2017 Theses and dissertations
Permanent URI for this collectionhttps://hdl.handle.net/11274/13269
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Browsing 2017 Theses and dissertations by Author "Armstrong, Joyce"
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Item An investigation of resilience in Head Start children and their parents(12/12/2017) Bivens, Ronniesha; Moore, Lin; Armstrong, Joyce; McCarroll, ElizabethABSTRACT RONNIESHA R. BIVENS AN INVESTIGATION OF RESILIENCE IN HEAD START CHILDREN AND THEIR PARENTS DECEMBER 2017 This study examined parents’ resilience, family risk factors and social supports, and children’s protective factors related to resilience and possible behavioral concerns. The setting was a Head Start Center in North Texas serving parents and their children ages three to five. Bandura’s Social Cognitive Theory and Bronfenbrenner’s Ecological Systems Theory were used as frameworks to guide the research. The sample for this study was comprised of 99 parents of 102 children in the Head Start Center. The 14-Item Resilience Scale (RS-14) (Wagnild, 2014), the Adverse Life Events scale (Tiet, Bird, Davies, Hoven, Cohen, Jensen & Goodman, 1998), the Perceived Social Support, Family and Perceived Social Support, Friends scales (Procidano & Heller, 1983), and the Devereux Early Childhood Assessment (DECA) (LeBuffe & Naglieri, 1999) were used as measurements in this non-experimental, descriptive and correlational design. The parents, of the children perceived themselves in the following manners as measured by survey instruments: First, parents reported moderately high levels of resilience along with moderate levels of adversity in their lives. In addition, parents reported moderate levels of social support from friends and higher levels of support from family. The correlations between The 14-Item Resilience Scale and the Adverse Life Events scale, Perceived Social Support, Family and Perceived Social Support, Friends scales appeared to be minimal and non-significant. Their perceptions of their children’s resilience as measured by the DECA were in the Typical or Average range. Parents indicated that their children could self-regulate while their children’s level of attachment/relationship were considered slightly lower. Correlations of the parents’ scores on the RS-14 and the children’s scores on the DECA produced a trend towards significance.Item Family ties of African American parental incarceration on adolescents: Family service professionals’ perceptions(11/9/2017) Grays, Totundra R.; Armstrong, Joyce; Brock, Linda J.; Hwang, Shann HwaResearch suggests that a myriad of factors contribute to juvenile incarceration including a history of parental incarceration. The purpose of this qualitative study was to explore family service professionals’ perceptions of the relationship between African American parental incarceration and African American adolescent incarceration. This study also examined what resources and services are needed to reduce recidivism and prevent the intergenerational cycle of incarceration. Three research questions guided this study: Q1. What are the perceptions of family service professionals regarding the relationship between African American parental incarceration and adolescents’ incarceration? Q2. What resources are needed by African American families of adolescents who have been incarcerated to reduce recidivism and break the intergenerational cycle of incarceration? Q3. What services are needed by African American families of adolescents who have been incarcerated to reduce recidivism and break the intergenerational cycle of incarceration? Bronfenbrenner's ecological systems theory and Billingsley's African American Family Functioning Model were used as the theoretical frameworks for this study. Ten family service professionals with experience working with juveniles and their families were included in this study. Demographic questionnaires and semi-structured interviews were used to collect data. The interviews were audio-recorded, transcribed verbatim, and analyzed for relevant themes and concepts. Two overarching themes and seven subthemes were identified from the study. The first overarching theme identified macro factors influencing juvenile incarceration as viewed through the context of a systems lens. The second overarching theme identified micro factors influencing juvenile incarceration as viewed through the context of an individual lens. The participants discussed gaps and necessary resources and services needed to break the cycle of familial incarceration. Recommendations for future studies and implications for professionals working with incarcerated adolescents and families were discussed.Item Parents' perceptions of their involvement in their children's education and their future expectations(11/10/2017) Morales, Sandra Ivette; Moore, Lin; Armstrong, Joyce; Brown, Melissa McInnisThis study examined (a) how parents perceived their roles and participation in their child’s education, (b) how schools