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Dissertation Proposal Presentation

Transcript: Overview Theoretical Framework Research Questions Introduction Methodology 1.What factors lead to teacher attrition on public secondary campuses? 2. Under what circumstances would these teachers be willing to return to teaching? 3. What have the experiences of these teacher leavers been since resigning? Significance of the Study Problem Statement Purpose of the Study Research Design Data Analysis Building Trustworthiness Literature Review Challenges Strategies EXPLORING TEACHERS’ PERCEPTIONS OF PROFESSIONAL ATTRITION Megan N. Benavidez Texas State University School Improvement, PhD Department of Counseling, Leadership, Adult Education, and School Psychology (CLAS) Problem Statement Between 25% and 50% of educators resign within their first 5 years of teaching (Hong, 2012; Kamrath & Bradford, 2020; Marinell & Coca, 2013; Mawhinney & Rinke, 2018; Schaefer, 2013; Schaefer et al., 2014; Simon & Johnson, 2015; You & Conley, 2015). Dissertation Committee: Dr. James W. Koschoreck - Chair Dr. Emily Summers Dr. Clarena Larrotta Dr. Rosa Pena Purpose of the study Teacher attrition is a heavily researched area due to its impact on society. The unique perspective of teacher leavers are a forgotten population (Mawhinney & Rinke, 2018; Schaefer et al., 2014). “The teaching pool keeps losing water because no one is paying attention to the leak” (Korthagen, 2004, p. 91). Explore the experiences of five teacher leavers

Dissertation Proposal Presentation

Transcript: For my dissertation topic, I have chosen to look into the use of psychology in advertising. I have chosen this as I think that it is interesting to learn about different techniques used by advertising companies to sell us products, both obvious, and bordering on subliminal. Examples of psychology in advertising I intend to discover whether psychology in advertising is an innocent marketing tool or whether it is a form of manipulation, to play on the emotions of the consumer. The history of psychology in advertising How it has changed throughout the years Psychology to sell 'bad' products - tobacco/alcohol etc. Psychology to sell products to children - unethical? Whether psychology in advertising is manipulative or just a form of marketing. The future of psychology within advertising What is psychology in advertising? What is psychology? Psychology is the scientific study of mental functions and behaviors with the immediate goal of understanding individuals and groups. Psychology in Advertising Advertisements that play on your emotions and relationships (inducing feelings of inadequacy) How I will research Psychology in Advertising American Psychological Association - Papers/Journals Adbusters - Kalle Lasn, co-founder - Likened psychological methods to 'brainwashing experiments' Commercial Alert - Website about culture Soap, Sex and Cigarettes - Cultural history of American Advertising. Questionnaires about what people think when they see certain advertisements. Marlboro Ferrari Barcode What I intend to find out Psychology in advertising is the above study, except using the results to sell products. Any Questions? I have yet to decide on my dissertation topic, yet I feel that through wide research I will then focus on one aspect. Topics I will research Dissertation Proposal

