Log in

Relevant bibliographies by topics / Whole child education / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Whole child education.

Dissertations / Theses on the topic 'Whole child education'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 25 dissertations / theses for your research on the topic 'Whole child education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Rodriguez, Janel. "Ethnography: Understanding the Whole Child." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/125.

Full text

Abstract:

Three students were picked to be the focus students for this ethnography. The criteria used to pick the three focus students are: focus student one has to be an English language learner, focus student two student has to have an IEP or a 504 plan, and focus student three has to have had a significant life experience. Included in the ethnography are student works, analysis of assessments, and interviews with students and families. I used scholarly resources to support data, such as How to be an Effective Teacher by Harry K. Wong (2009). I discuss the effectiveness of my action plan by discussing the results of the students progression, or the need to amend the action plan. The purpose of ethnography is to get to know the student as a whole, and not through assessments. I describe students’ interests, likes and dislikes, and family life. In addition to getting to know the students, there is an in depth look at the educator, and her motivations.

APA, Harvard, Vancouver, ISO, and other styles

2

George, Ashley Rae. "Practicing Teachers' Perceptions of Their Whole Child Preparedness and Intent to Stay in Their Current Placement." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624617117935842.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kim, Myonghee. "An ethnographic study of the culture of a third-grade ESL class ESL education for whole child development." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229579.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
"Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2913. Adviser: Bill Johnston.

APA, Harvard, Vancouver, ISO, and other styles

4

Kirlew, Amber. "How play supports the development of the whole child : implications for parents of children ages 2 to 6." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1281.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Early Childhood Education

APA, Harvard, Vancouver, ISO, and other styles

5

Lopez, Grizel. "Advocating for the Development of the Whole Child| How Public Urban Preschool Teachers Overcome the Pressure of More Academics in Their Classrooms." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3740338.

Full text

Abstract:

Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.

APA, Harvard, Vancouver, ISO, and other styles

6

Shuck, Cynthia Marie. "Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/863.

Full text

Abstract:

This qualitative case study investigated the levels and frequency of music integration being implemented at a public elementary school in central Florida, what key issues affect the successful implementation of effective music integration, and if music integration has an influence on academic achievement. This study focused on 14 elementary school educators actively involved with music integration at one public elementary school. The multiple formats of data collection and analysis provided triangulation and increased the viability and transferability of the results. The five data collection formats that were used consisted of surveys, observations, lesson plans, interviews, and student achievement documents. Data results were coded and analyzed for themes, similarities, and differences. Tables, graphs, narratives, and transcription quotes illustrate the data results. The literature review provides historical and foundational information of how interdisciplinary qualities of music education relate to student achievement. This study offers working integration examples and addresses the important issues and benefits of music integration. With increased high-stakes accountability for student achievement, educators must explore viable curriculum options that aid academic achievement (Arts Education Partnership, 2002; Cutietta, 1996; Hyatt, 2004; Mallery, 2000; Snyder, 2001). This study found academic benefits are linked to music integration as previous research has found (Bresler, 2002; Brewer, 2002; Drake, 1998; MENC, 2001, 2004; Wiggins and Wiggins, 1997). Perhaps other elementary school personnel working toward higher student achievement will find the results useful to increase effective music integration at their schools. The following were major findings of this study: (a) music integration occurred at Levels 1, 4, and 5; (b) awareness and training were the 2 most important issues affecting music integration out of the 12 identified in this study; and (c) educators do perceive music integration to be beneficial to students academically, behaviorally, and emotionally. Contributions of this research are beyond that typically found in similar literature: (a) a balanced research-practitioner music integration resource; (b) an awareness and training program for school administrators, which includes working models and literature to help educators improve the musically integrative practice in their elementary curriculum; and (c) the development of Music Integration Criteria and an Integration Consortium.

APA, Harvard, Vancouver, ISO, and other styles

7

Jeffries, Treva Elise. "A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Peugeot, Megan Aline. "Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Higgins, Hillarie Jean. "Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5523.

Full text

Abstract:

Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.

APA, Harvard, Vancouver, ISO, and other styles

10

Strachan, Olivean. "The Impact of a Multifaceted Intervention on student Math and ELA Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/333.

