1 of 25

EFFECTIVENESS OF INSTRUCTIONAL DESIGN AND TECHNOLOGY IN A NON-TRADITIONAL PARENTAL PROGRAM:

By: Sonja L. Howell

A dissertation Proposal for:

David Vacchi, Ph.D., Committee Chair �Meredith Park, Ed.D., Committee Member

An Embedded Single Case Study

2 of 25

AGENDA

DISSERTATION FINAL DEFENSE

2

Introduction

Rationale for Study

Conceptual Framework

Literature Review

Research Questions

Methodology

Research Design

Qualitative Analysis

Findings

Discussion

Interpretation of Findings

Recommendations

Limitations & Delimitations

Questions

3

4

5

6-8

9

10

11

12

13-17

18

19

20

21

25

3 of 25

INTRODUCTION

​

Provide effective, transformative learning through engagement.�(Beckie, 2013; Mezirow, 2018; Tsiboukli, 2020)

DISSERTATION FINAL DEFENSE

3

The problem is that the effectiveness of the instructional design and technology of a specific court-ordered parenting program was unknown.

4 of 25

RATIONALE FOR STUDY

DISSERTATION FINAL DEFENSE

4

Practical Significance

Empirical Significance

Purpose Statement

Benefits parents in crisis. The study serves as an assessment of the case, that's under review.

Examine the effectiveness of the instructional design and technology use �for a non-traditional parenting program.

This case study will show how instructional design and technology contribute to the desired result of a nontraditional court-ordered parental program.

5 of 25

CONCEPTUAL FRAMEWORK

Engagement Theory for Technology Integration Kearsley & Shneiderman’s (1999)

DISSERTATION FINAL DEFENSE

5

The framework has three primary principles;

    • Relate: Collaboration
    • Create: Project-Based Learning
    • Donate: Meaningful (Authentic) Focus

Unique Pedagogy, Protocols, Asynchronous Strategies, and Assessments

​

In the research questions, sub-themes, and instructional design (ID)

6 of 25

LIT REVIEW

DISSERTATION FINAL DEFENSE

6

Parenting Challenges:

What Gets Parents in Trouble

Parenting Resources:

Federal & State Resources, Private Resources, Parenting Instruction Models

Conceptual Framework:

  • Engagement Theory
    • Self-preference
    • Emotional, cognitive, and behavioral engagement �(Kahn, 1990)�
  • Engagement Theory for Technology Integration (Kearsley & Shneiderman, 1998)
    • Collaboration
    • Project-Based
    • Meaningful Focus

​

Equal Rights Act of 1970:

  • Equal Rights Amendment (ERA) accepted In 1971, passed in 1972
    • Needed 38/50 - Ratified in 2020, Virginia 38th state
    • Section 3 of ERS stated there would be 2 year waiting period
    • 28th Amendment on January 27, 2022
    • Parent’s rights changed over the past 50 years -need for interventions. Removing discrimination by gender.

History of Family Courts:

  • Child Custody Act of 1970 (CCA), also known as Best Interest of Child or Twelve Factors for deciding rights
  • Michigan Law to not get involved
  • Probate & Family Division of Courts 1970’s
  • States preferences of services.�(Ferreiro, 1990; Volpe, 2018)
  • 2017 - House turned down Automatic 50/50 custody
  • Rights and Responsibilities Act in 2019, Fair and equal access to all available services.

7 of 25

LIT REVIEW

DISSERTATION FINAL DEFENSE

7

Parenting Challenges:

What Gets Parents in Trouble

Parenting Resources:

Federal & State Resources, Private Resources, Parenting Instruction Models

Parenting Resources:

  • Federal & State Resources
  • Private Resources (McPhail, 2021)
  • Possible Parenting Instruction Models
    • Inclusive (Murray et al., 2019)
    • Trauma-Informed Expressive Arts (Malchiodi, 2020)
    • Transformative Learning
      • Appropriate and engaging, critical thinking (Beckie, 2013)
      • A person’s concept, belief, judgment, and feelings shape their interpretations (Mezirow, 2018)
      • Habits of mind (Tsiboukli, 2020)

Parenting Challenges:)

  • Unique crisis and dilemmas, abuse and neglect, separation, ex-partner and economic abuse
  • Lack of collaboration:�Courts create the case plan
  • Interventions lack meaningful focus and are not worth the struggles
  • Not knowing that transformation is needed
  • Effective, engaging instruction is not widely available

Society’s Focus on Parenting:

