• Who is the Woman in Mark 5?

      Samuels, Rochelle; McAfee School of Theology
      This study explores the potential impact the woman in the Mark 5 biblical text weighs on Jesus’s ministry. The research gives texture to a character that is often used as an object lesson of faith in the scope of biblical exegesis. Using redaction criticism and a Womanist discourse the research finds the woman to be a critical element of the inclusion of woman and other marginalized persons in Jesus’s ministry.
    • Women Rising: The Pathway To Becoming A Female Superintendent In A Metropolitan Area Through The Lens Of Assistant Superintendents

      Brookins, Holly
      HOLLY M. BROOKINS IT WOMEN RISING: THE PATHWAY TO BECOMING A FEMALE SUPERINTENDENT IN A METROPOLITAN AREA THROUGH THE LENS OF ASSISTANT SUPERINTENDENTS Under the direction of CAROL ISAAC, Ph.D. This qualitative study investigated the scarcity of females in the superintendency in the U.S. public school systems through the lens of the little-studied female assistant superintendent. Females remain underrepresented in the superintendency, with very little change in the last century. While 76% of the K-12 educators in the United States are female, only 22.6% of superintendents are female. To understand this issue, the researcher conducted a constructivist, grounded theory study, framed within social role theory and feminist standpoint theory. Through semi-structured interviews, 12 female assistant superintendents in a metropolitan area presented the barriers, motivators, and relationship they have had with power as they climbed the career ladder. After interviewing the participants, the data revealed collective trends. Analysis indicated that these women had to be “okay�? with choices made and how it impacted them, personally and professionally. Motivation and leadership qualities were evident for these women at a young age, and for most, their families encouraged and supported them as they pushed for excellence. These women spoke of influence by others and influence of others. Many had been “tapped by others�? to move into leadership roles; in turn, they were motivated by empowering others. It can be concluded that barriers, including gender bias, stereotypes, cultural norms, social roles and expectations of what a female can and cannot do in terms of leadership, play a large part in the scarcity of women in the superintendency. Further research in the area of gender studies and cultural norms is necessary, along with more research into the superintendency from the male’s perspective. Continued research could lead to more innovative and inclusive leadership and hiring practices, and mentorship programs, which could increase the numbers of females in educational leadership roles, including the superintendency. Although advances have been made for women in the last 30 years, a pervasive problem remains that cannot be ignored as the number of women qualified for the superintendency is well below the number of women achieving this role. This problem is present in other sectors aside from education, as highly qualified women continue to be underrepresented in positions of power.
    • Writing Self-efficacy And Self-regulated Strategy Development Instruction : Perceptions Of Three Sixth-grade Students With Learning Disabilities / By Kathryn Lynn Kinsler.

      Kinsler, Kathryn Lynn
      Kathryn Lynn Kinsler Writing self-efficacy and self-regulated strategy development instruction: perceptions of three sixth-grade students with learning disabilities Under the direction of Sybil A. Keesbury, Ed.D. Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective aspects of writing (Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013). The purpose of this study was to describe the experiences of three sixth-grade students with LD as they participated in explicit self-regulation strategy instruction and to understand how those experiences influenced their writing self-efficacy. The following research question guided this study: How do sixth-grade students with LD describe their writing self-efficacy before and after participation in explicit self-regulation strategy instruction? This study was grounded in the triadic reciprocality of social cognitive theory (Zimmerman, 1998, 2000). In this qualitative case study, three sixth-grade students with a Georgia special education eligibility of Specific Learning Disability were bounded by their shared participation in a five-week writing instructional intervention, utilizing the Self-Regulated Strategy Development (SRSD) instructional model developed by Harris and Graham (1985). Data collected included participant interviews, perceived self-efficacy questionnaires, observations, and researcher field notes. Data were analyzed and interpreted thematically through the lens of social cognitive theory (Bandura, 1997). Interview transcripts were evaluated to identify participants’ affect and judgment of esteem (Martin & White, 2003), students’ responses to the perceived self-efficacy questionnaires were compiled and analyzed, and observation protocols and field notes were analyzed. Results indicated that explicit self-regulation strategy instruction may be beneficial to sixth-grade students with LD in developing writing self-efficacy and knowledge. Additionally, the SRSD instructional model may serve as an effective way to combat the common writing challenges faced by students with LD. Despite the positive findings in this study, continued research is needed to substantiate the direct impact that self-regulation strategy instruction may have on the writing self-efficacy of students with LD. Future research studies should also consider integrating the explicit strategy instruction into the general writing curriculum throughout the school year in order to aid in long-term retention and skill transfer (Harris, Graham, Brindle, & Sandmel, 2011).
    • Writing To Learn In Middle School Mathematics: The Effects On Academic Achievement

      Markert, Laura Payne
      The purpose of this quantitative study was to investigate the effects of a writing to learn intervention on sixth-grade students. Participants were students enrolled in a sixth-grade class in a Southeastern United States private school. Through random grouping, students were placed into two groups. The control group (N = 18) received skill practice drills and the intervention group (N = 20) received a writing to learn intervention with a word problem. The data collection period was six-weeks. An Analysis of Covariance (ANCOVA) was used to understand the impact of a writing to learn intervention and the impact on student achievement as measured by a posttest. The results indicated there was no statistically significant difference between students who received the intervention and those who did not receive the intervention (p = .133). The results also indicated that the covariates of gender (p = .660), class designation (p = .444), and ethnicity (p = .428) were not statistically significant. Discussed implications and limitations within this study illustrate the need for future research. Suggestions for future research included using different writing interventions, measuring different outcomes, conducting research over a more comprehensive time span, conducting research over different school settings, obtaining participants in a different grade level within the grades 6-8 category, researching the full scope of writing within the K-12 setting, or conducting a qualitative study rather than a quantitative study.