Hope as Strategy Cycle 3 Dissertation Proposal Defense, February 1, 2018ShawnTLoescher
PowerPoint presentation slides from my dissertation proposal defense of Hope as strategy: The effectiveness of an innovation of the mind. The public dissertation defense of findings will be uploaded for the October 29, 2018 meeting.
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
Hope as Strategy Cycle 3 Dissertation Proposal Defense, February 1, 2018ShawnTLoescher
PowerPoint presentation slides from my dissertation proposal defense of Hope as strategy: The effectiveness of an innovation of the mind. The public dissertation defense of findings will be uploaded for the October 29, 2018 meeting.
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...Bart Rienties
In the last five years there is an increased interest across the globe to define, conceptualise, and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. However, whether learning gains could be useful for quality assurance can be debated. This interactive workshop aims to provide an open platform to
discuss the opportunities and limitations of learning gains for quality assurance.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
by Melissa Dancy, Johnson C. Smith University; Charles Henderson, Western Michigan University; Chandra Turpen, University of Colorado. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...Bart Rienties
In the last five years there is an increased interest across the globe to define, conceptualise, and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. However, whether learning gains could be useful for quality assurance can be debated. This interactive workshop aims to provide an open platform to
discuss the opportunities and limitations of learning gains for quality assurance.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
by Melissa Dancy, Johnson C. Smith University; Charles Henderson, Western Michigan University; Chandra Turpen, University of Colorado. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Mini-Research on Single Methodology & Study: The Case Study
Course: Research Methods V: Qualitative Inquiry in Educational Leadership and Policy Studies - Fall 2016
Professor: Dr. Kate Way
Students: Fernanda V. Dias & Zeniah A. Sinclair
Date: 09/27/2016
An introduction to Research Approaches in Higher Education for new or existing university teachers or academics interested in using research to inform their teaching.
PowerPoint presentation for my PhD candidacy project proposal. My committee provided excellent feedback to improve the clarity of the methodology. Other suggestions or questions are welcome.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. With gratitude
Dedication:
Acknowledgments:
Special Thanks:
For our students, practitioners, my family,
wife, and children.
MLFTC faculty and staff: Dr. Garcia and
Dr. Koro-Ljungberg. My wife and
children.
Dr. Moore & Dr. Jordan. Dr. Mertler, for
three years of wise counsel.
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member3
4. Review: Chapters 1-3
Problem of Practice
Research Questions
Theoretical Model
Literature Review
Previous Research
Design & Setting
Data Analysis
4
Hope as Strategy | A Dissertation Defense | Candidate Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
5. Chapter 1: The problem of practice
“The problem of practice was that systems
complexity may lead to socio-economic
reification of our students’ educational and
post-secondary opportunities through
institutional structures that spanned ecological
systems. This complexity obscured setting
relevant positive goals for high school
graduation, college attainment, and career
success.”(p. 13)
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member5
6. Chapter 1: Research Questions
1. How, and to what extent, will the implementation of the
iCCR parent/community development plans increase
parent/community understanding of what students need
to accomplish in order to be college and career ready?
2. How, and to what extent, will the implementation of iCCR
support the school site in setting positive goals for
students?
3. How, and to what extent, will the implementation of the
iCCR student pathway and agency plan increase students’
understanding of what they need to accomplish to be
college and career ready?
4. How, and to what extent, will the implementation level of
iCCR support student levels of hope for their future?