dissertation proposal presentation

Transcript: ADAMS, A., DAS ROY, R. & MAHBUB, A. (1993) Participatory Methods to Assess Change in Health and Women’s Lives, B Joint Project in Matlab (Dhaka, BRAC-ICDDR). ADAMS, E. & INGHAM, S. (1998) Changing Places: children’s participation in environmental planning, (London, The Children’s Society). Armstrong, D. (2000) A survey of community gardens in upstate New York: implications for health promotion and community development Health and Place, 6, 319–327. Baxter, J. and Eyles, J. (1997) Evaluating qualitative research in social geography: establishing ‘rigour’ in interview analysis. Transactions of the Institute of British Geographers, 22, 505–525. Burgess, J. and Clark, J. 2009. Practitioner evaluations of participatory processes in environmental decision-making. In Jordan, A and Adger, N. (eds) Governance for Sustainability. (CUP Press), 159-190. Burgess, J., Clark, J., Davies, G., Eames, M., Mayer, S., Staley, K., Stirling, A. and Williamson, S. 2007. Deliberative Mapping: exploring a new analytic-deliberative methodology. Public Understanding of Science, 16(3), 299-322. Davies, G. and Burgess, J. 2004. Challenging the ‘view from nowhere’: citizen reflections on specialist expertise in a deliberative process. Health and Place 10, 349-361 Burgess, J., Bedford, T., Hobson, G., Davies, G. and Harrison, C.M. 2003. (Un) sustainable consumption. In Berkhout, F., Leach, M. Scoones, I. (eds) Negotiating Environmental Change: New Perspectives From Social Ccience. Cheltenham: Edward Elgar, 261-292 Clark, J., Burgess, J. and Harrison, C.M. 2000. "I struggled with this money business”: respondents' perspectives on contingent valuation. Ecological Economics, 33, 45-62 Burgess, J., Harrison, C.M. and Filius, P. 1998. Environmental communication and the cultural politics of environmental citizenship. Environment and Planning, A. 30, 1445-1460. Harrison, C.M., Burgess, J. and Filius, P. 1996. Rationalising environmental responsibilities: a comparison of lay publics in the UK and the Netherlands. Global Environmental Change, 6(3), 215-234. Burgess, J. and Harrison, C.M. 1993. The circulation of claims in the cultural politics of environmental change. In Hansen, A. (ed) The Mass Media and Environmental Issues. Leicester: Leicester University Press, 198-221. Burgess, J., Harrison, C.M. and Goldsmith, B. 1990. Pale shadows for policy: the role of qualitative research in environmental planning. In Burgess, R. (ed) Studies in Qualitative Methodology: vol. 2. London: JAI Press, 141-168. Burgess, J., Harrison, C.M. and Limb, M. 1988. People, parks and the urban green: a study of popular meanings and values for open spaces in the city. Urban Studies, 25, 455-473. Hargreaves, T., Burgess, J. Revealing the hidden actors in transitions: Exploring interdisciplinary research activities as part of transition processes’ Paper to the 1st European Conference on Sustainability Transitions: ‘Dynamics and Governance of Transitions to Sustainability’. Amsterdam, June 2009. Dickinson, J., Duma, S., Paulsen, H., Rilveria, L., Twiss, J. and Weinman, T. (2003) Community gardens: lessons learned from California healthy cities and communities. American Journal of Public Health, 93, 1435–1438. Doyle, R. and Krasny, M. E. (2003) Participatory rural appraisal as an approach to environmental education in urban community gardens. Environmental Education Research, 9, 91–115 Ferris, J., Norman, C. and Sempik, J. (2001) People, land and sustainability: community gardens and the social dimension of sustainable development. Social Policy and Administration, 35, 559–568. Fusco, D. (2001) Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38, 860–877. GAVENTA, J. (1991) Toward a knowledge democracy: viewpoints on participatory research in North America, in: O. FALS-BORDA & M.A. RAHMAN (Eds) Action and Knowledge: breaking the monopoly with participatory action-research (New York, NY, Apex Press). Hancock, T. (2001) People, partnerships and human progress: building community capital. Health Promotion International, 16, 275–280. Holland, L. (2004) Diversity and connections in community gardens: a contribution to local sustainability. Local Environment, 9, 285–305. Irvine, S., Johnson, L. and Peters, K. (1999) Community gardens and sustainable land use planning: a case-study of the Alex Wilson Community Garden. Local Environment, 4, 33–46. Jamison, M. S. (1985) The joys of gardening: collectivist and bureaucratic cultures in conflict. The Sociological Quarterly, 26, 473–490. Krueger, R. A. (1988) Focus Groups: A Practical Guide for Applied Research. Sage, Newbury Park, CA. Kurtz, H. (2001) Differentiating multiple meanings of garden and community. Urban Geography, 22, 656–670. Mayo, M., Taylor, M. (2000) ‘Partnerships and power in community regeneration’ in Partnership Working: Policy and Practice edited by Balloch, S. & Taylor, M. (Sage: London) pp.20-41 Patel, I. C. (1991) Gardening’s socioeconomic impacts:

Dissertation Presentation Template

Transcript: Hypothesis Confirmation The research confirms the initial hypothesis, demonstrating a significant correlation between the studied variables. Statistical Software Utilization New Insights Conclusion Utilized statistical software such as SPSS and R for quantitative data analysis, enabling robust statistical testing and interpretation. Key findings reveal new insights into the subject area, contributing to the existing body of knowledge and addressing identified gaps in the literature. Future Exploration Qualitative Methods Data Analysis The study highlights the importance of further exploration in this area, suggesting avenues for subsequent research and potential applications. Incorporated qualitative analysis methods, including thematic analysis and coding, to interpret open-ended survey responses and interviews. Data Visualization Employed visualization techniques, such as graphs and charts, to effectively convey the findings and trends observed during the analysis phase. Key Findings and Their Implications The research identified significant trends that align with the stated objectives, revealing insights that could influence future practices and theories in the field. These findings not only contribute to existing knowledge but also suggest areas for practical application and further investigation. Future Research Directions Exploring avenues for continued investigation based on dissertation findings. Year 1 Year 2 Year 3 Expand the study to include diverse populations to assess applicability and generalizability. Develop and test interventions based on findings to enhance effectiveness in real-world settings. Investigate the long-term impacts of findings on current practices in the field. Overview of Research Area and Significance Research Methodology Timeline Recent Contributions Seminal Works Column 2 discusses recent studies that address gaps identified in the foundational literature. These studies utilize modern methodologies and perspectives that are essential for advancing the field and informing future research directions. Column 1 focuses on seminal works that have laid the foundation for the research area, detailing their contributions and methodologies. These studies are critical for understanding the evolution of the field and provide a basis for current research questions. An overview of the chronological research design, data collection, and analysis techniques employed in the study. Phase 1: Research Design Engage and Inquire Developed the overall research framework, defining the study type and scope. This is an opportunity for the audience to ask questions and share their insights, fostering a deeper understanding of the dissertation's contributions and findings. This dissertation explores the impact of [insert research topic] on [insert broader field or context], emphasizing its importance in addressing contemporary issues. The significance of this research lies in its potential to contribute to [specific knowledge, practices, or policy improvements]. Identify Key Issues To identify and analyze the primary issues surrounding the chosen research topic, providing a clear understanding of the context and relevance. Evaluate Literature To evaluate existing literature and frameworks related to the topic, pinpointing gaps and opportunities for further exploration. Research Objectives Develop Methodology To develop a comprehensive methodology that allows for effective data collection and analysis, ensuring the validity and reliability of results. Articulate Expected Outcomes To articulate the expected outcomes of the study, providing a framework for assessing its impact and contribution to the field. Dissertation Presentation Template A guide to creating a 2003 PPT template specifically designed for dissertations.

