Search

This dissertation demonstrates the interdisciplinary integration of critical appreciative inquiry (a qualitative planning process focused on inclusion in decision-making) and multi-attribute utility theory (a quantitative evaluation process focused on rationality in decision-making). Principles of positive psychology and decision-making underlay the resulting model used in this proposal to evaluate a sample of programmatic initiatives of Ohio University's LGBT Center. Results from this work reveal the usefulness of deriving evaluation criteria from an organization's mission statement and are expected to generalize to other such centers. Implications for diversity leaders in higher education are advanced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Saudi Arabian Sign Language (SASL) is indigenous to Saudi Arabia and is used throughout the kingdom by Deaf and Hard of Hearing (DHH) people, their families and friends, educators, interpreters, and allies. In Saudi Arabia, most people are not aware that sign languages are full and complete languages; therefore, SASL is a natural language that developed among Deaf Saudis and is based in their culture. This language is a minority language that benefits the DHH population, especially young DHH children, as it is fully accessible, allows the establishment of neurolinguistic brain areas, leads to academic achievement and effective social emotional development. Appropriate language planning and policy access for DHH people will lead to these positive outcomes and improve their lives, making them productive Saudi citizens. This paper presents and explores sign language planning and policy challenges in the Kingdom of Saudi Arabia. Considering Ruiz's language policy framework regarding language orientations, a document analysis, interviews, and an autoethnographic study were used to guide these issues for SASL and Saudi DHH people. Sign language planning and policy findings support and enhance the Saudi Arabia Vision 2030, the long-term plan for social, economic, and educational reform in the Kingdom, including Saudi DHH people. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Nationally, collective teacher efficacy (CTE) has been correlated with higher levels of student achievement. The problem addressed through this study was that local school district leaders have been unsuccessful in cultivating CTE through the district's collaborative planning process. Guided by the enabling conditions of CTE, the purpose of this basic qualitative study was to explore how local middle school principals cultivated CTE in their schools through the collaborative planning process. Eight middle school principals with experience using the district's collaborative planning process completed semi-structured interviews. Data analysis employed inductive, open coding to identify themes. Themes indicated that, as part of the collaborative planning process, the middle school principals showed deference to and trust in teachers' knowledge and ability, empowered formal and informal teacher leadership, acknowledged teacher accomplishments, used collaborative planning as job-embedded professional learning, employed different schedules to promote collaborative planning success, and were open to teacher feedback. Findings suggest that, despite their knowledge of CTE and use of the collaborative planning process, middle school principals needed a deeper understanding of how to cultivate CTE. A position paper was developed for school district leaders to suggest solutions for improving the quality of principals' leadership relative to use of collaborative planning and fostering CTE. With enhanced use of the collaborative planning process, district leaders will be better positioned to create positive social change within schools by creating an educational environment that effectively cultivates CTE which may then lead to improving student achievement over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]