6
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
7. My Theoretical Model
7
Hope as Strategy | A Dissertation Defense | Candidate Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
Proximal
Process
Environmental
System
Goal
Formation
Pathway/Agency
Thinking
Lowest Chronosystem
K-12 Education
High School
Graduation
Graduating Knowing What
Is Next, Belief in a Better
Future
Low Macrosystem
Community
Influence
College and/or Career Knowing the Difference,
Commitment to Positive
Goal Attainment
Medium Exosystem
District
Systems
District Graduation
Requirements, School
Expectations
Course of Study,
Graduation Rates
High Mesosystem
School
Unit Accrual,
Grade Point Average
Course Choice,
Commitment to School
Work
Highest Microsystem
Classes
High Scores for
Assignments
Skills to Complete
Assignments, Motivation to
Do Well
8. Chapter 2:
Literature Review—
Preparing Students for Their Future
World and National Views:
Mass Education History
Mass Education as Enterprise
Economics and Peace:
Economic Freedom
Property Rights
Peace and Safety
Incarceration Rates
Educational Indicators:
General Education Levels
College Attainment
Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
8
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
9. Chapter 2: Previous Cycles of AR
• Reconnaissance: Policy and artifact data analysis;
• Cycle 0, Qualitative Exploratory: Interviews (n = 4)
with three findings on policy and expectations;
• Cycle 1, Mixed-Methods: Clarifying pathway through
revising the course of study with a finding on
systems complexity;
• Cycle 2, Qualitative Case Studies: Interviews to
critically examine urban educators and their belief
systems with the development of grounded theory.
9
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
10. Chapter 3:
Design & Setting
Method:
Multi-Strand Mixed-Methods
Setting:
New design thinking urban high
school in San Diego, CA.
Participants:
Students (n = 65), Parents (n = 35),
Staff (n = 9), advisory/board
members (n = 3). Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
10
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
11. Chapter 3: Data Analysis
11
Figure 5. Representation of my Triangulation/Crystallization process.
Hope as Strategy | A Dissertation Defense | Candidate Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
12. Chapter 4: Findings
Qualitative Findings
Quantitative Findings
Triangulated Findings
12
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
13. Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member13
Chapter 4: Qualitative Process
Data (n = 144,040); Memoing (n = 62,188), Open gerunds (n
= 1,386); Axials (n =55 ), and Assertions (n = 9).
Figure 4. Process map of developing qualitative data.
14. Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member14
Chapter 4: Qualitative Findings
• Student Assertions: Teachers believed in
students; student found iCCR meaningful;
and iCCR should be implemented earlier.
• Teachers Assertions: iCCR as useful; students
may have had a false sense of hope and did
not trust teachers; and the information in
iCCR should be presented earlier in academic
career.
• Parents Assertions: College and career
readiness is complicated; iCCR increased
parent knowledge; and more parents needed
to be involved in iCCR.
15. Chapter 4:
Quantitative Data
Innovation Development:
• Parents had higher scores (M =
20.61, Mdn = 20.00, SD = 5.45)
than student (M = 14.36, Mdn =
15.00, SD = 4.86);
• Parent iCCR on all aspects;
• Student iCCR on graduation
requirements and college
entrance. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
15
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
16. Chapter 4:
iCCR Data
Measurements of Knowledge:
• Parents overall measure of
knowledge scores moved from
pre test of 55.6% to 82.2%;
• Student overall measure of
knowledge scores moved from
42.7% to 52.7%.
• Different types of pre/posts. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
16
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
17. Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member17
Chapter 4: SHS and SS Data
Table 29
Post-Innovation SHS Descriptive Table of Central Tendency
M Mdn SD
Sub-Construct Pre Post Pre Post Pre Post
Goals 4.88 4.94 5.00 5.00 .75 .65
Agency 4.55 4.50 4.50 4.50 .71 .78
Pathway 4.17 4.56 4.33 4.67 .89 .86
Note. Items were reported on a 6-point Likert scale where strongly agree = 6, agree = 5, slightly disagree =
3, disagree = 2, and strongly disagree = 1. M = Mean, Mdn = Median, SD = Standard Deviation, Pre = Pre-
Innovation, and Post = Post-Innovation.