Dissertation Proposal Presentation

Transcript: June 17, 2013 1 in 88 children diagnosed with Autism (CDC, 2012) 1 in 76 deaf children also identified with ASD (Szymanski and Brice, 2008) 1 in 59 deaf children also identified with ASD (Szymanski, Brice, Lam, and Hotto,2012) 4 in 60 deaf children also identified with ASD in Region 4 RDSPD self-contained classes Incidence of co-occurring disabilities of hearing impaired and ASD on the rise! What is being used most commonly in programs across the country to best meet their needs? Research Question Introductory email sent. Electronic survey sent to program directors. Placement of Students with Hearing Impairments and ASD Are students with these unique needs best met in deaf classrooms with autism itinerant support or autistic classes with auditory impaired itinerant teacher support? Theoretical Framework Behaviorism July 1, 2013 Applied Behavior Analysis Professional development is lacking and needs to be created. What's the problem? Survey ends with the aim of at least 40 respondents. Refer to page 27. Refer to pages 21-24. Refer to page 7. Peer Interaction Skills Training August 5, 2013 Refer to page 28-32. Refer to page 8-9 Reminders are sent to nonrespondents. What instructional setting best addresses the needs of students with co-occurring disabilities of Autism Spectrum Disorder and hearing impairment? June 3, 2013 There is no consistency among programs across the country. In Home Behavior Training Placement for Students with Co-occurring Disabilities of Hearing Impairment and Autism Spectrum Disorder Proposal Angela Terry Doctoral Student Jones International University Summary Refer to page 11. Methodology Deaf Education 59.9% of deaf children were receiving their instruction in a regular school setting with hearing students and an additional 17.4% received their instruction in a self-contained classroom on a campus with hearing students (Gallaudet Research Institute, 2008). Reasons for these changes can be attributed to several factors including the increased number of students being implanted with cochlear implants, total communication used in self-contained and regular school settings, and the increased focus on academics comparable to hearing students Deaf programs must work to increase the hearing impaired students’ language at all levels and in all areas. Autism Education Most recent approaches have been more eclectic and are correlated between approach and psychological theories about autism (Tutt, Powell, & Thornton, 2006). Ivar Lovaas – a pioneer in the field of autism and home-based intensive behavioral programs Education of Children with Hearing Impairments & ASD Steinberg (2008) identified two needs of education programming these children need: one that identifies concerns early and one that considers both the deafness and the autism so that appropriate interventions can be designed. ABA use is supported by Szymanski et al (2012) Progress on goals and objectives related to language/communication and behavior/social skills Success on state assessment Graduation rate Class for Students with Autism with AI Specialist Support Chapters 4 & 5 completed. Current programs and programming need to be reviewed to find what works for these students. Data is reviewed & analysis completed. Current Trends in Special Education Class for Hearing Impaired With Autism Specialist Support July 2, 2013

Dissertation Proposal Presentation

Transcript: ENGINEERS: A PHEONOMENOLOGICAL STUDY OF THE EXPERIENCES OF MALE PERSISTENCE IN HIGHER EDUCATION Introduction Research Problem “Improving education in math and science is about producing engineers and researchers and scientists and innovators who are going to help transform our economy and our lives for the better.” – President Barack Obama Statement of the Problem Of great importance to the future of the United States economy is for higher education to produce and graduate more engineering students. There is a significant demand for engineers in the country and currently, the largest population of engineering students is male. Male students are not persisting and are not graduating at the rate they should. Kuzmak (2010) researched female engineers and concluded that pre-entry attributes, institutional experiences, and academic interactions (Tinto, 1994) with peers and faculty positively impact persistence in the engineering discipline. She recommended, in 2010, focusing on fewer attributes of Tinto’s (1994) retention model.... She further recommended the research be extended beyond females and minority students... Purpose Statement The purpose of this phenomenological study will be to understand persistence for male engineering students in higher education. At this state in the research, persistence is defined as the act of continuing steadily despite problems, obstacles, or difficulties (Tinto, 1994). Research Questions 1. What role do academic systems influences, which include academic performance and faculty interactions, play in males’ student persistence in engineering? 2. What role do social system influences, which include peer interactions and extracurricular activities, play in males’ student persistence in engineering? Literature Review Mann (1907) researched the present conditions of engineering education, sought out problems within engineering education, and provided a detailed summary of solutions. The Wickenden Study (1920) “was the most extensive ever undertaken of engineering education, making an effort to involve every American engineering school, representative of American industry, and the major professional engineering societies in all stages from data gathering to analysis to implementation of recommendations” (Marcus, 2005, p. 61). The Grinter Report (1955) recommended landmark enhancements to engineering curriculum. Those included the development of basic sciences in the curriculum, engineering analysis, design, and creative thinking (www.abet.org). Accreditation and Curriculum. The Accreditation Board for Engineering and Technology (ABET) provides strict guidelines for baccalaureate level degree programs in engineering. Criterion 1. Students. Criterion 2. Program Educational Objectives. Criterion 3. Student Outcomes. Criterion 4. Continuous Improvement. Criterion 5. Curriculum. Criterion 6. Faculty. Criterion 7. Facilities. Criterion 8. Institutional Support. The population of engineering students was 420,685 in 2010, while 81.9% are males and females make up only 18.1% of the population (Gibbons, 2010). (Seymour and Hewitt (1997) found the difficulty of the majors, ...grades and grade point averages were listed by 23% of the students as to why students changed majors ...the weed-out mentality in S.M.E. majors to be prominent and students felt that the academic system was set up to get them to change majors... A phenomenological study attempts “to understand the meaning of events and interactions to ordinary people in particular situations” (Bogdan & Biklen, 2003). The purpose of this qualitative phenomenological study is to understand the persistence of male undergraduate engineering students in higher education. The data will be collected through one-on-one, in person interviews...this will provide an opportunity to ask open-ended questions and gather specific stories and perspectives from the participants (Creswell, 2009). The findings will be written in narrative form and will seek to bring the participants’ stories to life. The findings will be listed under three analyses: the participants, the extracurricular inventory, and the interviews. Questions!?! Methodology

