Improving Students' Interpersonal Communications, Leadership, and Decision-Making Skills PDF
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Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations Spring 4-28-2018 Improving Students' Interpersonal Communications, Leadership, and Decision- Making Skills Through Integration of Cockpit Resource Management: A Grounded Theory Study of K-8 Educators' Perspectives Tammy Scholder Concordia University - Portland Follow this and additional works at:https://commons.cu-portland.edu/edudissertations Part of theEducation Commons CU Commons Citation Scholder, Tammy, "Improving Students' Interpersonal Communications, Leadership, and Decision-Making Skills Through Integration of Cockpit Resource Management: A Grounded Theory Study of K-8 Educators' Perspectives" (2018).Ed.D. Dissertations. 107. https://commons.cu-portland.edu/edudissertations/107 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contactlibraryadmin@cu- portland.edu. Concordia University (Portland) College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Tammy Rae Scholder CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Lori Sanchez, Ed.D., Faculty Chair Dissertation Committee Gerald Gabbard, Ph.D., Content Specialist Julie Owens, Ed.D., Content Reader ACCEPTED BY Joe Mannion, Ed.D. Provost, Concordia University, Portland Sheryl Reinisch, Ed.D. Dean, College of Education, Concordia University, Portland Marty A. Bullis, Ph.D. Director of Doctoral Studies, Concordia University, Portland Improving Students’ Interpersonal Communications, Leadership, and Decision-Making Skills Through Integration of Cockpit Resource Management: A Grounded Theory Study of K-8 Educators’ Perspectives Tammy Rae Scholder Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Administration Lori Sanchez, Ed.D., Faculty Chair Gerald Gabbard, Ph.D., Content Specialist Julie Owens, Ed.D., Content Reader Concordia University–Portland 2018 Abstract The dissertation in education administration represents innovative and relative research that provides administrators with a process that students may use to enhance their academic, social, and emotional development. This study gathered the perspective and experiences of recruited educators from a K-8 school who had recently engaged and interacted with kindergarten through second-grade students. The primary goal of this study was to generate theory based on the participating educators’ perspectives on expanding an aviation training model, Cockpit Resource Management (CRM), into education to improve students’ interpersonal communication, leadership, and decision-making skills. This study is a contribution to the study of education in that it provides a method for students to avoid, catch, and mitigate errors that students face on a daily basis. Results of the study show that interpersonal communication has an impact on student development through establishing a classroom community, receiving feedback efficiently, and engaging in event reporting or self-evaluation. Leadership skills also impact student development by providing students with leadership opportunities and effectively engaging in teamwork. Decision-making skills further impact student development by building decision-planning and situational awareness skills. The theory that emerged in this grounded theory study is entitled Classroom-Community Resource Management (CCSS). Keywords: Community, relationships, leadership, decision-making skills, restorative, communication, empathy, confidence iii Dedication This study is dedicated to my loving grandmother, Mimi, who sparked my love for education and continually encouraged my path in my own education. iv Acknowledgements I would first like to thank my husband, Captain Gary Scholder, for introducing the aviation concept of Cockpit Resource Management (CRM), which initially gave me the idea to extend such a tool into education. Thank you for taking this journey with me! I would also like to thank my loving parents, Phillip and Christine Scenna, for continually encouraging me through my life endeavors by reminding me that God is in control, “I can do all things through Christ who strengthens me” (Philippians 4:13), and to always give God the glory. Additionally, I would like to thank my family and friends for their patience and encouragement while I worked and studied at family gatherings, celebrations, and through exciting travel adventures. Finally, I would like to thank Dr. Lori Sanchez, my faculty chair, for constantly reminding me, “It’s a process,” and posing such thought-provoking questions; Dr. Gerald Gabbard for encouraging me to continue adding depth to my work; and Dr. Julie Owens for initially coming up with the grounded theory’s name, Classroom-Community Resource Management (CCRM). I have been blessed with an amazing dissertation committee. v Table of Contents Abstract iii Dedication iv Acknowledgements v List of Tables x Chapter 1: Introduction 1 Introduction to the Problem 1 Background and Conceptual Framework for the Problem 4 Context of the Problem 8 Statement of the Problem 10 Purpose of the Study 11 Research Questions 11 Rationale, Relevance, and Significance of the Study 12 Definition of Terms 13 Cockpit Resource Management 13 Restorative Justice 16 Attribution Theory 18 Limitations and Delimitations 19 Chapter 1 Summary 20 Chapter 2: Literature Review 22 Conceptual Framework 24 The Review of Literature 29 Interpersonal Communication s 29 v i Attitude 30 Event reporting 31 Relationship building 32 Restorative conferencing 37 Restorative circles 40 Leadership 41 Teamwork 42 Collaboration 43 Decision-Making Skills 45 Decision-planning 45 Situational awareness 47 Attribution Theory 48 Restorative practices 51 Shame management 51 Review of Methodological Issues 54 Grounded Theory Design 55 Specific Methods 56 Critique of Previous Research 59 Chapter 2 Summary 62 Chapter 3: Methodology 66 Research Questions 67 Purpose and Design of the Study 68 Research Population and Sampling Method 70 vi i Data Collection and Instrumentation 71 Identification of Attributes 74 Data Analysis Procedures 75 Limitations of the Research Design 79 Validation: Credibility and Dependability 80 Expected Findings 82 Ethical Issues 82 Chapter 3 Summary 83 Chapter 4: Data Analysis and Results 87 Description of the Sample 90 Research Methodology and Analysis 91 Grounded Theory 92 Summary of the Findings 94 Presentation of the Data and Results 95 Interpersonal Communications 96 Classroom community 97 Feedback 103 Event reporting/self-evaluating 108 Leadership 113 Presented opportunity 113 Teamwork 116 Decision-Making 118 Decision-planning 119 vi ii Situational awareness 122 Chapter 4 Summary 125 Chapter 5: Discussions and Conclusions 128 Summary of the Results 129 Discussion of the Results 133 Discussion of the Results in Relation to the Literature 141 Interpersonal Communications 142 Leadership 147 Decision-Making Skills 149 Classroom-Community Resource Management 150 Limitations 151 Implication of the Results for Practice, Policy, and Theory 153 Recommendations for Further Research 158 Conclusions 159 References 162 Appendix A: Interview: CRM in the Classroom 178 Appendix B: Consent Form 181 Appendix C: Classroom Community Resource Management 183 Appendix D: Statement of Original Work 184 ix
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