Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

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 give thesis/dissertation in DRUM

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

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2012 - 20162

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    Habits of Mind: A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention
    (2016) Dunn, Molly; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    K-12 teachers encounter numerous occupational stressors as part of their profession, and these stressors place them at risk of job-related stress and burnout (Maslach & Jackson, 1981; Maslach, Schaufeli, & Leiter, 2001). Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands of teaching are necessary (Jennings & Greenberg, 2009; Jennings, Snowberg, Coccia, & Greenberg, 2011). This dissertation examined one mindfulness-based intervention (MBI) for teachers, Cultivating Awareness and Resilience in Education (CARE). The study employed a qualitative case study methodology; data sources included in-depth interviews, field observations of CARE, and analysis of documents such as the CARE Facilitator Manual and Participant Handbook. The current study investigated how participants perceived the MBI immediately after the completion of the intervention and how they utilized experiences from the intervention at a five-month follow-up point. This study reveals that participants identified immediate and longer-term benefits from participating in this MBI, with aspects of compassion, adaptability, and community emerging as important factors in MBI interventions for teachers. Subsequent follow-up interviews suggested that participants, to varying degrees, incorporated aspects of the intervention into their daily and professional lives. The study concludes with recommendations on how to strengthen MBIs as a professional development protocol and identifies areas for future research on how MBIs might influence teacher performance.
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    Factors Related to College Going Self-efficacy among Urban African American High School Students
    (2012) McKechnie, Jessica Diaz; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the relationship between college-going self-efficacy and high school students' perceived levels of achievement goal orientations (mastery-approach, performance-approach, performance-avoidance), vocational identity, need for occupational information, and barriers to occupational goals for a sample of African American urban high school students (N = 200). Furthermore, this study examined the extent to which those factors helped predict scores on the College-Going Self-Efficacy Scale. Findings revealed positive relationships between mastery-approach, performance-approach, and performance-avoidance goal orientation, as well as vocational identity across all subscales of the College-Going Self-Efficacy Scale. Results showed little to no relationship between occupational information, the barriers scale and college-going self-efficacy scores. Hierarchical multiple regression analyses were conducted to explore the predictability of the achievement goal orientation and career related factors on college-going self-efficacy. Results indicated that goal orientation would be consistently statistically significant across all phases of the college going process reflected in their self-efficacy scores and vocational identity was a significant predictor during the first phase and the final phase of the college going process.