  • Growing awareness to prevent cruelty to children while providing fewer resources
  • Moving towards restorative and holistic interventions (Canegallo et al., 2020; Strang et al., 2001; Yıldız et al., 2021)
  • Win or lose court mentality
  • Seeking proper instructions and assessments
  • 65% of all parents in the U.S. are separated
  • Highest challenges are in underrepresented populations

8 of 25

LIT REVIEW

DISSERTATION FINAL DEFENSE

8

Parenting Challenges:

What Gets Parents in Trouble

Parenting Resources:

Federal & State Resources, Private Resources, Parenting Instruction Models

Instructional Design Models:�

  • UDL - Universal Design for Learning - Engaging activities, purposeful representation, and action and expression
  • CAFE - Content, activities, facilitation, evaluation
  • ACE - Community, fairness, and basic needs
  • TPACK - teaching how to use tools to implement unique pedagogy, protocols, asynchronous strategies, assessments, and accessibility instead of teaching how to use the tool
  • SAMR - What LMS tools to use to create specific types of assignments

Challenges for Parenting Instruction:

  • What are appropriate learning opportunities?
  • Parents’ crisis and dilemmas
  • States do not provide guidance to validate the effectiveness
  • Accessibility
  • How to provide effective, transformative learning through engagement – for behavioral change?

Technology Updates:�

  • Online learning using computers, tablets & mobile is more accepted�
  • CANVAS LMS tools, conferences, assessments using multimedia, content publisher integrations, accessibility, content sharing within organizations,

​

  • Collaborations, project-based learning, and meaningful focus are more possible

​

  • Is this effective for this unique student?

DISSERTATION FINAL DEFENSE

9 of 25

RESEARCH QUESTIONS

DISSERTATION FINAL DEFENSE

9

Central Question: How does instructional design affect the perceived effectiveness of a non-traditional court-ordered parental instructional program?

​

    • Sub-question One:
      • How effective is stakeholder collaboration during non-traditional parental intervention programs?
    • Sub-question Two:
      • How effective are project-based practices in a non-traditional parental intervention program for parent participants?�
    • Sub-question Three:
      • How does meaningful focus influence the effectiveness of a parental intervention program for parent participants?

10 of 25

METHODOLOGY

DISSERTATION FINAL DEFENSE

10

Method:

    • Qualitative (Creswell, 2013, p. 45, Eriksson et al., 2016 ) 
    • In-depth analysis, reasons behind responses, attitudes, understanding motivations.
    • Use recordings and transcriptions
    • Detailed field notes, memos
    • Real-time follow up
    • Generate valuable conversation
    • Fully understand the problem’s implications

Design

    • Embedded single case study (Creswell, 2013; Eriksson et al., 2016)
    • Yin’s (2018) extrinsic and Stake’s (1995) intrinsic
    • Understanding participants’ perceptions of the effectiveness of the program's instructional design
    • Develop new ideas, theories hypotheses for potential quantitative study
    • Themes interpreted by manual open & selective coding sets from the in-depth conversations guided answering the research questions

Data Collection

    • Determination of participants: only parents who have completed one specific parenting program
      • 1st Interviews �(Stake, 1995; Yin, 2018)
      • Letter Writing �(Stake, 1995; Yin, 2018)
      • 2nd interviews: deeper understanding and participant checking to understand responses fully, honest answers�(Stake, 1995; Yin, 2018)
    • Peer review of data
    • Open and Selective Analysis
    • No focus groups

11 of 25

RESEARCH DESIGN

DISSERTATION FINAL DEFENSE

11

Research Site:

    • Parent Instruction Program

Sample:

    • Purposeful Sampling �(Patton, 2015)
    • 10 Women Participants
    • Parents who Successfully Completed the Parenting Program

Time frame:

    • Data Collection: 3 weeks
    • 1st and 2nd Interviews
    • Letters
    • Data Analysis: 3 weeks
  • Non-profit
  • Southeast Michigan
  • High-Conflict Probate �or Circuit (Family) Court Cases
  • Non-Traditional Instruction
  • Faculty: 1

12 of 25

QUALITATIVE DATA ANALYSIS

DISSERTATION FINAL DEFENSE

12

Embedded single-case analysis approach�(Creswell & Poth, 2018; Fang & Wickersham-Fish, 2021; Yin, 2018)

Data triangulation�(Yin, 2018)

- Interview, second interview, participant reviews, establish rapport, letters, peer review

Biases: �- Parenting Instructor. These parents were my clients.

