Browsing by Author "Banning, James H., advisor"
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Item Open Access Assessing school climate using a sequential transformative design(Colorado State University. Libraries, 2010) Maier, Shelby Marie, author; Banning, James H., advisor; Bigner, Jerry J., advisor; Dickmann, Ellyn M., committee member; Griffin, Cindy L., committee memberAs it has been shown repeatedly in the research literature, school climate influences student academic achievement, typically employing a single methodology to collect data: a quantitative organizational climate survey administered to school stakeholders. Utilizing a sequential transformative mixed methods design, I studied how the results of the two methodologies were different and similar. The school climate factors of parental involvement, school safety, and building facilities were studied within 14 K-12 schools. Equity factors were also integrated into the study. Given that these school climate factors are interdependent, the factors needed to be studied using multiple methods. The 'sequential' portion of the research design accomplished this, which first entailed a quantitative organizational climate survey and then a visual ethnography was conducted. The results from the two methodologies uncovered more similarities than differences between higher-ranked and lower-ranked school climates. The `transformative' portion involved critiquing the results from a feminist lens, which produced recommendations for school climate improvement. This study demonstrated that school climate provides a level of complexity that is difficult to assess. Future studies need to utilize innovative designs and progressive methodologies to ensure any modifications made to the school climate are carried out with intentionality and mindfulness. Last but definitely not least, feminist ideals should be at the forefront throughout the school climate and school improvement processes.Item Open Access Clozapine and clubhouse treatment model and vocational outcomes of adults with schizophrenia(Colorado State University. Libraries, 1998) Beckel, Dennis N., author; Banning, James H., advisor; Feller, Richard, committee member; Anderson, Sharon K., committee member; Hall, Bruce, committee memberThis quasi-experimental study of the vocational outcomes of persons with schizophrenia who participated in both of two different psychosocial treatment models and one of two different psychopharmacological treatments. Vocational outcomes of clients requesting vocational rehabilitation services and participating in clubhouse model programs were compared with vocational outcomes of clients requesting vocational rehabilitation services and participating in traditional day treatment programs. Vocational outcomes of clients taking clozapine were compared with those taking other psychotropic medications. Combined effects of the psychosocial treatments and the psychopharmacological treatments was also examined. Included in this study were 150 clients with schizophrenia, all of whom participated in a cooperative vocational program of the Colorado Rehabilitation Services and the Colorado Division of Mental Health from 7/1/94 to 7/1/96. Successful employment outcomes for these clients were defined as sixty days of continuous employment, or "Status 26". Clients with schizophrenia who participated in a clubhouse model had significantly higher employment rates than those participating in a traditional day treatment model. Clients with schizophrenia taking clozapine had significantly higher employment rates than those taking other medications. Clients with schizophrenia participating in a clubhouse and taking clozapine did not have significantly higher employment rates than those only participating in clubhouse or those only taking clozapine. However, for those clients taking clozapine only, participating in a clubhouse only or both, had significantly higher employment rates than clients under neither condition. Four secondary results involving all participants with all diagnoses (n=439) were provided for future research: a) persons with major mental illness who participated in a clubhouse program had 16.9% better employment outcomes than participants in a day treatment program; b) males and females with major mental illness had equal employment outcomes, whether participating in a clubhouse or day treatment; c) no employment outcome differences occurred between the Denver metropolitan area's and other large cities' day treatment programs, but significantly better employment outcomes were observed in the metro Denver clubhouses than in the other large cities' clubhouses; d) employment data for 1994-1995 and 1995-1996 for all diagnoses showed that 11.4% more clients were successfully employed in the first year of the study than the second.Item Open Access Community college as a lifesong or swansong for the underrepresented population: a holistic critical theory perspective(Colorado State University. Libraries, 2011) Wolfe, David Leland, author; Davies, Timothy Gray, 1942-, advisor; Banning, James H., advisor; Hall, Bruce, committee member; Awasu, Wilson, committee memberHolistic critical theory seeks to explicate class, ethnicity, and gender issues. This perspective will be used to explore justice and inequities that face the underrepresented population at All