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- Title
- Build a Better Mousetrap: A Review of State School Accountability Models and Their Relation to the Socio-Economic Status of Students.
- Creator
- Houchens, Paul, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of...
Show moreThis study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of school improvement, between accountability and student achievement, a review of accountability policy in each state and the possible future model of accountability policy. This study uses both qualitative and quantitative methods with a policy analysis informing state correlational comparisons, which in turn informed the models to be applied to the Florida data to identify how they perform (correlate), culminating in the development of a new school accountability model. The policy analysis revealed current school accountability in all 50 states and the District of Columbia as well as the relationship between socio-economic status and school accountability in each where data were available. Five of these state models were shown to be significantly less related to socio-economic status than Florida. However, only two of these models performed similarly when applied to Florida data. Finally, a model was proposed that included aspects from these states and available literature that performed similarly to these two states. This study represents an important first step in a larger policy discussion of how to hold schools accountable for their impact on students and not a measure of the demographics of the students they are serving.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014138
- Subject Headings
- Education policy, Education and state, Educational sociology, Educational leadership
- Format
- Document (PDF)
- Title
- SELF-DIRECTED LEARNING READINESS AMONG PREDENTAL STUDENTS AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- Algahtani, Fahad, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Dental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and...
Show moreDental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and succeed during their dental journey (Premkumar et al., 2014). Furthermore, SDL is essential in assisting dental students in filtering the information they need to fulfill their learning needs (Siddiqui et al., 2021). This quantitative cross-sectional descriptive study used an online survey designed by QualtricsXM to evaluate self-directed learning readiness (SDLR) level among predental students at Florida Atlantic University (FAU) and whether their SDLR level would differ based on age, sex, race/ethnicity, college/major, and year of study. A convenience sample of 155 FAU predental students completed Fisher et al.’s (2001) 40-item Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and seven demographic questions. Descriptive and inferential statistics were conducted to analyze and answer the six research questions and corresponding hypotheses. The results showed a positive attitude of FAU predental students toward SDL as total SDLR scores ranged from 119 to 179, with a mean of 151.33. Moreover, there was a statistically significant difference in SDLR level among participants based on age, race, and year of study. Contrastingly, there was no statistically significant difference in SDLR level among participants based on sex, ethnicity, and academic major. The college variable was not investigated as all participants were enrolled in the Charles E. Schmidt College of Science.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014122
- Subject Headings
- Self-directed learning, Self-managed learning, College students, Florida Atlantic University
- Format
- Document (PDF)
- Title
- IS IT ENOUGH? EXAMINING INSTRUCTIONAL MANAGEMENT IN A NEW PARADIGM OF TEACHING AND LEARNING.
- Creator
- Critelli Jr., John E., Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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For decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not...
Show moreFor decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not just their performance on exams, this quantitative study set out to examine: Is there a relationship between a school leadership teams’ prioritization of SEL, their instructional management practice, and the teachers’ use of SEL pedagogy in the classroom? To examine the research question, a set of five sub-research questions were developed to organize and guide this work. Interest to participate in this study was gained by aligning the research to the district’s strategic plan. The sample included 107 teacher participants drawn from five participant public elementary schools in a large diverse urban school district. Data applied in the analysis were collected through the application of three instruments. Two of the instruments were developed and pilot tested as part of this research. The results of this research indicate that despite the ample evidence that shows instructional management having a positive impact on student learning, its effect on the pedagogies examined that support the development of social and emotional competence was limited. The greatest contribution of this study was the development of a valid and reliable tool to evaluate ten social and emotional learning teacher/pedagogical practices.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014176
- Subject Headings
- Educational leadership, Effective teaching, Instructional management, Learning
- Format
- Document (PDF)
- Title
- PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
- Creator
- Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014254
- Subject Headings
- Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- SUPPORTING EFFECTIVE INSTRUCTIONAL COACHING: A MULTI-SITE STUDY.
- Creator
- Steadham, Elena, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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The purpose of this multi-site study is to gain an understanding of what practices principals are employing that are impacting the effectiveness of the instructional coaches, as measured by student achievement on end of year state assessments. This study looked at three Tier 3 schools in Miami Dade County Public Schools (MDCPS) that showed significant improvement in student achievement as measured by the statewide assessments. Tier 3 schools are schools in MDCPS that have been identified by...