- Instructional Designer

- Personal Experience with High-Conflict Court Case

Participants Perspectives

Interviews

Letters

Establish Rapport

Participant Reviews

Peer Reviews

13 of 25

FINDINGS�(THEMES)��THEMES FROM MANUAL OPEN & SELECTIVE CODING�

DISSERTATION FINAL DEFENSE

13

Parental Behavior �(open coding)

Meaningful Methods

(open coding)

Program Outcomes �(selective coding)

Instructional Design Models�(selective coding)

14 of 25

1. PARENTAL BEHAVIOR��"AFTER WORKING ON THE PARENTING PLAN, I FOUND THAT WE WANTED THE SAME THINGS.“� -ORLA�

DISSERTATION FINAL DEFENSE

14

Knowledge

Skills

Values/Beliefs

Attitude

15 of 25

2. MEANINGFUL�METHODS��"YOU GAVE US STUFF TO DO TOGETHER. LIKE THE FAMILY MOTTO. THE KIDS LIKED WORKING ON IT TOGETHER.“� -SADI

DISSERTATION FINAL DEFENSE

15

Unique

Timely

Evidence-Based Resources

Differentiated and Meaningful Activities

Instructor’s Experience and Presence

16 of 25

3. PROGRAM OUTCOMES��“WE STOPPED FIGHTING IN COURT AND ARE MORE FLEXIBLE.“� -ROMY

DISSERTATION FINAL DEFENSE

16

Conflict Management

Coping Techniques

Preventing Cruelty to Children

Self-Awareness

17 of 25

4. INSTRUCTIONAL DESIGN��“THE INSTRUCTOR WOULD OFFER ME PRACTICAL THINGS I COULD TRY, I COULD GO HOME AND TRY THEM, USING WHAT WE DISCUSS TO MAKE SOME CHANGES IN MY FAMILY LIFE.“� -ALMA

DISSERTATION FINAL DEFENSE

17

Collaboration

Project-Based

Meaningful Focus

Intervention

18 of 25

DISSERTATION PROPOSAL

18

DISCUSSION

Parents wanted to discuss what was meaningful

to them when tension arose

​

Interpreted and compared to central and sub-questions

​

Created a new instructional design

19 of 25

INTERPRETATIONS OF FINDINGS

DISSERTATION FINAL DEFENSE

19

    • (Finger & Houguet, 2007)
    • (Butler et al., 2020; Eira Nunes et al., 2021; Yıldız et al., 2021)

1. My experience is invaluable for interpreting.

    • (Arjomandi et al., 2018; Beckie, 2013; Collie & Martin, 2019; Corno & Mandinach, 1983; Donham et al., 2022; Duppong-Hurley et al., 2016; Fredricks et al., 2004; Günüç & Kuzu, 2014; Kahn, W. A. 1990; Kearsley & Shneiderman, 1998)

2. Engagement theories are supported.

    • (Beckie, 2013; Fleming, 2018; Laiken, 2013; Mezirow, 1991; Mezirow, 2018; Olivier, 2021; Palmer & Bowman, 2014; Turdieva, 2022)
    • (Akin & Gomi, 2017; Arjomandi et al., 2018; Brunzell et al., 2019; Collie & Martin, 2019; Knickle et al., 2012; Kressel et al., 1994; Leppink, 2017; Malchiodi, 2020; Nolen, 2019;Murray et al., 2019; Wainwright & Marandet, 2017)

3. NEW ID

4. Peacebuilding, interventions, self-awareness, engagement, and KSA were equally needed for behavior change.

My intrinsic and extrinsic experience was invaluable in interpreting parents’ perceptions of how the engagement theory, transformative mindset theory, and restorative practice aspects affected the effectiveness of the non-traditional parenting program.

20 of 25

RECOMMENDATIONS

DISSERTATION FINAL DEFENSE

20

Practice

    • Instructors and therapists work together to deliver the program.
    • An online version of the course with instructor office hours.
    • A book and planner with materials created for parents without technological ability or used with a therapist.

Future Research

    • Fathers’ perspectives.
    • How effective is TMID for other parenting instruction with different content and similar demographics?
    • …same content and similar demographics?
    • …different content in additional fields.
    • Perform a controlled comparison study of the theory’s effectiveness.
    • How effective is TMID when used widely as a standard for parents in high-conflict court cases?
    • Effectiveness of asynchronous design.