Peoples Community College, a fictitious college. The underrepresented population in this community college context included: the poor; first-generation; those who experienced the foster-care system; Asian-, African-, and Native American; and Hispanic students; and finally welfare-mother students with children and is referred to as the Other. Holistic critical theory not only includes the rational values of Critical Theory, but also a the values of spirituality, and interculturalism. Spirituality has a significant influence in the discourse in adult learning theories and higher education and is define secularly (non-religiously) with three components: To know oneself; To develop an ethic of care; and to know the Other. Interculturalism is defined by Deardorff's (2005) work using intercultural experts to define intercultural competence. She found 44 key elements concentrating primarily on communication and behaviors of a person functioning in an intercultural context. Nussbaum (1997) used the term interculturalism to extend the principals of diversity and multiculturalism. She defined interculturalism as a comparative searching that recognizes the common human needs across cultures and of dissonance and critical dialogue within cultures. I extend this a bit to allow the possibility to be transformed by culturally different Others. Interculturalism is transformative and is accomplished by having profound conversations, which imply deep listening, seeking profound understanding, and encouraging internal and potentially external changes based upon new knowledge.Item Open Access Exploring the challenge of involving Latino parents in the school system(Colorado State University. Libraries, 2009) Rios, Kay, author; Banning, James H., advisorThe purpose of this qualitative phenomenology was to explore the educational experiences of Latino parents and how that may have impacted their views of education and their roles/participation in their offspring's education. By exploring these views, the hope was that ideas would be generated that might increase Latino parents involvement in their children's education. By asking about the educational experiences of Latino parents, their value of education and their view of participation in their children's education were assessed. The interviews were conducted face-to-face with the assistance of an interpreter. Several emerging themes were identified and explored with the two most prominent ones being that of language barriers and definition of involvement. During the course of the interview process, the researcher was cast in the role of an outsider whose lack of language skills inhibited involvement. In that experience, the researcher came to more fully understand how language barriers can isolate and remove one's personal power. The discussions also brought out the differences in terms of what involvement in a child's education meant to those who had been schooled in a different culture. In addition, the reality of life's demands came to the forefront in terms of learning a second language so that a broader participation could happen. The resulting understanding forged a number of recommendations that might help schools with high percentages of English Language Learners (ELL) invite more parental participation and, thereby, increase the chance of greater student achievement in these populations. First, schools must offer a means for communication with offerings considering the needs of both sides: the parents who do not speak English and the teachers who do not speak Spanish. Second, setting up dual language opportunities in the classroom will certainly encourage additional Latino parent involvement. And, third, there must also be a revision of expectations for involvement so that parents more easily feel they are part of the system. This requires a new look at what involvement means.Item Open Access Exploring the educational aspirations of rural youth: an image-based study using participant produced photographs(Colorado State University. Libraries, 2010) Lambert, Dana Ann, author; Banning, James H., advisor; Roman, Henry, committee member; Cross, Jennifer E., committee member; Dickmann, Ellyn M., committee memberEducation is an important variable in forming student aspirations in that it serves to help students become more knowledgeable about the world, more sensitive and understanding of their relationship to it, and more eager to contribute to the community. The purpose of this visual ethnography study was to explore how students in one rural ninth grade classroom perceive their home, school, and community environments as supporting and/or inhibiting their educational aspirations. The approach allowed students to describe their reality in a tangible visual manner by studying; what students do (behaviors), what they say (reporting on photographs), and what they make, (photographs). Cultural themes emerged from the three environments; school, community and home in which rural ninth grade students spend a majority of their time. This study was conducted in a rural area in the county of Colorado referred to as Steel County, located approximately ten miles east of the city. The community surrounding Steel County consists of residential areas, produce farms, and small businesses. The rural high school student body is comprised from sub-cities and transfer students