Show moreThe purpose of this multi-site study is to gain an understanding of what practices principals are employing that are impacting the effectiveness of the instructional coaches, as measured by student achievement on end of year state assessments. This study looked at three Tier 3 schools in Miami Dade County Public Schools (MDCPS) that showed significant improvement in student achievement as measured by the statewide assessments. Tier 3 schools are schools in MDCPS that have been identified by the Florida Department of Education as consistently underperforming. This dissertation sought to understand what practices were implemented by the principals in these schools that the instructional coaches considered supportive of their instructional coaching. The study participants consisted of 3 principals, 3 assistant principals, 3 coaches, and 3 teachers, for a total of 12 participants. The assistant principals were interviewed because they are tasked with supervising various content areas and as such work directly with the coaches. The teachers were interviewed because the role of coaches is to work directly with the teachers, therefore the teachers have insight into their effectives. The participants were asked to reflect on their experience either as an instructional coach or working with the instructional coach. They participated in a 30-to-45-minute interview. Additionally, the school improvement plans, and coaching logs were analyzed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014237
- Subject Headings
- Instructional coaching, Student achievement, Educational leadership
- Format
- Document (PDF)
- Title
- HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES.
- Creator
- Goldstein, Rebecca, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Assessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving...
Show moreAssessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving offerings, such as programs, services, initiatives, or events (Cox et al., 2017; Fuller & Lane, 2017). In the limited published studies about how student affairs professionals use assessment data, many professionals admit they do not have a plan to use their assessment data and only a small number have a plan to use their assessment data to make changes (Beshara-Blauth, 2018; Cox et al., 2017; McCaul, 2015; Parnell et al., 2018; Ridgeway, 2014). The purpose of this qualitative study was to understand how student affairs directors who have been identified as exemplars use their assessment data to make changes. The research questions for the study were: 1) How do student affair directors use assessment data in their role to make changes? 2) How do student affairs directors learn to use their data to make changes? And, 3) What influences student affairs directors to use their data to make changes?
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014248
- Subject Headings
- Student affairs administrators, Educational evaluation, Decision making
- Format
- Document (PDF)
- Title
- MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING.
- Creator
- Hackman, Aaron Kyle, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the...
Show moreThis phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014234
- Subject Headings
- Experiential learning, Graduate students, STEM, Service learning
- Format
- Document (PDF)
- Title
- UNPACKING THE LATINO MEN COLLEGE STUDENTS’ LEADERSHIP EXPERIENCES.
- Creator
- Izaguirre, Juan M., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A...
Show moreIn this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A narrative design was used to study the stories and experiences (Clandinin, 2006; Connelly & Clandinin, 1990) of eight Latino men college students. Oral histories such as storytelling are a generational avenue within the Latin* community (Bordas, 2001; Delgado, 2002: Marrun, 2020; Rodriguez, 2011). Two semi-structured interviews were used to gather the data from the participants and data was analyzed using two cycles of coding. Lozano’s (2015) Latina/o Leadership Journey was used as the theoretical framework for this study to answer the three research questions focused on how Latino men college students became leaders, engaged in leadership, and transferred their leadership knowledge within their communities. There are three findings to this study that are focused on how Latino men college students become leaders, Latino men’s leadership engagement, and transferring leadership knowledge in different communities. The three findings had two to three themes that support the findings. Each of the findings address and answer the three research questions. Recommendations for policy, practice, and future research are also addressed to support the lived experiences of Latino men college students in their process to become leaders.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014251
- Subject Headings
- College students, Hispanic American men, Leadership
- Format
- Document (PDF)
- Title
- A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
- Creator
- Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014355
- Subject Headings
- School principals, Educational leadership, Educational policy
- Format
- Document (PDF)
- Title
- RESILIENT STRETCHING IN COMMUNITY COLLEGE LEADERS: INSTITUTIONAL FISCAL DECISION-MAKING DURING THE COVID-19 PANDEMIC.
- Creator
- Law, Renée, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In this qualitative grounded theory study, I interviewed participants from and analyzed documents associated with three community/state colleges in Florida. Additionally, I have included the perspective of key informants from the state and/or the Florida College System. The purpose of this qualitative grounded theory study was to develop a substantive theory to explain the process by which senior administrative leaders engaged in fiscal decision-making due to shifting funding sources during...
Show moreIn this qualitative grounded theory study, I interviewed participants from and analyzed documents associated with three community/state colleges in Florida. Additionally, I have included the perspective of key informants from the state and/or the Florida College System. The purpose of this qualitative grounded theory study was to develop a substantive theory to explain the process by which senior administrative leaders engaged in fiscal decision-making due to shifting funding sources during the COVID-19 pandemic. Although prior decision-making theories exist, such as rational choice theory and garbage can theory, these theories do not address how fiscal decisions are made in higher education institutions during times of extended crisis exemplified by the COVID-19 pandemic. This research study found that during the COVID-19 pandemic leaders sought to establish resilience as part of their fiscal decision-making process to ensure their ability to lead and maintain viable institutions of higher education. Moreover, through the fiscal decision-making process, the leaders in this study did not permit themselves or their institutions to accept the status quo, rather they extended themselves and their organizations to stretch beyond prior capabilities to respond to ever changing needs of students as well as external stakeholders brought about from the COVID-19 pandemic. The collective experiences of these leaders during the COVID-19 pandemic resulted in the resilient stretching theory of community college fiscal decision-making, which will be further expounded upon throughout this research study.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014351
- Subject Headings
- Community college administrators, Education--Finance, Decision making, Education, Higher--Administration, COVID-19
- Format
- Document (PDF)
- Title
- THE CONSEQUENCES OF ELEMENTARY SCHOOL STATE ACCOUNTABILITY DATA USAGE IN ONE FLORIDA SCHOOL DISTRICT.