21 of 25

LIMITATIONS & DELIMITATIONS

DISSERTATION FINAL DEFENSE

21

    • Parents would not participate in a focus group
    • Only women volunteered
    • Parents did not respond to the direct questions about instructional design leading me to interpret the findings

Limitations:

    • Only parent’s perspectives from a single parenting program
    • Only a single program in which I am the instructor and familiar with the students

Delimitations:

22 of 25

REFERENCES

    • Akin, B., & Gomi, S. (2017). Noncompletion of evidence-based parent training: An Empirical Examination Among Families of Children in Foster Care. Journal of Social Service Research, 43, 52 - 68.
    • Arjomandi, A., Seufert, J., O'Brien, M., & Anwar, S. (2018). Active teaching strategies and student engagement: A comparison of traditional and non-traditional business students. E-Journal of Business Education & Scholarship of Teaching, 12(2), 120–140.
    • Beckie, M. A. (2013). Transformative learning through engagement: Student affairs practice as experiential pedagogy. Canadian Journal of University Continuing Education, 39(1). https://doi.org/10.21225/d5cp59
    • Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600–614. https://doi.org/10.1007/s12310-018-09308-8
    • Butler, J., Gregg, L., Calam, R., & Wittkowski, A. (2020). Parents’ perceptions and experiences of parenting programmes: A systematic review and metasynthesis of the qualitative literature. Clinical Child and Family Psychology Review, 23(2), 176–204. https://doi.org/10.1007/s10567-019-00307-y
    • Canegallo, V., Broccoli, E., Cavarra, M., Santoddì, E., & Fabio, R. A. (2020). The relationship between parenting styles and peace attitudes. Journal of Aggression, Conflict and Peace Research. https://doi.org/10.1108/JACPR-04-2020-0493
    • Child Welfare Information Gateway. (2020). Determining the best interests of the child. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Children's Bureau.
    • Collie, R. J., & Martin, A. J. (2019). Motivation and engagement in learning. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.891
    • Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108. https://doi.org/10.1080/00461528309529266
    • Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing among five approaches. SAGE.
    • Donham, C., Pohan, C., Menke, E., & Kranzfelder, P. (2022). Increasing student engagement through course attributes, community, and classroom technology: Lessons from the pandemic. Journal of Microbiology & Biology Education, 23(1). https://doi.org/10.1128/jmbe.00268-21
    • Duppong-Hurley, K., Hoffman, S., Barnes, B., & Oats, R. (2016). Perspectives on engagement barriers and alternative delivery formats from non-completers of a community-run parenting program. Journal of Child and Family Studies. 2016;25(2):545–552. https://doi.org/ 10.1007/s10826-015-0253-0.
    • Eira Nunes, C., Roten, Y., El Ghaziri, N., Favez, N., & Darwiche, J. (2021). Co‐Parenting programs: A systematic review and meta‐analysis. Family Relations, 70(3), 759-776. https://doi.org/10.1111/fare.12438
    • Fang, B., & Wickersham-Fish, L. (2021). Individually Present, at a Distance: Faculty Perspectives on the Use of Screencasting to Give Feedback. Journal of Educational Multimedia and Hypermedia, 30(1), 35–57.
    • Ferreiro, B., (1990). Presumption of joint custody: A family policy dilemma. Family Relations, 39, 420. https://doi.org/10.1002/9780470479216.corpsy0467

​

DISSERTATION FINAL DEFENSE

22

23 of 25

REFERENCES

    • Finger, G., & Houguet, B. (2007). Insights into the intrinsic and extrinsic challenges for Implementing Technology Education: Case studies of Queensland teachers. International Journal of Technology and Design Education, 19(3), 309–334. https://doi.org/10.1007/s10798-007-9044-2
    • Fleming, T. (2018). Mezirow and the theory of transformative learning. Advances in Standardization Research, pp. 120–136. https://doi.org/10.4018/978-1-5225-6086-9.ch009
    • Ford, J. D. (2021). Progress and limitations in the treatment of Complex PTSD and developmental trauma disorder. Current Treatment Options in Psychiatry, 8(1), 1–17. https://doi.org/10.1007/s40501-020-00236-6
    • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
    • Günüç, S., & Kuzu, A. (2014). Factors influencing student engagement and the role of technology in student engagement in Higher Education: Campus-class-technology theory. Turkish Online Journal of Qualitative Inquiry, 5(4). https://doi.org/10.17569/tojqi.44261
    • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692–724. https://doi.org/10.5465/256287
    • Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A Framework for Technology-Based Teaching and Learning. Educational Technology, 38(5), 20–23
    • Knickle, K., McNaughton, N., & Downar, J. (2012). Beyond winning: Mediation, conflict resolution, and non-rational sources of conflict in the ICU. Critical Care, 16(3), 308. https://doi.org/10.1186/cc11141
    • Kressel, K., Frontera, E. A., Forlenza, S., Butler, F., & Fish, L. (1994). The settlement-orientation vs. the problem-solving style in custody mediation. Journal of Social Issues, 50(1), 67–84. https://doi.org/10.1111/j.1540-4560.1994.tb02398.x Laiken, M. (2013). Understanding and promoting transformative learning: A guide for educators of adults. Canadian Journal of University Continuing Education, 21(2). https://doi.org/10.21225/d5jg7j
    • Leppink, J. (2017). Cognitive load theory: Practical implications and an important challenge. Journal of Taibah University Medical Sciences, 12(5), 385–391. https://doi.org/10.1016/j.jtumed.2017.05.003
    • Malchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. The Guilford Press.
    • Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
    • McPhail, C. J. (2021, April 26). Fostering Social Justice in higher education. Diverse. Retrieved February 6, 2022, from https://www.diverseeducation.com/institutions/community-colleges/article/15108962/fostering-social-justice-in-higher-education Volpe, E. (2018). Co-parenting through Conflict: A look at program effectiveness. ProQuest. https://www.williamjames.edu/academics/academic-affairs/doctoral-dissertations-2018.cfm.
    • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
    • Mezirow, J. (2018). Transformative learning theory. Contemporary Theories of Learning, 114–128. https://doi.org/10.4324/9781315147277-8

