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Title: WOMEN UNIVERSITY PRESIDENTS WHO BREAK THROUGH THE GLASS CEILING: AT WHAT PRICE?.
Creator: Volnick, Stacy Ann, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: On average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for...
Show moreOn average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for women who have held or currently hold the position of president in higher education. The research methodology selected for this study was qualitative with a phenomenological design. There were two guiding research questions, which serve to understand the essence of the experiences of women who serve or have served in the role of president in higher education. The research questions are (a) how do women perceive the impact of the glass ceiling and/or the glass cliff on negotiating the role of university president from ascension to attainment? and (b) how do women university presidents perceive the price they have paid, personally and professionally, for breaking through the glass ceiling? The study sample size consisted of seven current or former women university presidents. The data collection method was semi-structured interviews. This study served to provide insight that may help identify support systems for women in the workplace, changes in perceptions of women in leadership, and how gender roles unfold in both the personal and professional lives of women university presidents
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014085
Subject Headings: University presidents, Women college presidents, Glass ceiling (Employment discrimination), Glass cliff (Employment discrimination), Women, Educational leadership
Format: Document (PDF)

Title: UNDER PRESSURE: EXPLORING SCHOOL LEADERSHIP CHANGES PERICOVID-19 AND POST-GEORGE FLOYD USING AN ABDUCTIVE APPROACH.
Creator: Su-Keene, Eleanor, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to...
Show moreIn the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014074
Subject Headings: Educational leadership, COVID-19, Floyd, George, 1973-2020., School leadership
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN FLORIDA ACCOUNTABILITY PROGRAMS AND MERIT-BASED PAY IN TWO LARGE URBAN BASED SCHOOL DISTRICTS.
Creator: Walkinshaw, Nicole Michelle, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule...
Show moreThe purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule profiles and algorithms which could provide insights into the relationship between accountability and merit-based pay. The Florida Standards Assessment (FSA) student assessments in (English [R%H] and Mathematics [M%H]) as well as the District School Grades (DSGs) were analyzed. The DSGs were commensurate with an approximation to the Value-Added Model (VAM) and Learning Growth Model (LGM) scores. Since the FLDOE does not release individual K-12 public school teacher VAM and LGM scores, the DSGs were the most appropriate comparative score to utilize when comparing these two districts. These are the primary variables utilized by the Florida K-12 Public School Accountability Programs that directly impact merit pay salary schedule placement. Quantitative methods employed statistical tests and analyses that included Independent Samples t-tests, Intercorrelation Matrices, Independent Correlation Contrasts, and Overlapping Dependent Correlation Contrasts between correlations that were calculated in the two K-12 public school districts. The study found that the input variables (R%H, M%H, and DSGs) had no statistically significant differences of the means between districts tested. Each input variable was commensurate over the 7-year study. Yet, there were statistically significant differences of the percentage mean in the output variables in regard to the percentage of K-12 public school teachers rated Highly Effective and Effective between both districts. The study also determined that the remaining input variable of the teacher classroom observation Instructional Practice (IP) score was significantly related to an educator’s placement on annual merit pay-for-performance salary schedules. Both districts utilized the assessment tool iObservation ®. The results of all of the statistical analyses served to call into question the accuracy, legitimacy, and the efficacy of the methodology utilized to incentivize, compensate, and produce more Highly Effective educators.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013893
Subject Headings: Educational leadership--Florida, Education and state, Merit pay
Format: Document (PDF)

Title: The Relationship between Emotional Intelligence and Perceived Stress among Low-Income Brazilian Mothers.
Creator: Temes, Patricia Jeane, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Lack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and...
Show moreLack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and perceived stress. Sixty-eight (n = 68) adult low-income Brazilian mothers receiving financial assistance from the Centers of Reference in Social Services (CRAS) in Brazil participated in this correlational study. Recruitment and interviews of the participants were conducted by Brazilian case managers. The Schutte Self-Report Emotional Intelligence Test (SSEIT), Perceived Stress Scale (PSS-14), and a demographic questionnaire were used to collect data. Results from a Pearson correlation coefficient (Pearson’s r) test indicated a negative correlation between emotional intelligence and stress in the sample. The findings from the multiple regression analysis revealed that the correlation between emotional intelligence and perceived stress in low-income Brazilian mothers does not differ based on age, educational level, or employment.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014075
Subject Headings: Low-income mothers, Brazil, Emotional intelligence, Stress
Format: Document (PDF)

