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- Title
- An exploration of the relationship between experiential learning and self-directed learning readiness.
- Creator
- Amey, Beth E., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The...
Show moreThe purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant., The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS. In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/107799
- Subject Headings
- Experiential learning, Adult learning, Learning, Psychology of, Self-culture
- Format
- Document (PDF)
- Title
- Exploring barriers to education for Native American Indians: a native perspective.
- Creator
- Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/108066
- Subject Headings
- Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
- Format
- Document (PDF)
- Title
- Outcomes of student participation in college freshman learning communities.
- Creator
- Koerner, Jodie Jae., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation...
Show moreGrowing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p < .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the pre-academic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p < .05)., Chi-square analysis showed there was no relationship between participation in a learning community and enrollment in the second semester (p > .05).Logistic regression of variable relations determined that the variables of high school GPA and ethnicity were significant. In addition, there was an association between the variables of SDLRS scores, high school GPA, and end-of-semester GPA for students not part of a learning community. Finally, results from a paired samples t-test determined that there was a difference in the intended and actual social involvement for students enrolled in a learning community.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/165674
- Subject Headings
- Group work in education, Interdisciplinary approach in education, College environment, Experiential learning, Educational change
- Format
- Document (PDF)
- Title
- Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
- Creator
- Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186292
- Subject Headings
- Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
- Format
- Document (PDF)
- Title
- Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
- Creator
- Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186300
- Subject Headings
- College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
- Format
- Document (PDF)
- Title
- The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
- Creator
- Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186324
- Subject Headings
- Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
- Format
- Document (PDF)
- Title
- Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
- Creator
- Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186326
- Subject Headings
- Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- The relationship between organizational culture and effectiveness in university residence hall associations: a competing values study.
- Creator
- Faerman, Lawrence B., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the...
Show moreThis study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the Interview Questions for Doing a Competing Values Organizational Analysis (Quinn 1988) to collect qualitative data. A mixed methodology was utilized to collect and analyze data from three sites yielding 217 assessments, 27 interviews, and 6 student focus groups with members of residence hall associations during the spring 2008 semester. The study indicated that there is a positive relationship between all ideal culture type scores identified by the OCAI and effectiveness constructs identified by the RHA Effectiveness Instrument. Additionally, there is a difference in the perceptions of Clan and Hierarchy ideal culture type scores and Housing Relationship and RHA Effects effectiveness construct scores based upon housing staff membership or RHA Legislative Body membership. Furthermore, the research indicated that level of student involvement, emphasis on leadership development and training, patterns of communication and teamwork, financial resources, implementation of rules and procedures, roles in program planning, student voice, member evaluation, collaborative partnerships with host housing departments, and relationships with university Student Government were constructs for the development of organizational culture and influenced the organizational effectiveness of RHAs. Recommendations are provided for the organizational development and evaluation of residence hall associations.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186329
- Subject Headings
- Student housing, College students, Conduct of life, Organizational effectiveness, Evaluation, Organizational behavior
- Format
- Document (PDF)
- Title
- Attitudinal study of older adult African Americans' interaction with computers.
- Creator
- Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186682
- Subject Headings
- African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
- Format
- Document (PDF)
- Title
- Regenerative leadership : an integral theory for transforming people and organizations for sustainability in business, education, and community.
- Creator
- Hardman, Guillermo [John], College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is...
Show moreThis study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is especially relevant at a time when humankind is faced with accelerating change and increasing evidence that numerous natural and social systems at the global level have reached or are rapidly approaching points of overshoot and collapse. Among the major findings, the study revealed that the more evolved sustainability leaders are becoming increasingly dissatisfied with the construct of sustainability, and indicate the need for a profound cultural shift towards regenerative human systems. In this framework, regenerative organizations are driven by a sense higher purpose, and leadership is exercised heterarchically. Leaders and followers engage in generative conversations to create desirable futures which are then backcasted to eliminate unanticipated consequences. Throughout, participants emphasized the critical importance of engaging in personal and collective consciousness development or "inner work" in order to make regenerative practices possible.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/187212
- Subject Headings
- Reengineering (Management), Sustainable development, School management and organization, Organizational effectiveness, Social ecology
- Format
- Document (PDF)
- Title
- Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
- Creator
- Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192985
- Subject Headings
- Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- The relationship between principal leadership actions and business and social justice cultures in schools.
- Creator
- Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215295
- Subject Headings
- Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
- Format
- Document (PDF)
- Title
- Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
- Creator
- Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215296
- Subject Headings
- Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
- Format
- Document (PDF)
- Title
- Students' preference for online versus face-to-face academic advising based on individual learning styles.
- Creator
- Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/216409
- Subject Headings
- Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
- Format
- Document (PDF)
- Title
- Persistence of EAP students in associate degree and college credit certificate programs.
- Creator
- Frank, Pradel R., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and...
Show moreThe purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and first semester GPA), social integration variables (faculty interaction, college facilities and grounds, sense of community, college services, and student life), and environmental variables (family responsibilities, employment status, outside encouragement, and financial aid) and the dependent variable, EAP student persistence. The variables were extrapolated both from student academic transcripts and from an adapted version of the State University of New York (SUNY) Student Opinion Survey-Form A (ACT, 2006). T test and chi square analyses were performed. No relationship was found between any of the independent variables and the dependent variable. The thirteen respondents had high first semester GPA, favorable environmental support, and were socially integrated into the institution.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/246047
- Subject Headings
- English language, Study and teaching (Higher), Foreign speakers, English language, Rhetoric, Study and teaching (Higher), Second language aquisition, Classroom environment
- Format
- Document (PDF)
- Title
- Principal leadership: the missing link in teacher retention.
- Creator
- Cornella, Janet A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the...