​

DISSERTATION FINAL DEFENSE

23

24 of 25

REFERENCES

    • Murray, K. J., Sullivan, K. M., Lent, M. C., Chaplo, S. D., & Tunno, A. M. (2019). Promoting trauma-informed parenting of children in out-of-home care: An effectiveness study of the resource parent curriculum. Psychological Services, 16(1), 162-169. https://doi.org/10.1037/ser0000324
    • Nolen, S. B. (2019). Conceptualizing goals in motivation and engagement. The Cambridge Handbook of Motivation and Learning, pp. 547–565. https://doi.org/10.1017/9781316823279.024
    • Olivier, J. (2021). Self-directed multimodal learning within a context of transformative open education. NWU Self-Directed Learning Series, 1–49. https://doi.org/10.4102/aosis.2020.bk210.01
    • Patton, M. Q. (2015). Sampling, qualitative (purposeful). The Blackwell Encyclopedia of Sociology. https://doi.org/10.1002/9781405165518.wbeoss012.pub2Perlman, D., & Forrest, G. (2018). Student coaches in sport education: A case study examination of their influence on the perceptions and experiences of their players. The Physical Educator, 75(5), 795–815. https://doi.org/10.18666/tpe-2018-v75-i5-8229
    • Palmer, G. and Bowman, L. (2014). The application of transformative learning theory to online teaching, Adult Education Research Conference. https://newprairiepress.org/aerc/2014/papers/ 62Parenting plans. (2020). Co-Parenting Through Separation and Divorce: Putting Your Children First, pp. 149–160. https://doi.org/10.1542/9781610023818-ch07
    • Spannaus, T. W. (2015). Instructional designer preparation. The SAGE Encyclopedia of Educational Technology. https://doi.org/10.4135/9781483346397.n167
    • Stake, R. E. (1995). The art of case study research. Sage Publications, Inc.
    • Strang, H., Braithwaite, J., Wachtel, T., & McCold, P. (2001). In restorative justice and civil society, 114–124. essay, Cambridge University Press.
    • Stobaugh, R. (2019). Fifty strategies to boost cognitive engagement: Creating a thinking culture in the classroom. Solution Tree Press.
    • Swathi, Y. (2021). A framework and survey of Digital Learning Tools for online teaching. ICT with Intelligent Applications, 265–277. https://doi.org/10.1007/978-981-16-4177-0_28
    • Toxic stress and its effect on our children. (2020). Co-Parenting Through Separation and Divorce: Putting Your Children First, 161–175. https://doi.org/10.1542/9781610023818-ch08
    • Turdieva, R. (2022). Transformative learning and critical thinking in online education. European Journal of Business Startups and Open Society, 2(1), 90–93.
    • Tsiboukli, A. (2020). Mezirow and Gould. Expanding Transformation Theory, 57–69. https://doi.org/10.4324/9781138489226-3
    • Wainwright, E., & Marandet, E. (2017). Education, parenting and family: The social geographies of family learning. British Educational Research Journal, 43(2), 213–229. https://doi.org/10.1002/berj.3262
    • Yıldız, M., Duru, H., & Eldeleklioǧlu, J. (2020). Relationship between parenting styles and multidimensional perfectionism: A meta-analysis study. Kuram Ve Uygulamada Egitim Bilimleri, 20(4), 16-35.
    • Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.

DISSERTATION FINAL DEFENSE

24

25 of 25

QUESTIONS?

DISSERTATION FINAL DEFENSE

25