Dissertation Redesign for Scholarly Practitioners in Educational Leadership

MacGregor, Cynthia J.; Fellabaum, Jennifer

doi:10.4018/978-1-5225-1624-8.ch019

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…I will examine the impact on me as both an educational leader and influence as a scholar. In this section, I will describe the impact of the scholarly practitioner model around which this dissertation and the EdD program were designed (MacGregor & Fellabaum, 2016).…”

Section: Scholarly Practitioner Reflectionmentioning

confidence: 99%

Evidence-based practice self-efficacy of speech-language pathologists across settings

Tilmon¹

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The purpose of this mixed-methods sequential explanatory study was to explore self-efficacy of speech-language pathologists (SLPs) employed in various settings. Self-efficacy of master's level SLPs was compared across settings to determine if differences existed in each of four experience groups. Self-efficacy ratings were also compared based on degree held, area of practice, and years of experience. Participants (n = 342) completed a survey containing 10 demographic questions, 11 items from Salbach and Jaglal's (2010) Evidence-Based Practice Confidence (EPIC) scale, and 2 open-ended questions regarding factors impacting self-efficacy. Participants (n=34) completed semi structured interviews to further explore factors influencing self-efficacy. No significant difference was noted in self-efficacy of master's level SLPs among settings. There was a significant difference between self-efficacy ratings based on degree held and years of experience. A significant difference in self-efficacy was found based on practice category (i.e., identification of knowledge gap, critical appraisal of research, development of treatment plans based on evidence, clinical judgment, and client preferences). Qualitative analysis revealed graduate program and post-graduate factors which impacted self efficacy ratings both positively and negatively.

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Section: Scholarly Practitioner Reflectionmentioning

confidence: 99%

Evidence-based practice self-efficacy of speech-language pathologists across settings

Tilmon¹

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“…As an academic, I was pushed to learn and expel knowledge-to apply wisdom in my research and in the dissemination of research (Macgregor & Fellabaum, 2016). Finally, as a professional, my leadership capacity has been expanded.…”

Section: Scholarly Practitioner Reflectionmentioning

confidence: 99%

“…Surpassing my doubts and pushing back fear, this process has sharpended my competence as a scholarly practitioner. Furthermore, I have learned to be confident as a steward of practice-to engage in research to create change, using practical wisdom, and incorporating theory (MacGregor & Fellabaum, 2016;Perry, 2016). Engaging and completing this dissertation is just the beginning of my work as a scholarly practitioner.…”

Section: Influence Of Dissertation On My Practice As a Scholarmentioning

confidence: 99%

Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university

Woods¹

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African American females are enrolling and graduating college at increasing rates and outpacing their male counterparts to graduation. While their graduation rates increase, narratives of their journeys to and through college are sparse in the literature. This qualitative study examines the narratives of persistence of 10 Black female undergraduates enrolled at a Mid-Western Predominantly White Institution (PWI). Through the lenses of Crenshaw's intersectionality and Bronfenbrenner's ecological systems theory, this study explores factors that impede or promote persistence through the socio-environmental contexts of Black female undergraduates' journeys to and through a PWI. Using a semi-structured interview protocol, participants share stories of persistence beginning from childhood. Interview data underscore family context, faith, and issues of race, gender, and class as influential factors of persistence toward graduation at a PWI. Implications for practice and research are presented, and recommendations for administrators and practitioners are offered.

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“…I believe that my desire to develop interpersonal relations is why I was interested in the University of Missouri's statewide-cooperative cohort approach. This model encourages members to get to know each other personally (MacGregor & Fellabaum, 2016), which allows for more open, honest discussions (Lei et al, 2011). In my professional life, I work collaboratively across the district with a large number of teachers and administrators.…”

Section: Strengthsquest Profilementioning

confidence: 99%

Text selection and students' motivation to read

Hoddinott¹

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This study explores the relationship between features of the books students selectfor independent reading and their motivation to read. After spending 15 to 20 minutes reading self-selected texts, participants (n = 340) completed the Motivation to Read Profile-Revised (MRP-R) (Malloy et al., 2013) and provided information about their book. A significant positive correlation (p < .001, d = .361) was found between the enjoyment students experience from the book and their motivation to read. Students who loved their book had significantly higher median motivation scores compared with their peers who did not love their book. Associations between motivation and other features of the book (i.e., format, genre, thickness, visual features) were either very weak or not statistically significant. Follow-up semi-structured interviews (n = 8) revealed that highly motivated and unmotivated students alike know their reading preferences but that unmotivated students are afforded less freedom in their text selections. This study adds further support for the importance of matching children with compelling texts.

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Dissertation Redesign for Scholarly Practitioners in Educational Leadership

Cited by 4 publications

References 9 publications

Evidence-based practice self-efficacy of speech-language pathologists across settings

Evidence-based practice self-efficacy of speech-language pathologists across settings

Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university

Text selection and students' motivation to read

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