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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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?
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: THE PERSPECTIVES OF HIGHER EDUCATION LEADERS AND BUSINESS EXECUTIVES ON THE FUNDING GAP BETWEEN LIBERAL ARTS AND STEM EDUCATION: A CASE STUDY.
Creator: Taal, Badara Alioune F., Warshaw, Jarrett B., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to...
Show moreThis qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to STEM and Science related disciplines and 3% to non-science fields. At the state level, funding to these two programmatic areas showed a comparable pattern to that of the U.S. Congress with 93% of funds allocated to Engineering and Science, and 7% to non-science disciplines and fields. There were four central research questions to help understand participants’ perspectives of the values of these fields. This study included seven participants who met the following criteria: deans, associate deans, provosts, with at least 10 years of work experience in the position; dean, associate deans, or provosts who retired within the last five years; and a business executive, director or a Chief Operation Officer, with working relations to the university and with similar work experiences. Data were collected primarily from semi-structured interviews, which lasted for 45 minutes per session. Additionally, documents were collected from interview sites. Data were codded and analyzed in two cycles.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013697
Subject Headings: Educational leadership
Format: Document (PDF)

Title: THE ROOT AND HUE OF SCIENCE: BLACK FEMALE STEM PROFESSIONALS IN PALM BEACH COUNTY.
Creator: Wildgoose-Carroll, J. Janell, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Research shows that the United States of America is losing its competitive stance in the area of STEM (Science, Technology, Engineering, and Math) relative to other countries. One strategy that could solve this problem would be to diversify the field of STEM to include more women of color. The purpose of this narrative, qualitative research study was to explore the lived experiences of Black women with advanced/terminal degrees who are current STEM professionals in Palm Beach County. Fourteen...
Show moreResearch shows that the United States of America is losing its competitive stance in the area of STEM (Science, Technology, Engineering, and Math) relative to other countries. One strategy that could solve this problem would be to diversify the field of STEM to include more women of color. The purpose of this narrative, qualitative research study was to explore the lived experiences of Black women with advanced/terminal degrees who are current STEM professionals in Palm Beach County. Fourteen Black women participated in this study, which yielded four major findings that included early exposure to education’s value. importance of a strong sense of self/self-identity, challenges, and discrimination. The hope is that these findings will provide local administrators and elected officials/decision-makers (e.g., the school district, higher education, and government agencies) with information that could advise future practices and policies to close the gap of under-represented Black women in STEM industries.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013693
Subject Headings: STEM, Women, Black, Palm Beach County (Fla.)
Format: Document (PDF)

Title: The Relationship between Principal Cultural Intelligence and Graduation Rates of Black and Latinx Students: A Study of Cultural Responsiveness in Public High School Principals.
Creator: Stefanovic, Melanie Ann, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Our nation’s culturally diverse public school students require transformative social justice school leadership that values, affirms, and includes all cultures. Studies focused on educational leadership for diverse student populations increasingly center around cultural responsiveness just as empirical studies on cultural intelligence (CQ) outside the field of education are also proliferating. This study was built upon a conceptual framework that highlights the overlaps between culturally...
Show moreOur nation’s culturally diverse public school students require transformative social justice school leadership that values, affirms, and includes all cultures. Studies focused on educational leadership for diverse student populations increasingly center around cultural responsiveness just as empirical studies on cultural intelligence (CQ) outside the field of education are also proliferating. This study was built upon a conceptual framework that highlights the overlaps between culturally responsive school leadership (CRSL) and the multi-dimensional framework of CQ. Based upon evidence of CQ as an antecedent to a number of positive outcomes in culturally diverse settings, the purpose was to uncover the extent to which principal CQ predicts Black and Latinx students’ high school graduation rates. Data collection involved the 20-item Cultural Intelligence Scale (CQS) (Ang et al., 2007) and federal data on high school graduation rates for Black, Latinx, and White students. The sample was drawn from 18 of the state’s 67 districts, and included 28 principals with a tenure at their current schools of three years or more. A bivariate correlation analysis, a multiple regression analysis, estimators of cross-validated R2, a test of differences of R2, and moderation tests were conducted using a new program developed by Morris and Lieberman (2021). Four significant correlations were detected. Black student graduation rates positively correlated to metacognitive CQ and the combination of cognitive CQ, motivational CQ, and behavioral CQ. Cognitive CQ and motivational CQ correlated to one another, as were cognitive CQ and metacognitive CQ. Results indicated that CRSL plays a positive role in education, with particular promise for Black students. However, results could not be cross-validated from the sample to the population. Furthermore, race/ethnicity did not moderate the relationship between graduation rates and CQ and its subscales. Limitations included a lack of power related to the small sample, the use of a course metric (graduation rates) with limited variance as an outcome variable, and the challenges inherent in investigating an indirect relationship such as that between principal and students. This study has begun the task of filling the CQ gap in the educational leadership literature, and recommendations for greatly needed additional research are made.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013682
Subject Headings: School leadership, Educational leadership, Cultural intelligence
Format: Document (PDF)

Title: “WE NEED TO HAVE MORE CONVERSATIONS ABOUT MASCULINITY”: A PHENOMENOLOGICAL EXPLORATION OF MASCULINITY AND THE UNDERGRADUATE EXPERIENCES OF LATINO MEN.
Creator: Camacho Jr., Lazaro, Cristóbal Salinas Jr., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino...
Show moreThis study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity based institutional policies that center the intersectional needs of Latino men undergraduate students related to academic and personal success.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013694
Subject Headings: Latino Man, Masculinity, Male college students, Intersectionality (Sociology)
Format: Document (PDF)

Title: “LIVING IN A BORROWED SPACE:” RACIAL EXPERIENCES OF BLACK MALE ALUMNI AND THEIR NAVIGATIONS OF ENVIRONMENTAL DUALITIES AT PREDOMINATELY WHITE INSTITUTIONS IN HIGHER EDUCATION.
Creator: Davis, Myron J., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences...
Show moreThis phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013721
Subject Headings: Men, Black, Education, Higher, Critical race theory
Format: Document (PDF)

Title: A CASE STUDY OF THE POST DEGREE EXPERIENCES OF COMMUNITY COLLEGE BACCALAUREATE GRADUATES TRANSITIONING TO UNIVERSITY MASTER’S PROGRAMS.
Creator: Lopez-Acevedo, Jessica, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in...
Show moreCommunity College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013712
Subject Headings: Community college graduates, Case studies, Graduate education
Format: Document (PDF)

Title: IF YOU CAN’T MAKE A SOUND, MAKE A PEEP: A NARRATIVE INQUIRY OF THE LIVED COLLEGIATE EXPERIENCES OF BLACK MALE STUDENTS WHO DEALT WITH SUICIDE IDEATION.
Creator: Sanon, Malissa, Bloom, Jennifer L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns...
Show moreCollege students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? And (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students’ academic and social journeys. The academic journey includes the impact on students’ grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013692
Subject Headings: Suicide, College students, Black, Men, Black
Format: Document (PDF)

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