UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    Introducing Respect in NAGPRA Repatriation Efforts
    (2022) Ulmer, Jessica Alayne; Lafrenz Samuels, Kathryn; Palus, Matthew; Anthropology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This thesis addresses the repatriation efforts of the Texas Historical Commission (THC) over the legacy collections subject to the Native American Graves Protection and Repatriation Act (NAGPRA) housed at THC’s Curatorial Facility for Artifact Research. The passage of NAGPRA provided a formal process for tribes to reclaim their ancestors. This led to the question addressed in this thesis: how is this change in perspective reflected in the best practice methodology developed by the Texas Historical Commission (THC) in preparing a collection for repatriation prior to the notice of inventory? The THC is dedicated to following the spirit of NAGPRA as well as the letter of the law to make a new model on records compilation, rehousing efforts and consultation with the tribes during the repatriation process. The methods in the model were compiled while acknowledging that the human remains were once ancestors with living descendants that have burial customs different from Anglo-American burials. Best practices are a process and can be altered with new information. Through these repatriation efforts, the THC has provided a model for best practices and methodology to follow which can be applied throughout the United States.
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    A Grounded Theory of Supervision During Pre-Service Level School-Based Consultation Training
    (2009) Newman, Daniel Seth; Rosenfield, Sylvia A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of the current study was to explore a university-based supervision process for pre-service level school-based consultants engaged in a consultation course with practicum experience. The study was approached from a constructivist worldview, using a constructivist grounded theory methodology. A qualitative research software program, NVivo8, was employed to assist with data organization and analyses. Guiding research questions included: (a) how does the process of university-based supervision in pre-service level, school-based consultation training work?; (b) what content and process concerns arise for consultants-in-training (CITs) during their practicum experiences?; (c) how are these concerns considered through the supervision process?; and (d) what are the interactions between the CITs and me (the supervisor) as part of supervision? Supervision session transcripts, reflective logs, and my own notes as supervisor from one semester of ongoing supervision with the five participants (second-year school psychology doctoral students engaged in consultation training) composed the data. I acted in the dual roles of researcher and supervisor. The theory that emerged from the participants' experiences demonstrates that the supervision process included activities outside of and within supervision sessions. Within supervision sessions, the CITs and I engaged in strategic interactions focused on past experiences, the present moment, and future application; these interactions were differentiated in a manner responsive to CIT needs based on perceptions of CIT skill level, requests for assistance, and consultation case process and content concerns. The perceived effectiveness of the supervision process in addressing CIT concerns resulted in mixed feelings including confusion, worrying, frustration, and positive feelings. This theory has implications for school-based consultation training and practice, and makes a unique contribution to broader supervision literature by emphasizing supervision at the pre-service training level, and connecting developmental models of supervision to differentiated models of supervision and instruction.