Table 32
Post-Innovation School Survey Descriptive Statistics
M Mdn SD
Sub-Construct Pre Post Pre Post Pre Post
Student Perceptions of Self 2.92 3.02 3.00 3.00 .51 .52
School/Community Supports 3.13 3.16 3.14 3.14 .60 .60
Note. Items were reported on a 4-point Likert scale where strongly agree = 4, agree = 3, disagree = 2, and
strongly disagree = 1. M = Mean; Mdn = median; SD = Standard Deviation; Pre = Pre-Innovation; and Post
= Post-Innovation.
18. Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member18
Chapter 4: ANOVA Data
Table 35
ANOVA of Levels of Use on Student Hope Levels
Source of Variation SS df MS F P-value F crit
Between Groups 1142.256 3 380.752 2.814 .050* 2.812
Within Groups 6087.744 45 135.283
Total 7230.000 48
Note. Method of at p ≤ α with α = 0.05; *notes that p ≤ 0.05. SS = Sum of Squares; df = degrees of freedom;
MS = Means Squared; F = F distribution; P-value = probability value; F crit = F critical value.
Table 36
Descriptive Statistics of Level of Use on Student Hope Levels
Level of Use n M SD
Renewal 12 87.91 11.56
Integration 13 86.38 13.68
Refinement 16 84.38 11.89
Mechanical Use 8 73.50 6.00
Total 49 84.00 12.27
Note: M = Level of Use Assigned Metric, n = number, M = Mean, SD = Standard Deviation. Levels of
Use from lowest to highest are Nonusers: Nonuse, Orientation, Preparation; Users: Mechanical use,
Routine, Refinement, Integration, and Renewal.
19. Chapter 4:
Quantitative Findings
• Overall student hope levels
remained about the same with
an increase to goal setting and
pathway thinking that was offset
by a decrease in agentic
thinking.
• Student scores on perception of
self and community supports
has slight increases. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
19
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
20. Chapter 4:
Quantitative Findings
• There was a significant effect on
student hope based on LoU.
• Post hoc comparison suggested
that renewal (M = 87.91, SD =
11.56) was statistically significantly
different than mechanical use (M =
73.50, SD = 6.00), with the p =
0.045.
• All of the other comparisons were
different, but they were not
statistically significant. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
20
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
21. 21
Chapter 4: Triangulated Findings
RQ1: iCCR increased parent and community
knowledge of college and career readiness.
RQ2: Students increased their positive goals
setting while reassessing what goals were being
set based upon new knowledge.
RQ3: Students increased pathway knowledge
but had a decrease in agentic thinking.
RQ4: The level of implementation of iCCR had
effects on student hope levels.
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
22. Chapter 5: Discussion
Crystallization
My Grounded Theory
Limitations &
Implications
Forward
22
Hope as Strategy | A Dissertation Defense | Candidate Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
23. Chapter 5:
Crystallization
Method:
Post-modern
Mixed-methods
Writing and critical reflection
Reflexive and introspective
Purpose:
Deconstruction and reconstruction
Reveals multiple truths, realities,
and perspectives Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
23
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
24. Chapter 5:
Crystallization
RQ1: Parents may not understand the
social dynamics at work in our
students lives. This includes
community structures that may lead
to cyclical poverty.
RQ2: Positive goal setting may be
relational to community dynamics
and represent the appropriation or
assimilation of cultural values within a
globalized economy. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
24
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
25. Chapter 5:
Crystallization
RQ3: In the absence of pathway
information, students may fulfil
their need for hope with a sense of
inflated agency which was labeled
false hope.
RQ4: Teacher belief systems may
have an equal or greater influence
on student hope levels than the
innovation. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
25
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
26. 26
My Grounded Theory
Teachers, parents, schools, and school systems have
influence over a student’s level of hope and
dispositions to seek out a more ideal future state of
being—with agentic thinking and pathway
knowledge being primarily influenced through
interactions in environments of higher proximal
process and goal setting being primarily
manifested in environments of lower proximal
process.
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
27. Chapter 5:
Limitations
Experimenter Effect: If the
experimenter(s) were not in place
the outcomes may have been
different.
Novelty Effect: Both parents and
students participants were eager for
information.