- Creator
- Killeen, Mary K., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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The accountability era has produced school grading systems that purport to evaluate school effectiveness yet utilize hegemonic formulas that label low-scoring schools and neighborhoods, depriving them of incentive monies tied to their school grades. This quantitative study analyzed the publicly available data of 106 elementary schools in one large urban district in Florida through the lens of Effective Schools Research. Significant findings revealed that the work of Edmonds (1982) and Lezotte...
Show moreThe accountability era has produced school grading systems that purport to evaluate school effectiveness yet utilize hegemonic formulas that label low-scoring schools and neighborhoods, depriving them of incentive monies tied to their school grades. This quantitative study analyzed the publicly available data of 106 elementary schools in one large urban district in Florida through the lens of Effective Schools Research. Significant findings revealed that the work of Edmonds (1982) and Lezotte (1991) supports a growth model when it comes to school-based assessments and outcomes. The schools in the sample earned cumulative incentive rewards over time that were negatively correlated with the schools’ average percentage of economically disadvantaged students. The lower a school’s average percentage of economically disadvantaged students, the higher the school's average grade. This finding held true for the “A”-graded schools with the lowest average economically disadvantaged percentages from 1999 to 2019. This study also found that the schools in the sample with the larger average percentages of economically disadvantaged students would exhibit higher school grades if calculations using only their language arts and math gains were used. These findings have implications for how we might rebuild the assessment of our neighborhood schools and transform the policy structures that contribute to social and educational inequities.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014331
- Subject Headings
- Educational evaluation, Elementary schools--Evaluation, Education and state--Florida
- Format
- Document (PDF)
- Title
- PRINCIPALS BUILD TRUSTING RELATIONSHIPS WITH NOVICE AND EXPERIENCED TEACHERS AND STRENGTHEN TEACHER RETENTION IN LOW-PERFORMING, UNDERSERVED URBAN SCHOOLS.
- Creator
- Kosches, Sara Melissa, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher...
Show moreTeacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013). This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014308
- Subject Headings
- Teacher turnover, Urban schools, Low-performing schools, Educational leadership, School principals
- Format
- Document (PDF)
- Title
- THE IMPACT OF COVID-19 ON DUAL ENROLLMENT INCLUDING ACCESS, EQUITY, AND LEARNING ENVIRONMENT: LESSONS LEARNED FROM THE SECONDARY AND POST-SECONDARY SCHOOL STAFF AND ADMINISTRATORS WHO FACILITATE THESE PROGRAMS.
- Creator
- DeRosa, Adam, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by...
Show moreWhile students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment. This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants’ perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014302
- Subject Headings
- Dual enrollment, COVID-19, School management and organization, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- “I MADE MY OWN LANE AT THE COMMUNITY COLLEGE, DROVE IT, BUT FIGURED OUT I WANTED TO CONTINUE ON FROM THERE:” A NARRATIVE STUDY ON THE HERO’S JOURNEY OF LATINO MALE TRANSFER STUDENTS.
- Creator
- Johnson, Ronald Romances, Salinas Jr., Cristóbal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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Excelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community...
Show moreExcelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community college to the university and how to best support them through their transition. Therefore, the purpose of this qualitative narrative research study was to explore the stories of Latino male students as they transfer from a community college to a university. To capture the essence of Latino male students’ stories through the community college transfer experience to university, the research questions focused on what motivated and influenced their journey through the community college to a university. The research questions that guided this study were: What motivated and influenced Latino males’ decisions to enroll in a community college? What motivated and influenced Latino males’ decisions to transfer from a community college to a university? How do Latino male transfer students describe their transition from community college to a university? In this qualitative narrative research study, 10 participants participated in in-depth, semi-structured virtual interviews and completed two journal prompts. To assist in triangulation and validity, participants reviewed the data for accuracy, and thick rich descriptions were used to provide breadth and depth to their narratives. Once the data were collected, it was organized through the qualitative research data management software MAXQDA and analyzed using in vivo, descriptive, and pattern coding. The conceptual frameworks that informed this narrative study were the hero’s journey by Joseph Campbell (2008) and transition theory by Nancy K. Schlossberg (2011).