Title: THE LIVED EXPERIENCES OF PRINCIPALS HIRING AND RETAINING TEACHERS FOR HIGH POVERTY MINORITY SCHOOLS.
Creator: Baugh, Francine, Barakat, Maysaa, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common...
Show moreHaving an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013769
Subject Headings: Educational leadership, Critical race theory, School principals, Teacher turnover
Format: Document (PDF)

Title: SWITCHING LEARNING MANAGEMENT SYSTEMS: COMPARING EFFECTS ON STUDENT PERCEPTION.
Creator: Price, Todd, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of...
Show moreThe computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of instructional design and online instruction, all LMSs are just a "database with a different user interface (Price, 2016)". But are there opposing perceptions from the online learner regarding two different systems of learning? With the migration of one LMS to another LMS at a large public state university, can an assumption be measured to determine significant differences between the two LMSs? This quantitative research aims to answer if there are significant differences in online student perception between two different learning management systems. Using responses to Instructor Evaluation Forms during four academic years (12 semesters), this study determined if a significant difference existed between the perceived quality of two learning management systems. Moreover, this study added to a minimal body of research regarding improving the quality of learning management systems based on the perception of online students.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013852
Subject Headings: Educational technology, Instructional systems, Online learning and distance education, E-learning, Students
Format: Document (PDF)

Title: SPIRITUALITY EMPOWERS BLACK LEADERSHIP: A PHENOMENOLOGICAL STUDY OF BLACK MEN STUDENTS’ LEADERSHIP AND SPIRITUALITY.
Creator: Allen Jr., Keven, Salinas Jr., Cristobal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations...
Show moreIn this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations post their undergraduate collegiate experience. In this study, spirituality is defined as an “internal process of seeking personal authenticity, genuineness, and wholeness as an aspect of identity development” (Love & Talbot, 1999, p. 364). Guided by descriptive phenomenological methodology, four research questions were asked: (1) What is the meaning of spirituality for Black men student leaders? (2) How do Black men student leaders apply spirituality within their daily leadership practices and behaviors? (3) How do Black men student leaders define the connection between spirituality and leadership development? (4) How does spirituality inform the pathways and career aspirations of Black men student leaders? Four findings emerged as a result of the data analysis: (1) The Spirit and the Struggle: Spirituality Empowers Black Leadership, (2) The Spirit of Black Leadership is Service to Others, (3) Leading from Within: Spirituality is the “Backbone” of Black Men Leadership Identity, and (4) Spirituality Influences Black Men Career Aspirations.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013937
Subject Headings: Leadership, Men, Black, Spirituality, Higher education
Format: Document (PDF)

Title: MUSLIM WOMEN LEADING ISLAMIC SCHOOLS IN THE UNITED STATES: THEIR STORY.
Creator: Shatara, Leila H., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The number of Islamic schools continues to increase in the United States and the majority of these schools are led by Muslim women (Islamic School League of America, 2021). Whether women in general or Muslim women specifically, research on women in leadership remains sparse; the need to document the stories of these leaders is imperative. Muslim women are targets of negative imagery in the media and are sometimes secondary players within their own communities because cultural traditions often...
Show moreThe number of Islamic schools continues to increase in the United States and the majority of these schools are led by Muslim women (Islamic School League of America, 2021). Whether women in general or Muslim women specifically, research on women in leadership remains sparse; the need to document the stories of these leaders is imperative. Muslim women are targets of negative imagery in the media and are sometimes secondary players within their own communities because cultural traditions often overshadow religious rights. Islam is clear on the position of women as equal to men as illustrated in Surah 33 Verse 35: The submitting men, the submitting women, the believing men, the believing women, the obedient men, the obedient women, the truthful men, the truthful women, the steadfast men, the steadfast women, the reverent men, the reverent women, the charitable men, the charitable women, the fasting men, the fasting women, the chaste men, the chaste women, and the men who commemorate Allah frequently, and the commemorating women; Allah has prepared for them forgiveness and a great recompense. As the above verse clearly identifies the status of men and women in the Quran, often Muslim communities, like much of the world, tend to judge women and treat women differently than their male counterparts. The reality is that both Muslims and non- Muslims have misconceptions about the position of women in Islam. This study provides a platform for Muslim women leading Islamic schools, their perspective, and is founded in a framework centered on Prophetic characteristics of leadership.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013964
Subject Headings: Muslim women, Muslim school principals, Educational leadership
Format: Document (PDF)

