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Pages
- Title
- 2012-2013 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2012-2013
- PURL
- http://purl.flvc.org/fau/fd/FA00007923
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2013-2014 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2013-2014
- PURL
- http://purl.flvc.org/fau/fd/FA00007924
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2010-2011 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2010-2011
- PURL
- http://purl.flvc.org/fau/fd/FA00007922
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2014-2015 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2014-2015
- PURL
- http://purl.flvc.org/fau/fd/FA00007925
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2015-2016 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2015-2016
- PURL
- http://purl.flvc.org/fau/fd/FA00007926
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2016-2017 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2016-2017
- PURL
- http://purl.flvc.org/fau/fd/FA00007927
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- Assessing goal intent and achievement of university learning community students.
- Creator
- Pfeffer-Lachs, Carole F., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This...
Show moreThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living- Learning community participants, or non-learning community participants at Blue Wave University. . Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360967
- Subject Headings
- Achievement in education, Group work in education, Professional learning communities, Learning, Psychology of, School improvement programs
- Format
- Document (PDF)
- Title
- Attitudinal study of older adult African Americans' interaction with computers.
- Creator
- Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186682
- Subject Headings
- African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
- Format
- Document (PDF)
- Title
- Beyond fidelity: relating educational practices and their determinants to student learning gains.
- Creator
- Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77653
- Subject Headings
- School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
- Format
- Document (PDF)
- Title
- An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
- Creator
- Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004019
- Subject Headings
- Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
- Format
- Document (PDF)
- Title
- Exploring barriers to education for Native American Indians: a native perspective.
- Creator
- Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/108066
- Subject Headings
- Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
- Format
- Document (PDF)
- Title
- Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.
- Creator
- Martin-Ogburn, Dildra., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of...
Show moreAlthough current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3352281
- Subject Headings
- Women school administrators, Educational leadership, Philosophy, African Americans, Race identity, African American women, Social conditions
- Format
- Document (PDF)
- Title
- Community college and university experiences of high school dual enrollment students.
- Creator
- Heath, Laura A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional...
Show moreThe purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional community college transfer students. The findings were significant and found that dually enrolled students had higher community college GPAs, higher associate's and bachelor's degree completion rates, and shorter time periods to associate's degree completion. The social experiences were examined through the use of a survey from 93 students who participated in the intensive dual enrollment program., Repeated measures of analysis of variance (ANOVA) were used to examine the students' experiences while participating in the dual enrollment program compared to their regular high school and compared to the university. The analysis revealed that the dually enrolled students had significantly higher ratings of overall satisfaction with the dual enrollment program and better quality ratings for relationships with students, faculty, and administration while participating in the dual enrollment program, compared to their experiences while at the high school and university. Qualitative analysis of open-ended survey questions revealed that the dually enrolled students typically missed their friends and extracurricular activities of their regular high school, but many positive aspects of the dual enrollment experience made up for "missing out" on a traditional high school experience. Initially, students opted to participate in dual enrollment in order to get a free head start on college., Many survey respondents indicated that the small size of the program was crucial to their success by providing a close-knit family environment. Recommendations are provided for policymakers to support dual enrollment programs and for high school, community college, and university advisors to provide guidance to address the unique concerns of dual enrollment students.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/58005
- Subject Headings
- Dual enrollment, College credits, Advanced placement programs (Education), College-school cooperation, Educational acceleration
- Format
- Document (PDF)
- Title
- English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
- Creator
- Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333311
- Subject Headings
- English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
- Format
- Document (PDF)
- Title
- Early environmental adult education: an oral history of citizen researchers' learning in the Appalachian land ownership study, 1979-1881.
- Creator
- Sodano, Keara, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and...