Full text

Abstract:

Closing the achievement gaps in mathematics and English language arts (ELA) is an ongoing challenge for most New York City Public school administrators. One New York school experiencing this problem implemented a broad intervention including (a) the Children First Intensive (CFI) program, which includes using data to inform instructional and organizational decision-making; (b) added baseline and post assessments; and (c) differentiated instruction including student conferences. The effects of the intervention had not been evaluated within the context of implementation. The purpose of this quantitative study was to evaluate the impact of the multifaceted learning gaps' intervention on 6th grade student achievement in math and ELA. The framework used in this study was the Halverson, Grigg, Prichett, and Thomas data-driven instructional systems model. The comparative study design used paired t tests to examine the change in math and ELA achievement scores on a group of 6th grade students (N = 26), before after the intervention. Results indicated significant increases in the test scores of the students, suggesting that students' learning gaps were closed using their assessment results and differentiated instruction within the comprehensive intervention. Results were used to create a professional development handbook on using a multifaceted data-based approach to improve student achievement. Positive social change might occur by providing the local site findings on the outcomes of their approach and additional training on using the approach, which may ultimately improve the academic performance of all students.

APA, Harvard, Vancouver, ISO, and other styles

11

Werner, Dawn Heterick. "A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1029.

Full text

Abstract:

The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.

APA, Harvard, Vancouver, ISO, and other styles

12

Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Thiagarajan, Arti, Karen E. Schetzina, Gayatri Bala Jaishankar, Debra Mills, Piyush Singh, and Joseph Ikekwere. "Texting While Driving and Interest in Child Passenger Safety Education Among." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5040.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Yensel, Jennifer Yensel. "Female counselor educator experiences earning tenure while raising a young child." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532618060251885.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Nicely, Tanna H. "An Examination of the Community School Model in an Urban School Setting." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3066.

Full text

Abstract:

The topic of educating today’s youth has become an increasing multi-faceted task with rigorous accountability metrics handed down from all of the different branches of government. Schools are faced with providing more than just instructing the three R’s; they are taxed with educating the whole child. This qualitative study explored the community schools model in an urban elementary school. Specifically, the study attempted to understand the perceived impact this model has on community members, parents, and administrators at one particular elementary school. Data were collected through a series of open-ended interviews and coded for inductive analysis. There were four emerging themes: impact of leader, hub of the community, safe environment, and education of the whole child, which surfaced from the data analysis of the open-ended interviews. A document review also provided additional information that was included in the findings. The need for additional quantitative and qualitative research was also suggested.

APA, Harvard, Vancouver, ISO, and other styles

16

O'Rourke, Kathleen A. "Measuring knowledge of developmentally appropriate practice while comparing and exploring disciplines of study, learning styles, degree of flexibility, and values of students enrolled in a home economics child development laboratory /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998780870.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Cotten, Caitlin. "Individual Experience, Individualized Help: A Case Study of Three Siblings Whose Father Died by Suicide." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9079.

Full text

Abstract:

This qualitative case study describes the disparate experiences of how three siblings reacted and were affected by their father's suicide death. Specifically, through individual interviews, this study explores the siblings' individual memories, emotions, and perceptions of support connected with the time directly before and after their father's death. In addition, the researchers considered the long-term effects of their father's death by suicide as lived by the sibling survivors. In seeking to understand the siblings' experiences, this study also explores each sibling's reaction as they were presented with a group of children's picture books that were developed to help children express their emotions and are used by therapists who counsel with children bereaved by suicide. Findings suggested that, although the siblings shared the trauma of the father's suicide, each had different perceptions and experiences surrounding that trauma; they also reacted differently to the books presented to them. Implications for practice for teachers, parents, and school-based mental health practitioners (e.g., school psychologist and school counselors) are provided. These implications include the importance of knowing the specifics of each child's perceptions and providing supportive interventions that match the individual child's needs. Also, when selecting therapeutic books to share with a grieving child, consider presenting options and allowing the child to select a book. Also, be aware that a book that is preferred by one child, may not be preferred by another. Additionally, certain pictures included in children's books may trigger memories of the parent's suicide that could potentially further traumatize the child.

APA, Harvard, Vancouver, ISO, and other styles

18

Hein, Vanessa. "Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3146.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Sweeney, Fleurette. "From sound to symbol : the whole song as curriculum, the whole child as pedagogue, observation as methodology." Thesis, 2002. http://hdl.handle.net/2429/13564.

Full text

Abstract:

'There is more to a song than meets the ear' to paraphrase an old adage. This 'more' refers particularly to certain songs in which the acoustic properties of the music move in confluence with spoken English. This 'more' refers to a particular process through which children learn songs, and once learned engage with them as objects of thought and represent them in symbol. This 'more' refers to particular songs as events aptly suited to circumscribe the temporal/spatial, perceptual/motor, emotional/social, imaginative/cognitive engagement of children-as-learners. The dissertation is a narrative in which the author traces the story of her transformation from being a successful symbol-to-sound music teacher, to becoming a sound-to-symbol educator of children and the teachers of children.