Title: LIVING WITH THE SCARS THEY CAUSED: A PORTRAITURE STUDY OF BLACK AMERICAN ALUMNI GIVING AT A PREDOMINANTLY WHITE INSTITUTION ASSOCIATED WITH SLAVERY.
Creator: Boatwright, Dax R., Salinas Jr., Cristóbal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This proposed qualitative study examined the donor behavior of six Black American alumni from a predominantly white institution (PWI) associated with slavery. The site selected for this study was assigned the pseudonym Anonymous University, which enrolls approximately 46,000 students with 9% of total enrolled students identifying as Black or African American. Using critical race theory (CRT) as a theoretical framework and portraiture as a research design, the purpose of this study was to...
Show moreThis proposed qualitative study examined the donor behavior of six Black American alumni from a predominantly white institution (PWI) associated with slavery. The site selected for this study was assigned the pseudonym Anonymous University, which enrolls approximately 46,000 students with 9% of total enrolled students identifying as Black or African American. Using critical race theory (CRT) as a theoretical framework and portraiture as a research design, the purpose of this study was to explore how Black American alumni perceive their undergraduate or graduate student experiences, examine what experiences helped form their racial identity during college at a PWI associated with slavery, and how those experiences influence their alumni giving. The findings indicate that while racial identity development had no influence on the donor behavior of Black American alumni from a PWI associated with slavery, student experiences were highly influential in this alumni population participating in alumni giving. This study offers recommendations to higher education administrators, student affairs and development offices to enhance Black student experiences and strategies to increase participation of Black American alumni giving.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013777
Subject Headings: Blacks, Alumni and alumnae, College benefactors, Slavery, Oppression
Format: Document (PDF)

Title: HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
Creator: Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013784
Subject Headings: Educational leadership, College department heads, Education, Higher--Administration
Format: Document (PDF)

Title: FACILITATORS AND BARRIERS TO SUSTAINABILITY OF STEM EDUCATION IN OUT-OF-SCHOOL TIME (OST): A TALE OF TWO CITIES’ INITIATIVES.
Creator: Pappas, Dustin, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Citywide initiatives to promote educational opportunities are levers for social change (Appio et al., 2019) that also risk reproducing social inequalities (Godec et al., 2021). Out-of-school time networks have developed in many cities to promote access to youth programs and activities that foster development, bolster academic outcomes, and open career pathways (Allen et al., 2017). Networks have long been shown to play a role in the adoption of innovations (Ryan & Gross, 1943). Community...
Show moreCitywide initiatives to promote educational opportunities are levers for social change (Appio et al., 2019) that also risk reproducing social inequalities (Godec et al., 2021). Out-of-school time networks have developed in many cities to promote access to youth programs and activities that foster development, bolster academic outcomes, and open career pathways (Allen et al., 2017). Networks have long been shown to play a role in the adoption of innovations (Ryan & Gross, 1943). Community educational networks or STEM ecosystems specialize in promoting content relating to topics of science, technology, engineering, and math (STEM). There has been increasing demand for STEM programs which exists alongside a scarcity of resources and expertise (Afterschool Alliance, 2014; Liou & Daly, 2021; Henderson et al., 2011). To overcome these hurdles, networks make strategic efforts to mobilize resources with the “goal of creating institutional and broad infrastructure support for activities and programs that contribute to child and youth development in the out-of-school time hours” (Hall & Harvey, 2002, p. 3). The maintenance of innovations, including educational services, can be a challenge especially in times of social crisis (Pemberton, 1937). There is little known about the impact of the COVID-19 pandemic and the factors that influence the sustainability of STEM programs in OST. While there is a growing demand for access (Afterschool Alliance, 2014), there is also a lack of research on the sustainability of STEM educational activities in OST settings. Evaluating disparate organizations each with unique goals and strategies relating to a single citywide initiative presents a challenge for researchers (Baum, 2001). The present research utilizes an implementation science framework to fill a gap in the literature on the factors relating to the sustainability of STEM in OST. This empirical research explores STEM networks in two US cities in 2020. This research describes facilitators and barriers to sustaining STEM education in various contexts (e.g., school-related programs, community-based programs).
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013851
Subject Headings: Science and technology education, COVID-19
Format: Document (PDF)

Title: EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
Creator: Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014109
Subject Headings: Educational leadership, Teachers
Format: Document (PDF)

Title: CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
Creator: Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013842
Subject Headings: College students, Critical pedagogy, Curriculum planning
Format: Document (PDF)

Title: APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
Creator: Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014076
Subject Headings: Grounded theory, Education, Higher--Management, Education, Higher--Administration
Format: Document (PDF)