from outside areas compiling a fifty mile parameter. The use of photography provided a unique lens at capturing multi-level relationships that impact rural educational aspirations. Student photographs successfully captured social relationships within the cultural, political-economic, socio-political and spatial context of a rural community, captured within the home, school and community setting.Item Open Access From the migrant fields to the academic fields: "A resilient Chicana"(Colorado State University. Libraries, 2011) Salazar, Guadalupe, author; Banning, James H., advisor; Aragon, Antonette M., committee member; Brantmeier, Edward J., committee member; Scott, Malcolm E., committee memberThe research for this paper is intended to explore how resiliency has contributed to increasing the quality of life for this Chicana, who was able to bounce back "against all odds." I must admit to a pertinacious quest in obtaining my educational objective. An additional goal is to share my life story with individuals that have similar experiences and my hope is that through my story they will be able to accomplish and or complete their educational endeavors. I will share how my experiences impacted my passion for learning and how harmful and damaging these early school year experiences have been throughout my life. Those negative marginalizing comments made by teachers who were in power positions, made in the place where I spent more day time then at home, still haunt my inner being, my image of who I am and what I am able to accomplish. I continue to remind myself using Eleanor Roosevelt's quote: "Nobody can make you feel inferior unless you grant them permission." However, the small child in me did not have the coping tools I hold today and use on a daily basis.Item Open Access Influential factors for first-time mothers in their decision making processes in planning home births(Colorado State University. Libraries, 2010) Godfrey, Mary Katherine, author; Banning, James H., advisor; Haddock, Shelley A., advisor; Kees, Nathalie L., committee member; Griffin, Cindy L., committee memberWhile the vast majority of pregnant women give birth in the hospital, the number of women planning to birth at home is currently growing (MacDorman & Menacker, 2010). While home birth can be a safe and satisfying option for women, little is known about what influences a woman to make the decision to plan a home birth. A phenomenological analysis was conducted with first time mothers who were planning a home birth with a care provider. Three women who were pregnant wrote in journals about their decision making process. Six women who had planned a home birth for their first child were interviewed. An analysis of these journals and interviews was conducted to identify influential themes common to these first time mothers. Overall, a feminist lens was used to analyze data and Ecological Systems Theory was used as a way of organizing themes. Findings indicate that influential factors for these first time mothers included the desire for a natural childbirth experience, apprehensions regarding the medical model of pregnancy and childbirth, wanting to have power and control over their birth experience, the guiding function of intuition, and the influence of their partners. In addition, the women provided suggestions for other mothers and shared lessons they learned from their experience of planning a home birth. Results from this study are consistent with the literature calling for feminist based research on women's birth experiences.Item Open Access The community college president: working with and through the media to advance the institution(Colorado State University. Libraries, 2013) Carringer, Paul T., author; Banning, James H., advisor; Carlson, Laurie A., committee member; Davies, Timothy G., committee member; Hall, Bruce, committee memberThe purpose of this study was to examine how community college presidents successfully work with and through the media to advance their institutions. Four successful cases were studied. These success stories came from the list of Paragon Award winners selected annually by the National Council of Marketing and Public Relations (NCMPR) and be cross referenced with the list of college presidents from the membership list of the American Association of Community Colleges (AACC). While there has been a body of work created exploring the for-profit organization and how the Chief Executive Officer (CEO) works with and through the media to enhance the reputation of the organization, there has been little research conducted in the area of the value a president of a community college brings to the reputation of the institution through her or his own personal visibility through the media. The study assessed and characterized into common themes how each participant, both the presidents and lead public relation executives, successfully worked with and through the media to advance their individual institutions. Common themes emerged both with the presidents and the public relations lead executives. Data revealed that there was a significant connection of each case studied and organizational goals such as financial health and market share growth. The importance of teams was noted with the role of the president being one part of the teamwork. The centerpiece of each case was the story of the institution