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Browsing by Author "Ginsberg, Ricki, advisor"

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    Developing America's youth: an empirical study of today's adolescent leaders
    (Colorado State University. Libraries, 2020) Bednar, Rachel, author; Ginsberg, Ricki, advisor; Coffino, Kara, committee member; Sorensen, Leif, committee member
    This research explores the perceptions that adolescent leaders in a middle school environment related to themselves and peers in a leadership program. Findings were collected through interviews and survey responses over a 4-year period and suggest that male and female adolescent leaders have differing approaches and styles of leading. While the results suggest that adolescent female leaders tend to be more productive and on-task as well as more involved in leadership opportunities, this is not reflective of roles that women fill in the managerial and leadership assignments in various work sectors.
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    Developing America's youth: an empirical study of today's adolescent leaders
    (Colorado State University. Libraries, 2020) Choun, Jeanne Marri, author; Ginsberg, Ricki, advisor; Coffino, Kara, committee member; Sorensen, Leif, committee member
    This research explores the perceptions that adolescent leaders in a middle school environment related to themselves and peers in a leadership program. Findings were collected through interviews and survey responses over a 4-year period and suggest that male and female adolescent leaders have differing approaches and styles of leading. While the results suggest that adolescent female leaders tend to be more productive and on-task as well as more involved in leadership opportunities, this is not reflective of roles that women fill in the managerial and leadership assignments in various work sectors.
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    Impacts of trauma in school environments on ELA teachers: an interpretative phenomenological analysis
    (Colorado State University. Libraries, 2024) Robinson, Kit M., author; Ginsberg, Ricki, advisor; Nam, Rosa, committee member; Kennedy, Alexis, committee member
    This study was conducted as an interpretative phenomenological analysis of five secondary English Language Arts Development teachers in Colorado. The study aimed to understand the impacts on ELA teachers, specifically their perceptions of their instruction and ability to remain in the classroom, following traumatic experiences or exposure at work. By using an interpretative phenomenological analysis we can see the spectrum of perceptions and insights ELA teachers have into navigating through trauma as professionals charged with supporting the academic and social development of our students. Data was collected in the form of one-on-one interviews with the participants. The interviews were guided by questions designed to investigate the forms of trauma exposure or experience in school environments they had as teachers, the impacts these events had on their instruction and desire to remain in the field as a classroom teacher, and overall observations and perceptions into what supports were provided or desired. Interviews were recorded and transcribed and the data was coded inductively. This study was then organized as a narrative to examine the intersections and revelations found in teachers' various perceptions of shared traumatic events. While not generalizable, this study aims to elevate these insights to further conversations on trauma in school environments and how we comprehensively support those in charge of supporting the students.
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    Perceptions of stakeholders in English language learning: a case study
    (Colorado State University. Libraries, 2023) Day, Leah K., author; Ginsberg, Ricki, advisor; Nekrasova-Beker, Tatiana, committee member; Basile, Vincent, committee member
    This study was conducted as a qualitative narrative inquiry. The purpose of the study was to understand the perceptions of stakeholders on English Language Learners and how this shapes their educational path. By using a qualitative narrative inquiry, we can get a closer look into the life and learning of just one specific student. Data was collected in the form of interviews with the participants. The interviews were guided with a set of questions that were designed to interrogate perceptions and experiences of all stakeholders with regards to language learning in the context of one student. With the exception of WIDA scores that provide information about the language mastery level of the student, all data collected was qualitative. Interviews were recorded and transcribed and the data was coded inductively. This was then compiled in the form of a narrative that described the shaping of the educational pathway of the student. This study does not seek to generalize beyond this context but can provide insight into similar experiences and perceptions of the English Language Learning process. The themes that developed as findings of this study were centered around the disconnects between stakeholders. This presented itself as subthemes like lack of teacher understanding, feelings of isolation, perceptions of English Language Learners, and varying teacher perceptions of their language abilities. There are implications in the teaching of English Language Learners that point to the importance of collaboration between all stakeholders. This includes transparency and clarification of educator roles, parent outreach, and professional development.