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Browsing by Author "Chavez, Ernie, committee member"

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    Motives and success factors in co-teaching relationships: a qualitative case study
    (Colorado State University. Libraries, 2021) Hammel, Samuel "Kelley", author; Sebald, Ann, advisor; Chavez, Ernie, committee member; Chermack, Tom, committee member; Makela, Carole, committee member
    The purposes of this research were to understand what factors contributed to the success of highly rated co-teaching experiences and understanding to what extent those success factors are related to measured human motive constructs within the context of the acquired needs theory of motivation. The purpose included understanding the motives and success factors within the context of the global Covid-19 pandemic. To achieve these overall objectives, the following research questions guided this study: 1. What do the Teacher Candidate (TC) and Mentor Teacher (MT) believe are the top five reasons why this specific co-teaching experience was successful (Success Factors)? 2. Are there any common Success Factors among the MT/TC teams studied? 3. Are any of the Success Factors related to the three motivation constructs being studied, being the affiliation motive, achievement motive, and power motive of the TC or MT? 4. What do the TC and MT believe about how their own measured motives contributed to the success of the co-teaching experience? 5. What do the TC and MT believe about how the Covid-19 pandemic impacted the success of the co-teaching experience? Four co-teaching teams from four different northern Colorado elementary schools were selected for a total of seven individuals (four teacher candidates and three mentor teachers). All seven participants were interviewed after completing thematic apperception tests measuring the relative strength of the achievement, affiliation, and power motives of each individual. Themes emerging from the data included: (1) the importance of relationship and communication in co-teaching teams, (2) the importance of resourceful power in co-teaching teams, and (3) the importance of co-teaching during the pandemic or other emergencies. Recommendations for teacher educators and school administrators are provided based on each of these emergent themes. Given the findings, this study recommends further investigation of complementary motive patterns of successful co-teaching teams and the presence or absence of resourceful power within successful co-teaching teams.
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    Young adults' marital attitudes and intentions: the role of parental conflict, divorce and gender
    (Colorado State University. Libraries, 2014) Christensen, Elizabeth J., author; Rosén, Lee, advisor; Chavez, Ernie, committee member; Richards, Tracy, committee member; Zimmerman, Toni, committee member
    Previous research has documented the importance of measuring personal and collective attitudes toward marriage and personal intentions to marry. The results of this study add to the literature by helping to further underscore the important relationship between marital attitudes and intentions, and the early childhood experiences of young adults. These results suggest that parental conflict is a better predictor of intentions and attitudes toward marriage than either gender or parental divorce. High to moderate levels of parental conflict were more strongly associated with increased fears/doubts about marriage and lowered intent to marry and high parental conflict was more strongly linked to holding more negative attitudes toward marriage in young adults. The results further underscore the importance of considering the long-term effects that experiencing moderate to high levels of parental conflict as a child may have on shaping negative attitudes. Contrary to expectations, women did not hold more positive attitudes toward marriage in general, nor, did they endorse stronger desires to marry. Results indicated that men are more likely to hold more negative attitudes toward marriage than women. Compared with students whose parents are not divorced, adult children of divorce (ACOD) reported significantly higher levels of conflict in their homes while growing up. These results have important implications for practitioners, particularly those who specialize in premarital counseling.