invited parents to become involved, (c) parents’ knowledge, skills, time, energy, and involvement activities, (d) mechanisms of involvement such as modeling, encouragement and reinforcement to support their children’s education, and (e) parents’ future expectations for their elementary school children attainment. Bronfenbrenner’s bio-ecological systems theory (1977), Epstein’s model of School, Family and Community Partnerships (2009), and Hoover-Dempsey’s and Sandler’s (1995, 1997) model of Parental Involvement were used to understand the perceptions of parents. A descriptive research design utilized a convenience sample of volunteers. Participants included 355 parents and guardians of students who were enrolled in Pre-Kindergarten through fifth grade at two public elementary schools in a large urban school district located in North Texas. A questionnaire developed by Hoover-Dempsey and Sandler (1995, 1997) was used to collect data from parents regarding their perceptions of involvement in their children’s education. Future expectations were determined by responses to a question developed by Kim, Sherraden, and Clancy (2012). A multinomial logistic regression analysis identified the factors that best predicted the parents’ future educational expectations for their children. The findings revealed that parents held positive perceptions of the importance of their participation in their children’s education and high expectations for their children’s future educational attainment.Item Technology as a tool: The use of technology in the classroom and after school club(5/30/2017) Cook, Lisa Taylor; Snider, Sharla; Armstrong, Joyce; Brown McInnis, Melissa; Sourdot, LudovicTechnology usage within schools is prevalent and research has focused on the value, challenges, and benefits of using technology within classrooms (Brown, Englehardt, & Mathers, 2016). However, little research exists to provide guidelines for evaluating technology usage once implemented within the classroom. The purpose of this research study was to illustrate and exemplify how a teacher created an inquiry-based culture through the use of technology. The theoretical lenses Bronfenbrenner’s bioecological theory (1994), Wenger’s community of practice (2001), and Ribble’s digital citizenship (2012, 2015) allowed for the creation of a framework that encompassed the teaching pedagogy and usage of technology. Ethnographic case study methods illuminated the teaching practices and interactions of students and teachers within an elementary classroom and after-school animation club. Data collection methods included interviews, observations, audio recordings, transcriptions, field notes, contact summary sheets, and reflexive journals. A constant comparative analysis of data, in addition to three peer review processes and member checking, helped to ensure rigor and trustworthiness of findings. Research findings included the importance of a constructivist teaching paradigm and practices that encouraged student inquiry. Technology was used as a tool to extend activities and encourage student collaboration to strengthen learning. The digital citizenship element of digital literacy was expanded and the element of digital collaboration-was created to fully explain the importance of student to student and student to adult interactions and collaborations. Subsequently, the research results highlight the importance of reflective teaching practices in modifying classroom expectations based on student learning, needs, and feedback.Item Voices of youth: Listening to the perspectives of youth about positive youth development, a mosaic approach(1/8/2018) Brown, Ragan M.; Petty, Karen; Armstrong, Joyce; Moore, LinThe purpose of this qualitative study was to listen to the voices of youth ages 9-12 about environmental contributors or resources that influence their positive youth development. An adapted version of this Clark and Moss (2011) participatory research method, the mosaic approach provided youth an opportunity to use their voice to provide insight to research. Bronfenbrenner’s ecological systems theory and Bandura’s self-efficacy component of the social learning theory were established the theoretical construct that framed this study. Eleven participants from the southwestern region of the United States illustrated their daily life encounters through interviews, photographs, and artifacts. The participants were between the ages of 9-11 and were considered co-researchers. The researcher’s field notes were also used. One interview question created a foundation for participants to provide open-ended responses. Triangulation of interviews, photographs, artifacts, and field notes revealed three themes describing what influenced youth and what they valued. The three themes were 1) interdependent relationships 2) opportunities for risk taking and 3) humanitarian contributions. Implications for early education professionals, parents, and youth programming professionals were offered as well as recommendations for future research.