need to do?’, and ‘What should it look like?’ 2. If I had some feedback while doing my work I would know if ‘I am doing what is required?’ and ‘How I can improve?’ 3. If I had support to self-assess ‘Would I be able to assess myself?’ The literature addressed each of the aforementioned questions. The findings suggest that: in order to answer question one student engagement with criteria and exemplars is required; In order to answer question two students need to engage with tutor feedback that is clear, meaningful and related to criteria; Finally, in order to answer question three students must be given the opportunity to self-assess and be supported through this with feedback from the tutor. Practical suggestions are provided to assist tutors’ assessment practice. Proposed elements and benefits of the assessment process for tutors and students are outlined. In general, a formative approach to assessment is ideal for students. While engagement with the assessment process is valuable for the student it has to be planned for in advance by the tutor