Dissertation Proposal Presentation

Transcript: Personal interest Language skills Geographic location ideal Use of personal network Future research interests Presents a new perspective in kin-national research Interesting research for: governments, IGOs, NGOs, think tanks Methodology History of Hungary, Serbia Other academic work on Slovakian- and Romanian-Hungarian relations Both countries have strong records of kin-national policies Vojvodina Autonomous Province Inter-ethnic relations versus bilateral relations Serbian integration with the European Union Why have relations between Serbia and Hungary been different than other bilateral relations in the larger region, relating specifically to kin-national issues? Why has Serbia's approach to Hungarians in Vojvodina AP been different than other ethnic groups in Serbia and the former Yugoslavia? Has Hungary had an effect on Serbia's domestic minority policies especially its power vis-a-vis the EU accession process? What have Serbian reactions been from Belgrade and Novi Sad to Budapest? How have they been similar? How have they differed? Content Analysis Open source documents (e.g., newspapers, periodicals, journals, &c.) Academic resources Public records and policy documents Legislation Interviews with political elite (e.g., national and local politicians, NGO staff, government experts, academic experts, &c.) Comparative qualitative analysis of prior government relations/reactions (i.e., other cases of foreign relations) Possibly anthropological observations/oral histories, depending on contexts of inter-ethnic relations in Vojvodina. Joseph Davis, IMRCEES 2012-14 14 May 2013 Adviser Dr. Eamonn Butler Background Information Hungarian-Serbian Relations Focuses on Hungarian laws about kin-nationals Analyses Hungarian relations with Slovakia and Romania Focuses on the Wars of Yugoslav Succession and Serbian support of kin-nationals Supra-national focus on the European Union as a tool for policy, minority rights cannon Limited work on Hungarian-Serbian kin-national issues Research Question and Hypothesis Obstacles to Research Language Gaining access for interviews, usefulness of information gathered in interviews Accessing information Geography Literature Rationale Kin-National Policies and Bilateral Relations