APA, Harvard, Vancouver, ISO, and other styles

20

Reffitt, Kelly. "aking the best of it conditions for overcoming obstacles and educating the whole child in a rural elementary school /." Diss., 2008.

Find full text

Abstract:

Thesis (Ph. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy. Dept. of Teacher Education, 2008.
Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 196-202). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

21

Yom, Tiana. "Looking At The Whole Child Through Student Health Profiles: A Latent Class Analysis of CDC 2019 National Youth Risk Behavior Survey Data." Thesis, 2021. https://doi.org/10.7916/d8-gqbs-4v30.

Full text

Abstract:

The purpose of this research is to discover the extent to which there is a typology of students’ health risk behaviors and to what extent are those typologies associated with academic achievement using the 2019 national Youth Risk Behavior Survey (YRBS) dataset. This is a secondary data analysis study using a national representative sample (n=11,410) of high school students, grades 9 to 12, in the United States. YRBS is a national school-based, paper-based 99-item survey used to assess 121 health-related behaviors among all high school students in the United States and is biennially conducted by the Centers for Disease Control and Prevention (CDC, 2020). While research efforts on health and academic achievement is vastly growing, there is a limited number of studies that are analyzing multiple health-risk behaviors concurrently as well as exploring their potential impacts on educational outcomes. Furthermore, previous studies have utilized cluster and/ or factor analyses. However, this statistical approach will show how students are clustered into groups and does not provide information such as the probability that a given student is bullied or suicidal. A 3-step Latent Class Analysis (LCA) was conducted to identify and understand the various profiles of students who experienced and/ or were exposed to certain health-risk behaviors. The health-risk behaviors of interest, the latent variables, were school-related violence, physical activity, screen time, and sleep. Using LCA, results show that there are four significantly different typologies, or profiles, of student health-risk behaviors: Level 1 The Most Support Needed (TMSN), Level 2 Suicide Prevention Needed (SPN), Level 3 Coping Mechanism for Bullying Needed (CMBN), Level 4 Least Support Needed (LSN). In tandem, contextual factors such as age, sex, grade level, race and ethnicity were significantly associated with the odds of belonging to some of the groups. This study is connected to longer-term work. Implications of these groupings on school policies, student health outcomes, and building a school-based coordinated health system will be discussed.

APA, Harvard, Vancouver, ISO, and other styles

22

"PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15916.

Full text

Abstract:

abstract: The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their children and to what extent each parent was involved in their children by gender and age. The objective of the interviews was to capture the perceptions of each parent as to child development and childrearing practices as well as the beliefs that they have on parental involvement. In the current study, the interviews provided information regarding attitudes and perceptions of parental involvement from the Navajo mothers and the Navajo fathers who participated in the study. By using probing questions, deeper insights into the understanding and perceptions of parental involvement were obtained.
Dissertation/Thesis
Ed.D. Educational Administration and Supervision 2012

APA, Harvard, Vancouver, ISO, and other styles

23

Neves, Ana Cristina Trindade. "A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum." Thesis, 2009. http://hdl.handle.net/1807/18107.

Full text

Abstract:

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

APA, Harvard, Vancouver, ISO, and other styles

24

Koslouski, Jessica B. "A professional development series in trauma-informed teaching practices: a design-based research study." Thesis, 2021. https://hdl.handle.net/2144/42548.

Full text

Abstract:

