المساهمون: Ladores, Sigrid (Author), Aroian, Karen (Committee Chair), Chase, Susan (Committee Member), Norris, Anne (Committee Member), Renk, Kimberly (Committee Member), University of Central Florida (Degree Grantor)

مصطلحات موضوعية: previously infertile mothers--transition to motherhood--postpartum depression--infertility--meta-ethnography--phenomenology--lived experience--meaning of breastfeeding

الوصف: The lived experiences of previously infertile mothers in the early postpartum period have not been previously studied. The purpose of the research was to explore the experiences of previously infertile mothers during their early postpartum period.Colaizzi's (1978) approach to descriptive phenomenological inquiry was used to analyze the interview data obtained from twelve first-time, previously infertile mothers. These new mothers, aged 27 to 43 years, were interviewed twice. The first interview focused on eliciting descriptions of new motherhood in the early postpartum period after overcoming infertility. The second interview validated the interpretations from the first interview and provided additional information and reflection. Two main themes emerged that described the early postpartum experience of first-time, previously infertile mothers: 1) Lingering Identity as Infertile; and 2) Gratitude for the Gift of Motherhood. Participants reported that their lingering identity as infertile and immense gratitude for the gift of motherhood propelled them to establish unrealistic expectations to be the perfect mother. When they were unable to live up to being the perfect mother, they censored their feelings of inadequacy, guilt, and shame. Findings from this study sensitize healthcare providers to the difficulties faced by previously infertile women during their transition to motherhood. ; 2013-12-01 ; Ph.D. ; Nursing, Nursing ; Doctoral ; This record was generated from author submitted information.

العلاقة: CFE0005365; ucf:50489; http://purl.flvc.org/ucf/fd/CFE0005365Test

الإتاحة: http://purl.flvc.org/ucf/fd/CFE0005365Test

المساهمون: Gesundheit, Ian (Author), Martin, Suzanne (Committee Chair), Vasquez, Eleazar (Committee Member), Boote, David (Committee Member), Edwards, John (Committee Member), University of Central Florida (Degree Grantor)

مصطلحات موضوعية: Educational Leadership--Program Replication--Autism Spectrum Disorder--Effective ASD Programs--Phenomenology--Effective Leaders--Parent Involvement--Effective Programs for ASD students--Leadership--Lived experience of effective leaders--ASD program implementation

الوصف: With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals ...

العلاقة: CFE0006309; ucf:51586; http://purl.flvc.org/ucf/fd/CFE0006309Test

الإتاحة: http://purl.flvc.org/ucf/fd/CFE0006309Test

المساهمون: Austin, Cavel (Author), Olan, Elsie (Committee Chair), Hewitt, Randall (Committee Member), Jeanpierre, Bobby (Committee Member), Puig, Enrique (Committee Member), University of Central Florida (Degree Grantor)

مصطلحات موضوعية: Deficit Thinking--Student of Color--Marginalized--Constructivist Grounded Theory--Colorblindness--Diversity--White Privilege--Culturally Responsive--Lived Experience--Racial Inequity--Anti-racist theory

الوصف: The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color. ; 2019-12-01 ; M.Ed. ; Community Innovation and Education, School of Teacher Education ; Masters ; This record was generated from author submitted information.

العلاقة: CFE0007779; ucf:52339; http://purl.flvc.org/ucf/fd/CFE0007779Test

الإتاحة: http://purl.flvc.org/ucf/fd/CFE0007779Test