Transferability: Applicable to all
action research. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
27
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
28. Chapter 5:
Implications to Practice
To iCCR: Modifications and
expansion to iCCR.
Theoretical Alignment: The use of a
known and published aligned
theoretical framework by
practitioners.
Participatory Action Research:
The use of PAR as a communication
change strategy for schools and
districts. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
28
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
29. Chapter 5:
Implications to Research
Cultural studies: How and to what
extent school and/or community
culture influence goal setting,
pathway knowledge, and agentic
thinking.
EST and HT: How the theoretical
model of HT as a ground level
change theory may operate within
EST.
Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
29
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
30. Chapter 5:
Forward
Purpose:
A critical examination of three years
of research to provide direction for
my next cycle of research and
present my personal voice as a
scholarly practitioner.
Process:
Review of all cycles of research,
theoretical model, literature review,
findings, and personal beliefs
systems. Dissertation Committee:
Craig A. Mertler, Ph.D., Chair;
Michelle Jordan, Ph.D., Member;
R. Vernon Moore, Ed.D., Member
30
Hope as Strategy | October 29, 2018
Shawn T. Loescher | A Dissertation Defense
31. Chapter 5: Forward
31
“I have found the thought of concluding this cycle
of PAR study with a summary or conclusion as
being paradoxically inconsistent with the tradition”
(Loescher, 2018, p. 193)
• Reflecting on complexity;
• Reflecting on core beliefs;
• A paradox: American equality;
• Connections to the literature;
• Hope as a strategy;
• My argument articulated.
Hope as Strategy | A Dissertation Defense | Shawn T. Loescher | October 29, 2018
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
32. Dialogue on—
Hope as Strategy:
The Effectiveness of an
Innovation of the Mind
A Dissertation Defense
October 29, 2018
Shawn T. Loescher
Doctoral Candidate
Ed.D. of Leadership and Innovation
shawn.loescher@asu.edu
Dissertation Committee: Craig A. Mertler, Ph.D., Chair; Michelle Jordan, Ph.D., Member; R. Vernon Moore, Ed.D., Member
32
Editor's Notes
World and National Views
K-12 Mass education is primarily executed on an unchecked model based on western norms and beliefs (Stephens et al., 2015)
K-12 Mass education is an enterprise that seek social order as the primary goal (Meyer, Ramirez, & Soysal, 2015)
Economic Freedom and Constitutional Rights
Lower levels of Economic Freedom (Miller et al., 2016)
Lower levels of peace and safety (Institute for Economics and Peace, 2015)
More likely to be imprisoned (Kaeble et al., 2015)
Educational Indicators for Post-Secondary Success
Lower levels of education expectations and attainment (Stephens et al., 2015; OECD, 2013; OECD, 2012)
Lower levels of college attainment, 14th in the world (OCED, 2012)
Lower levels of college attainment for first generation students, 26th in the world (OECD, 2012)
Reconnaissance: A review of graduation requirements and policies
Findings: State and local graduation requirements do not appear to meet the needs of post-secondary environments.
Cycle 0: Qualitative Exploratory
Interviews of district and school officials (n = 4) on graduation requirements and expectations.
Results: (a) they do not seek to prepare students for all aspects of post-secondary life; (b) police can support raising expectations, but they are not a requirement; (c) adults at school are critical to setting expectations for students.
Cycle 1: Clarifying Pathway
Revising a district course of study
Findings: Systems complexity may distort pathway thinking.
Cycle 2: Developing a Grounded Theory
Focusing on a critical examination of students who were labeled high-needs and adult perceptions of them.
My grounded theory: when urban educational leaders set positive ecological systems goals, actively engage in the struggles students face, create clear expectations and supports for school staff, and engage in equity based resourcing, students labeled high needs are more likely to find success.
Quantitative:
Student Information Systems
Survey Instruments (n = 4)
Qualitative Data:
Levels of Use
Semi-structured Interviews
Journals, Reflections, and
Artifact Data