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013922
- Subject Headings
- Transfer students, Latin American students, Education, Higher
- Format
- Document (PDF)
- Title
- THE RELATIONSHIP BETWEEN FLORIDA ACCOUNTABILITY PROGRAMS AND MERIT-BASED PAY IN TWO LARGE URBAN BASED SCHOOL DISTRICTS.
- Creator
- Walkinshaw, Nicole Michelle, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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The purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule...
Show moreThe purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule profiles and algorithms which could provide insights into the relationship between accountability and merit-based pay. The Florida Standards Assessment (FSA) student assessments in (English [R%H] and Mathematics [M%H]) as well as the District School Grades (DSGs) were analyzed. The DSGs were commensurate with an approximation to the Value-Added Model (VAM) and Learning Growth Model (LGM) scores. Since the FLDOE does not release individual K-12 public school teacher VAM and LGM scores, the DSGs were the most appropriate comparative score to utilize when comparing these two districts. These are the primary variables utilized by the Florida K-12 Public School Accountability Programs that directly impact merit pay salary schedule placement. Quantitative methods employed statistical tests and analyses that included Independent Samples t-tests, Intercorrelation Matrices, Independent Correlation Contrasts, and Overlapping Dependent Correlation Contrasts between correlations that were calculated in the two K-12 public school districts. The study found that the input variables (R%H, M%H, and DSGs) had no statistically significant differences of the means between districts tested. Each input variable was commensurate over the 7-year study. Yet, there were statistically significant differences of the percentage mean in the output variables in regard to the percentage of K-12 public school teachers rated Highly Effective and Effective between both districts. The study also determined that the remaining input variable of the teacher classroom observation Instructional Practice (IP) score was significantly related to an educator’s placement on annual merit pay-for-performance salary schedules. Both districts utilized the assessment tool iObservation ®. The results of all of the statistical analyses served to call into question the accuracy, legitimacy, and the efficacy of the methodology utilized to incentivize, compensate, and produce more Highly Effective educators.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013893
- Subject Headings
- Educational leadership--Florida, Education and state, Merit pay
- Format
- Document (PDF)
- Title
- EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
- Creator
- Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014109
- Subject Headings
- Educational leadership, Teachers
- Format
- Document (PDF)
- Title
- APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
- Creator
- Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014076
- Subject Headings
- Grounded theory, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- UNDER PRESSURE: EXPLORING SCHOOL LEADERSHIP CHANGES PERICOVID-19 AND POST-GEORGE FLOYD USING AN ABDUCTIVE APPROACH.
- Creator
- Su-Keene, Eleanor, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to...
Show moreIn the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014074
- Subject Headings
- Educational leadership, COVID-19, Floyd, George, 1973-2020., School leadership
- Format
- Document (PDF)
- Title
- WOMEN UNIVERSITY PRESIDENTS WHO BREAK THROUGH THE GLASS CEILING: AT WHAT PRICE?.
- Creator
- Volnick, Stacy Ann, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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On average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for...
Show moreOn average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for women who have held or currently hold the position of president in higher education. The research methodology selected for this study was qualitative with a phenomenological design. There were two guiding research questions, which serve to understand the essence of the experiences of women who serve or have served in the role of president in higher education. The research questions are (a) how do women perceive the impact of the glass ceiling and/or the glass cliff on negotiating the role of university president from ascension to attainment? and (b) how do women university presidents perceive the price they have paid, personally and professionally, for breaking through the glass ceiling? The study sample size consisted of seven current or former women university presidents. The data collection method was semi-structured interviews. This study served to provide insight that may help identify support systems for women in the workplace, changes in perceptions of women in leadership, and how gender roles unfold in both the personal and professional lives of women university presidents
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014085
- Subject Headings
- University presidents, Women college presidents, Glass ceiling (Employment discrimination), Glass cliff (Employment discrimination), Women, Educational leadership
- Format
- Document (PDF)
- Title
- The Relationship between Emotional Intelligence and Perceived Stress among Low-Income Brazilian Mothers.
- Creator
- Temes, Patricia Jeane, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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Lack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and...
Show moreLack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and perceived stress. Sixty-eight (n = 68) adult low-income Brazilian mothers receiving financial assistance from the Centers of Reference in Social Services (CRAS) in Brazil participated in this correlational study. Recruitment and interviews of the participants were conducted by Brazilian case managers. The Schutte Self-Report Emotional Intelligence Test (SSEIT), Perceived Stress Scale (PSS-14), and a demographic questionnaire were used to collect data. Results from a Pearson correlation coefficient (Pearson’s r) test indicated a negative correlation between emotional intelligence and stress in the sample. The findings from the multiple regression analysis revealed that the correlation between emotional intelligence and perceived stress in low-income Brazilian mothers does not differ based on age, educational level, or employment.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014075
- Subject Headings
- Low-income mothers, Brazil, Emotional intelligence, Stress
- Format
- Document (PDF)