Show moreThe purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome., Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683125
- Subject Headings
- Teacher turnover, School prinicipals, Training of, Teachers, Recruiting, School management and organization, Educational leadership
- Format
- Document (PDF)
- Title
- A prediction model for community colleges using graduation rate as the performance indicator.
- Creator
- Moosai-Sitahal, Susan, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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In this thesis a prediction model using graduation rate as the performance indicator is obtained for community colleges for three cohort years, 2003, 2004, and 2005 in the states of California, Florida, and Michigan. Multiple Regression analysis, using an aggregate of seven predictor variables, was employed in determining this prediction model. From this prediction model, a predicted graduation rate was obtained for each of the 142 institutions in this study. Using this predicted graduation...
Show moreIn this thesis a prediction model using graduation rate as the performance indicator is obtained for community colleges for three cohort years, 2003, 2004, and 2005 in the states of California, Florida, and Michigan. Multiple Regression analysis, using an aggregate of seven predictor variables, was employed in determining this prediction model. From this prediction model, a predicted graduation rate was obtained for each of the 142 institutions in this study. Using this predicted graduation rate, an Institutional Performance Ratio (IPR), was then calculated for each institution, by dividing the actual graduation rate for each institution by its predicted graduation rate. These IPR values were then used to classify the performance of each institution as meeting expectation, exceeding expectation or falling below expectation. Inter institutional comparisons were also made using these IPR values.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683205
- Subject Headings
- Community colleges, College attendance, Educational evaluation, Educational indicators
- Format
- Document (PDF)
- Title
- Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
- Creator
- Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683536
- Subject Headings
- Education and state, Educational tests and measurements, Educational accountability, Achievement in education
- Format
- Document (PDF)
- Title
- Employees' perception of employers' response after workplace injury.
- Creator
- Patrick, Nancy S., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included...
Show moreThe purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included nine workers from a large school district in South Florida who had active injury claims within two years before the study began. The Phase 1 findings were that the level of assistance and type of support received after reporting an injury varied among participants, despite working for the same employer; that the perceived response from the employer was more influential in affecting the participants' experience of workplace injury than participants' perception of the response of their coworkers; t hat the reaction from a majority of the school district employees (6 of 9) who were injured at work mirrored perceived employer response; and that more than half of the nine participants had unmet expectations of their employer with respect to how they were treated after experiencing workplace injury. In Phase 2, the 91 subjects that participated in the organizational response survey (See Appendix E and Appendix F) were employees from the same school district who were injured during an eight-week period. Data from three subscales (organizational support, return-to-work policies, and post-injury job satisfaction) on the survey instrument were compared between two groups., An experimental group received purposeful empathetic response from both the employer at the local school or department level as well as contact from the employer's Risk Management department. Analysis of variance was used to compare responses of the groups. A Bonferroni adjustment of .05/3 or .017 was applied: the result was non-significant. This finding suggests that purposeful, empathetic contact alone was not enough to significantly affect the participants' scores.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978950
- Subject Headings
- Workers' compensation, Personnel management, Job security, Social aspects, Corporate culture, DIsability insurance claimants, Employment, Industrial accidents, Psychological aspects
- Format
- Document (PDF)
- Title
- Pre-disaster planning at Florida community colleges: a comparison of FEMA guidelines to processes and practices.
- Creator
- De Palma, TImothy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to explore and describe the pre-disaster planning processes and practices used by Florida's community college administrators as of December 2008. FEMA's Building a Disaster Resistant University (DRU) model was the conceptual lens for this study. A mixed methods research design included 15 surveys completed by Florida community college business officers and six semi-structured interviews with staff most involved in pre-disaster planning. Data were compared to DRU...
Show moreThe purpose of this study was to explore and describe the pre-disaster planning processes and practices used by Florida's community college administrators as of December 2008. FEMA's Building a Disaster Resistant University (DRU) model was the conceptual lens for this study. A mixed methods research design included 15 surveys completed by Florida community college business officers and six semi-structured interviews with staff most involved in pre-disaster planning. Data were compared to DRU guidelines to establish whether processes and practices were congruent with the DRU. Six quantitative findings were reported in this study. First, 5 of 14 (35.7%) survey respondents appointed a project manager ; second, 14 of 15 respondents (93.3%) conducted a risk assessment ; third, 13 of 15 (87%) respondents reported contacting 2 to14 stakeholders; fourth, 14 of 15 (93.3%) survey respondents conducted an inventory of buildings and infrastructure assets; fifth, majority of survey respondents ( 87.7%) reported they identified mitigation goals and objectives; sixth, 8 of 14 (57.1%) respondents' president formally adopted the pre-disaster mitigation plan., Qualitative findings were, first, wide internal and external stakeholder representation was organized; second, advisory committees have no mission statement; third, one site identified hazards by consulting with stakeholders, but neither one could provide a list of hazards; fourth, sites used only half of the DRU's building inventory items; fifth, recording and mapping of infrastructure (i.e., utilities) are evolved at one site, while both sites backup administrative systems; sixth, neither site considered several hazard profile formula variables recommended by the DRU; seventh, Beta's internal and external stakeholders conduct a rigorous vetting process, which allows it to establish a prioritized list of mitigation goals and objectives; eighth, neither site uses an adequate formula for benefitcost an consultant has been hired to do so; ninth, only one participant could articulate how the mission guided mitigation action prioritization; tenth, key internal and external stakeholders adopted mitigation actions; eleventh, no plan for measuring mitigation action efficacy exists; and twelfth, mitigation action successes are communicated to internal stakeholders, but not external stakeholders making it difficult to achieve plan momentum and funding. Recommendations are provided for community college administrators.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3170599
- Subject Headings
- Emergency managment, Planning, Universities and colleges, Security measures, Universities and colleges, Safety measures
- Format
- Document (PDF)