Title: A PHENOMENOLOGICAL STUDY: THE PERCEIVED EFFECTS OF A POVERTY SIMULATION ON GOVERNMENTAL EMPLOYEES’ ATTITUDES AND SOCIAL EMPATHY TOWARD INDIVIDUALS LIVING IN POVERTY.
Creator: Green, James E., Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The problem of the current study was the challenges experienced by those living in poverty can be propagated by poor attitudes and lack of empathy among the social service workers tasked with helping them. A key factor in individuals’ attitudes and empathy are their understanding of the experiences of others, as well as an awareness of their personal biases. While poverty simulations can help increase individuals’ awareness of personal biases and difficulties experienced by individuals living...
Show moreThe problem of the current study was the challenges experienced by those living in poverty can be propagated by poor attitudes and lack of empathy among the social service workers tasked with helping them. A key factor in individuals’ attitudes and empathy are their understanding of the experiences of others, as well as an awareness of their personal biases. While poverty simulations can help increase individuals’ awareness of personal biases and difficulties experienced by individuals living in poverty (ILP), little was known about how poverty simulations may influence the perceived social empathy and attitudes of participants who work for local government organizations. Accordingly, the purpose of the current phenomenological study was to examine the perceived effects of a poverty simulation on social service providers working for a local governmental agency tasked with distributing funds to assist ILPs. Specifically, the researcher explored participants’ perceptions of changes in social empathy and attitudes toward ILPs following participation in the Cost of Poverty Experience (COPE) poverty simulation exercise. Data were collected via semi structured interviews with 10 social service providers employed at the study site location, who had completed the COPE poverty simulation within the last 6 years. Data were analyzed following Groenewald’s approach to phenomenological analysis. The themes included: Participation in the COPE simulation influenced participants’ attitudes, participation in the COPE simulation influenced participants’ social empathy, and the system is broken, but participants feel disempowered to change it. The subthemes included: Developed an understanding of system flaws, developed an understanding of struggles faced by ILPs, uncovered personal attitudes/biases, the COPE simulation produced emotional reactions among participants, and the COPE simulation created empathy through simulated experiences of poverty.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013989
Subject Headings: Poverty, Empathy, Phenomenology
Format: Document (PDF)

Title: A PHENOMENOLOGICAL STUDY: LIVED EXPERIENCES OF BLACK PARENTS THROUGH THE AUTISM SPECTRUM DISORDER IDENTIFICATION PROCESS.
Creator: Quinn-Lunny, Maryellen, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study is an informative, phenomenological inquiry, investigating the lived experiences of Black parents and guardians through the autism spectrum disorder (ASD) identification process. Through semi-structured oral interviews, parent questionnaires, and parent journaling, the researcher identified participants’ lived experiences. Data were collected, participant interview responses, parent questionnaires, and parent journal entries were analyzed, a list of significant statements was...
Show moreThis study is an informative, phenomenological inquiry, investigating the lived experiences of Black parents and guardians through the autism spectrum disorder (ASD) identification process. Through semi-structured oral interviews, parent questionnaires, and parent journaling, the researcher identified participants’ lived experiences. Data were collected, participant interview responses, parent questionnaires, and parent journal entries were analyzed, a list of significant statements was categorized and grouped into meaning units, and textural, structural, and composite descriptions of the phenomena were identified (Moustakas, 1994). Categories and themes, as well as perceived facilitators and barriers were identified. Review of the literature indicates little research has been conducted in investigating the lived experiences of Black parents through the autism identification process. Recommendations from the study are provided to inform parental training needs and supports, to assist in the facilitation of effective identification, as well as necessary recommendations for how educators and health care professionals can better support Black parents through the ASD identification process.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013853
Subject Headings: Autism Spectrum Disorder, African American mothers, Phenomenology
Format: Document (PDF)

Title: A GROUNDED THEORY OF OVERCOMMITMENT IN UNDERGRADUATE COLLEGE STUDENTS.
Creator: Adam, Molly, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate...
Show moreThis qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate students define overcommitment? Overcommitment has been tied to several mental and physical health issues. With student mental health issues on the rise on college campuses, it is imperative that overcommitment in undergraduate students be explored and defined. This study included 21 undergraduate college student participants, who met the following criteria: (1) enrolled as a full-time undergraduate student; (2) identified by a higher education professional as committed or overcommitted. Data was collected through a demographic survey, as well as, 60-minute semi-structured interviews on Zoom with each student participant. Data were analyzed through three rounds of coding: (1) open coding, (2) axial coding, and (3) selective coding. Three major themes emerged from the analysis of the undergraduate students’ overcommitment definitions: doing too much, lack of basic self-care, and detriments to mental and physical health. After synthesis, it was determined that undergraduate students define overcommitment as “taking on too many commitments to the overall detriment of mental and physical health, due to the lack of basic self-care.” The interview codes were ultimately developed into themes to create the theory of undergraduate student overcommitment as evidenced in the Undergraduate Student Overcommitment Model and answer the remaining research sub-questions about identification, challenges, benefits, and social supports and strategies. The theory explains undergraduate students’ rationale for overcommitting and has six levels: self, family, peers, school, future dreams and goals, and society.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013829
Subject Headings: Undergraduate college students, Grounded theory, Undergraduates--Mental health
Format: Document (PDF)