and that story being the focal point of media coverage. Results of this research suggest that community college presidents can reach organizational goals through a strategic process of telling the institutional story to and through the news media.Item Open Access The use of restorative justice practices in a school community traumatized by an incident of planned school violence: a case study(Colorado State University. Libraries, 2010) Mateer, Susan Carol, author; Banning, James H., advisor; Dickmann, Ellyn M., committee member; Cross, Jennifer E., committee member; Timpson, William M., committee memberIn 2001, less than two years after the Columbine High School shootings, a plan to copycat the Columbine shooting in a junior high school was interrupted by police. This was one of the first documented cases of interrupted school violence and the school where this was to occur was traumatized both by the fact that students were planning violence and the attention given to the event by the media. Even though no one was physically hurt, the school community was shocked and victimized. Eventually, three junior high school students reached plea agreement through the courts for their part in the incident and were sentenced to juvenile corrections. The school was left to pick up the pieces and attempt to understand how this could have happened. This study uses a case study format and interviews with involved administrators, teachers and juvenile justice practitioners to document how the school community recovered from this event - restored and transformed. It looks at how the responses to the trauma were based in restorative justice values and beliefs and why restorative justice played such an important part in the recovery. The school used restorative justice practices that were uniquely suited to the event and responsive to the healing needs of the community at the time. These responses; the Tree, the community meeting, the Summit, the talking piece rock, the mascot statue; all served a purpose at the time and all were steeped in restorative values. In time, a traditional restorative justice conference was held in which two of the offending students responded to the concerns of the school and were welcomed back to the community. Restorative justice has traditionally been about repairing the harm caused by crime. In this situation not only was the harm repaired, but the community used the pain created by the harm to create transformation, a transformation that resulted in a very good school becoming even better. What was transformational is that each of the actions taken by the school served not only to repair the harm caused by the event but served to raise the community to higher levels of safety, interdependence, respect, and inclusivity. This research documents how one school community used restorative practices to bring about transformational social justice.Item Open Access Understanding the nature of medication adherence issues with the HIV infected patient in the family practice setting(Colorado State University. Libraries, 2005) Prutch, Peter Thomas, author; Banning, James H., advisor; Quick, Donald Gene, advisor; Buchan, Victoria V., committee member; Kaminski, Karen, committee memberOne of the greatest challenges in managing the medication therapy in any chronic disease is how to influence human behavior, such as adherence to antiretroviral therapy in the Human Immune Virus (HIV) positive patient. Although data demonstrate significant viral suppression and immunologic benefits of therapy when taking antiretroviral medication at a 95% adherence, non-adherence remains a problem in the HIV or Acquired Immune Deficiency Syndrome (AIDS) population. Past literature indicates it may relate to the quality of information given, the impact of the regimen on daily life, the physical or the incapacity of patients, or their social isolation. This is a basic qualitative research study. The purpose of this study is to have a basic interpretive qualitative understanding of the nature of non-adherence to mediation in the HIV infected patient in a family practice setting. During interviewing, each participant had their own personal story about being HIV positive and why they adhere or do not adhere to their medication regimen. It appears that adherence to any highly active antiretroviral therapy (HAART) revolves around the well being and the understanding of lifelong commitment of the HIV patient. A hypothetical model has been constructed relating the Health Belief Model to HIV medication adherence as found in this study. The educational opportunities for the HIV infected person have improved over the past 10 years. Many private and government organizations provide training and learning materials and the healthcare providers are more aware of the needs of the HIV positive person. The lifestyles of HIV positive people are no different then the non-infected person. However, the side effects of the HAART have been shown to affect the adherence. Seeing HIV in a more positive light contributes to the well being of the infected person. Patients find it easier to cope with their disease if they see it as an opportunity for personal growth or can attach some other positive meaning to it. The outlook on HIV disease has gone from a death sentence to one of guarded optimism. It is viewed as a life long commitment.