In this mixed methods dissertation study, I used design-based research (DBR; Brown, 1992; Cobb et al., 2003; The Design-Based Research Collective, 2003) to develop and refine a Tier 1 professional development (PD) intervention in trauma-informed teaching practices. This intervention was implemented with all full-time educators at one school and focused on Tier 1 practices to be implemented for and applicable to all students. I engaged in ongoing collaboration with educators at Oakdale Elementary School, a suburban Massachusetts school, to study and refine this intervention. I conducted ongoing qualitative and quantitative data collection and analysis, which informed both the intervention design and study of process and outcomes. This study investigated how and why the intervention evolved over time, the acceptability of the intervention, shifts in thinking and teaching practices, and how those shifts were facilitated. Over the course of implementation, 10 collaborative design decisions were made to create an intervention that addressed the needs and desires of Oakdale’s educators as well as the structural affordances and constraints of PD implementation at Oakdale. The intervention contained three after-school PD trainings: (1) Secondary Traumatic Stress and Self-Care, (2) Trauma 101: Supporting Students who Have Experienced Trauma, and (3) Educational Impacts of the Opioid Epidemic. Educators rated the intervention favorably: 88% of year-end survey participants were very satisfied with the trainings and 94% felt that the trainings would be very useful in other schools. In addition, Oakdale’s educators reported shifts in their thinking (e.g., increased empathy) and teaching practices (e.g., enacting proactive strategies) that they attributed to the trainings. Finally, based on the data collected in this study, I developed a theoretical model of how to support educators’ learning and implementation of trauma-informed teaching practices. This theoretical model identifies contextual, relational, and procedural elements of the intervention that participants reported to facilitate learning. This model can be tested in future studies of trauma-informed teaching PD and, if substantiated, used to guide additional intervention design. Implications for policy and practice are discussed.
2023-05-13T00:00:00Z

APA, Harvard, Vancouver, ISO, and other styles

25

Hwang, I.-Ting. "Asian immigrant parents' perceived parental role and role enactment while accessing and using health and education services for their child with developmental disabilities in the United States." Thesis, 2019. https://hdl.handle.net/2144/38129.

Full text

Abstract:

Asian immigrants are the fastest growing immigrant population in the United States. The literature documents that Asian immigrant parents of children with developmental disabilities (DD) face additional barriers when they access and utilize services in the United States, compared to U.S.-born parents. However, we have a limited understanding of how they respond to these barriers and what they want to achieve while supporting their child with DD, especially when their children transition from high school to adulthood. While there are some studies about Asian immigrant parents of children with DD, these studies singularly attribute barriers to cultural differences between Asian immigrant parents’ cultural backgrounds and the mainstream American culture. Furthermore, previous research has only documented parents’ experiences at one time point, thus limiting the understanding of the potential influence of acculturation when Asian immigrant parents support their child with DD in the United States over time. To achieve the goal of this dissertation, which is to understand how and why Asian immigrant parents are involved in the lives of their child in relation to their acculturation process, I conducted two qualitative studies grounded in role theory and acculturation theory. In study 1, I built on previous qualitative studies related to Asian immigrant parents’ experiences while accessing and utilizing services for their child with DD by conducting a meta-synthesis. I identified 11 qualitative studies for analysis, and examined these studies using a constant comparative approach and thematic analysis. Based on the analysis, I proposed a theoretical framework to describe parents’ role enactment as an evolving process influenced by acculturation that spirals them towards their ultimate parental goal of helping their child with DD thrive and live happily. The framework also describes how system factors are intertwined with parents’ individual factors to facilitate or impede their role enactment. In study 2, to address the lack of understanding of how Asian immigrant parents’ experiences while supporting their child with DD transition to adulthood, I conducted a narrative study with five Chinese-speaking immigrant parents whose children with DD were between 20 and 34 years old. Parents participated in a sequence of three, in-depth narrative interviews to share stories about how they perceived and enacted their parental role while supporting their child’s transition to adulthood. I used the listening guide to systematically analyze the data. Participants’ described their perceived parental role as helping their young adult child with DD live a happy and meaningful life. This role included two role facets: helping their child develop independent living skills and planning for their child’s adult life. Parents’ narratives revealed that their role enactment was not only influenced by their lifeworlds, but that parents could also actively shape their lifeworlds. Parents’ perceptions about their capacities to shape their lifewolds varied. Some parents were more empowered to change their lifeworlds, while other parents tended to adjust to their lifeworld. Parents’ cumulative interactions with American society gradually shaped how they framed their experiences of role enactment and the way they enacted their parental role. Parents felt it was “just harder” for them to enact their parental role as immigrants. Despite this, parents’ perceived the societal attitudes towards disability in American society positively influenced their role enactment and made them feel that the United States could be home for their family. Together, these two studies highlighted that parents’ role enactment is a dynamic temporal process, which is influenced by their cumulative interactions with components in their lifeworlds. Although Asian immigrant parents experience unique challenges related to their status as immigrants while enacting their parental role, they demonstrated resilience in the face of these challenges. The findings of this dissertation can inform researchers’ and practitioners’ understandings of how to develop parent interventions for Asian immigrant parents to help their child thrive and live happily and how to create a culturally safe environment to facilitate realization of their desired role.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!