Show moreThe Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and the work of the project’s Task Force. However, over 50 citizen researchers also participated in the study. These citizen researchers encountered rich learning experiences as they struggled against scientific, corporate, and governmental power. The purpose of this oral history study was to discover the learning and experiences of citizen researchers involved with the Appalachian Land Ownership Study of 1979-1981. Significant themes emerged which contribute to understanding the complex personal, cultural, and social framework for environmental adult education. First, the Appalachian backdrop was a critical context for informal and experiential learning from the land and its people. Second, the Appalachian Ownership Task Force leaders were critical environmental adult educators who facilitated the learning of citizen researchers through dialogue. Third, agency was fostered as citizen researchers were moved to act in defense of a threatened lifeworld, and thus also became critical environmental adult educators.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004062
- Subject Headings
- Adult education, Appalachian Region -- Environmental aspects, Environmental education, Human beings -- Influence of environment, Land tenure -- Appalachian Region, Appalachian Land Ownership Task Force
- Format
- Document (PDF)
- Title
- A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
- Creator
- Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004022
- Subject Headings
- Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
- Format
- Document (PDF)
- Title
- Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
- Creator
- Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927306
- Subject Headings
- Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
- Format
- Document (PDF)
- Title
- How Jamaican administrators in a large school district in Florida perceive ethnicity, gender, and mentoring have impacted their career experiences: a phenomenological study.
- Creator
- Barrett-Johnson, Denise P., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican...
Show moreThe purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3356889
- Subject Headings
- High school principals, Attitudes, Educational leadership, Critical pedagogy, Mentoring in education, Women school administrators, Attitudes, Educational change
- Format
- Document (PDF)
- Title
- Pre-disaster planning at Florida community colleges: a comparison of FEMA guidelines to processes and practices.
- Creator
- De Palma, TImothy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore and describe the pre-disaster planning processes and practices used by Florida's community college administrators as of December 2008. FEMA's Building a Disaster Resistant University (DRU) model was the conceptual lens for this study. A mixed methods research design included 15 surveys completed by Florida community college business officers and six semi-structured interviews with staff most involved in pre-disaster planning. Data were compared to DRU...
Show moreThe purpose of this study was to explore and describe the pre-disaster planning processes and practices used by Florida's community college administrators as of December 2008. FEMA's Building a Disaster Resistant University (DRU) model was the conceptual lens for this study. A mixed methods research design included 15 surveys completed by Florida community college business officers and six semi-structured interviews with staff most involved in pre-disaster planning. Data were compared to DRU guidelines to establish whether processes and practices were congruent with the DRU. Six quantitative findings were reported in this study. First, 5 of 14 (35.7%) survey respondents appointed a project manager ; second, 14 of 15 respondents (93.3%) conducted a risk assessment ; third, 13 of 15 (87%) respondents reported contacting 2 to14 stakeholders; fourth, 14 of 15 (93.3%) survey respondents conducted an inventory of buildings and infrastructure assets; fifth, majority of survey respondents ( 87.7%) reported they identified mitigation goals and objectives; sixth, 8 of 14 (57.1%) respondents' president formally adopted the pre-disaster mitigation plan., Qualitative findings were, first, wide internal and external stakeholder representation was organized; second, advisory committees have no mission statement; third, one site identified hazards by consulting with stakeholders, but neither one could provide a list of hazards; fourth, sites used only half of the DRU's building inventory items; fifth, recording and mapping of infrastructure (i.e., utilities) are evolved at one site, while both sites backup administrative systems; sixth, neither site considered several hazard profile formula variables recommended by the DRU; seventh, Beta's internal and external stakeholders conduct a rigorous vetting process, which allows it to establish a prioritized list of mitigation goals and objectives; eighth, neither site uses an adequate formula for benefitcost an consultant has been hired to do so; ninth, only one participant could articulate how the mission guided mitigation action prioritization; tenth, key internal and external stakeholders adopted mitigation actions; eleventh, no plan for measuring mitigation action efficacy exists; and twelfth, mitigation action successes are communicated to internal stakeholders, but not external stakeholders making it difficult to achieve plan momentum and funding. Recommendations are provided for community college administrators.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3170599
- Subject Headings
- Emergency managment, Planning, Universities and colleges, Security measures, Universities and colleges, Safety measures
- Format
- Document (PDF)
- Title
- The public official leadership experience: a case study of leadership collier and its impact on motivating and empowering select citizens.
- Creator
- Curatolo, Courtney, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public...
Show moreThis dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office. Information provided in this dissertation includes an introduction, the study’s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community. Keywords: leadership, public office, empowerment, motivation
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004012
- Subject Headings
- Political leadership -- Psychological aspects -- Case studies, Leadership -- Case studies
- Format
- Document (PDF)