Dissertation proposal presentation

Transcript: - What is the opinion of the EU towards the change of the Turkish identity? - How much impact does the transnational Islamic movement 'Gulen movement' have on the AKP? Dissertation Topic Hypothesis/research question Research methodology Limitations Planned approach/considered issues Literature review Ethics Timeline Questions Hypothesis/research question Dissertation topic September Analysis and results Documentation and interpretation data Discussion of the results (key findings, the limitations) Ahmad, F. (2003) Turkey: the quest for identity. Oxford: Oneworld Publications. Akturk, S. (2012) Regimes of ethnicity and nationhood in Germany, Russia and Turkey. New York: Cambridge University Press.. Balci, B. (2003) ‘Fethullah Gülen’s Missonary Schools in Central Asia and their Role in the Spreading of Turkism and Islam’, Religion, State and Society, 31(2) [Online]. Available at: https://wikileaks.org/gifiles/attach/9/9724_Balci%20central%20Asia%20schools.pdf (Accessed: 1 May 2014). Bozdogan, S. and Kasaba, R. (1997) Rethinking modernity and National identity in Turkey. Washington: Univeristy of Washington press. Bozdaglioglu, Y. ( 2003) Turkish Foreign Policy and Turkish Identity: A Constructivist Approach. London: Routledge. Cizre. U. (2007) Secular and Islamic Politics in Turkey: The Making of the Justice and Development Party. London: Routlegde. Denscombe, M. (2012) The Good Research Guide. 4th edn. Bekshire: Open University Press. Hale, W. and Ozbudun, E. (2011) Islamism, Democracy and Liberalism in Turkey: The case of the AKP. New York: Routledge. Hanioglu, S. (2011) Atatürk: An Intellectual Biography. New Jersey: Princeton University Press. Ince, B. (2012) Citizenship and identity in Turkey. New York: I.B. Tauris and Co ltd. Kerslake, C., Oktem, K. and Robins, P. (2010) Turkey's engagement with modernity. London: Palgrave Macmillan. White. J. (2014) Muslim Nationalism and the New Turks. New Jersey: Princeton University Press. etc Ethics Research methodology Focus is on the changing Turkish identity To understand how the Turkish people are understanding the change and seeing the change and also the meaning which they are attaching to what is happening in Turkey To understand the reaction of Turkish people towards the change of AKP People's beliefs, experiences and their cultures are playing a role in the change To portray the identity of people to be able to map how their experiences are changing over time Semi- structured interviews with 3 Turkish people in Turkey from military, academicians and transnational Islamic movement 9 June 2014 July Literature review Dissertation proposal presentation Questions? Credible books, journals, websites, governmental documents, conference material, newspapers, Research strategy Methodology section (research approach and tools Data collection by interviews and documents Ethical problems like privacy Less reliable because it is a sensitive issue in Turkey Not generalisable because the opinions are divided between Turkish people and centralised because it has a specific context Potential for bias because of the researcher's background Time consuming because it takes time to analyse the collected data and write it Content Ethnography (Qualitative) Limitations University of Bedfordshire MA International Relations June Interview participants will remain anonymous Data will be treated confidentially Participation is voluntarily and this will ensured Personal safety by collecting the data Participants interests will be protected Deceptions will be avoided Avoiding researching sensitive topics Secondary research Supervisors: Ms. Tricia Smart and Mr. Bilal Qayum Hypothesis: H0: There is no change in the Turkish identity that Ataturk has created since AKP is on power in Turkey H1: There is a change in the Turkish identity that Ataturk has created since AKP is on power in Turkey Research question: What changes are being made by the AKP regarding the reshaping of Turkish identity that Ataturk had created? Planned approach/ Considered issues Conclusion Bibliography Submission dissertation Timeline Research methods Saniye Kaynar 1321195 Primary research: Interviews (qualitative data) Turkish identity from Ataturk to AKP (Justice and Development Party) Introduction (research question, research topic, research issue and research problem Literature review (relevant research available) 1. Investigating the Turkish identity created by Ataturk 2. Examining the background of the AKP 3. Investigating the influences of the transnational Islamic movement 4. Identifying the influences of the EU 5. Analysing the change according to the influences 6. Comparing the old identity with the current identity August Title: Turkish identity from Atatürk to AKP Sub questions: Thank you

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