Title: A CORRELATIONAL ANALYSIS OF TEACHER JOB SATISFACTION AND JOB STRESS IN BROWARD COUNTY SCHOOLS.
Creator: Rodney-Hillaire, Renee, Shockley, Robert, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model ...
Show moreThis study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO). A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013959
Subject Headings: Teachers--Job satisfaction, Broward County (Fla.), Teachers--Job stress
Format: Document (PDF)

Title: A CASE STUDY OF THE COLLEGE CHOICE PROCESS FOR CONTINUING-GENERATION COLLEGE STUDENTS AT MIAMI DADE COLLEGE DURING THE COVID-19 PANDEMIC.
Creator: Perez, Georgette T., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A review of the literature revealed the need to further explore continuing-generation college students attending community colleges. This case study sought to understand the choice process of continuing-generation, direct-entry college students who enrolled in Miami Dade College (MDC), a baccalaureate community college. This research was planned prior to the COVID-19 pandemic, yet was conducted during the pandemic, creating a unique context for the study. A total of 25 participants were...
Show moreA review of the literature revealed the need to further explore continuing-generation college students attending community colleges. This case study sought to understand the choice process of continuing-generation, direct-entry college students who enrolled in Miami Dade College (MDC), a baccalaureate community college. This research was planned prior to the COVID-19 pandemic, yet was conducted during the pandemic, creating a unique context for the study. A total of 25 participants were interviewed, including continuing-generation students, parents/family members, and high school personnel. This study used Hossler and Gallagher’s (1987) choice model as the conceptual framework to address how and why continuing-generation college students decided to pursue higher education in a community college rather than a traditional four-year college or university. The study derived five findings: financial considerations, addressing affordability and cost in the choice process; family influence and support, describing the role family play in the college selection process; proximity and accessibility, addressing how MDC is a good choice for being “close to home” and being accessible to students who may not have otherwise accessed higher education; institutional reputation, and its importance in the selection process as related to students’ knowledge of MDC, transferability options, faculty and opportunities; and college preparedness, addressing the choice process in terms of student exposure, academic readiness, and college transfer preparedness.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013923
Subject Headings: College students, College choice, COVID-19 Pandemic, 2020-, Miami Dade College
Format: Document (PDF)

Title: “IT WOULD BE NICE TO SEE MORE STUFF ABOUT INDIAN CULTURE”: AN EXPLANATORY SEQUENTIAL MIXED METHODS STUDY OF NATIVE AMERICAN STUDENTS’ LIVED EXPERIENCES, MATRICULATION, AND RETENTION.
Creator: Coulson-Johnston, Katherine E., Salinas Jr., Cristóbal, Vásquez-Colina, María, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The purpose of this explanatory sequential mixed methods study was to understand Native American students’ matriculation, retention, and lived experiences at Sunshine University (SU). Through a sequential design, academic profile, first-generation status, gender, age, campus involvement, enrollment status, and academic major were analyzed in how it predicts matriculation and retention of Native American students at SU. To provide a deeper understanding into Native American students at SU this...
Show moreThe purpose of this explanatory sequential mixed methods study was to understand Native American students’ matriculation, retention, and lived experiences at Sunshine University (SU). Through a sequential design, academic profile, first-generation status, gender, age, campus involvement, enrollment status, and academic major were analyzed in how it predicts matriculation and retention of Native American students at SU. To provide a deeper understanding into Native American students at SU this study centered Native American students’ voices as it relates to their lived experiences in matriculating and persisting at SU. This study used an explanatory sequential mixed methods design. Mixed methods research combines both qualitative and quantitative data collection and analyses (Creswell & Plano Clark, 2007; Ivankova et al., 2006; Merriam & Tisdell, 2016; Teddlie & Tashakkori, 2009). A sequential mixed methods design is conducted through sequences, in this study, phases, beginning with quantitative data collection and analyses and followed by qualitative data collection and analysis (Creswell & Plano Clark, 2007; Ivankova et al., 2006; Merriam & Tisdell, 2016; Teddlie & Tashakkori, 2009). This study was conducted in a three-phrase process: 1) quantitative data collection and analyses; 2) qualitative data collection and analysis; and 3) meta-inference and integration of the phases.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013824
Subject Headings: Indians of North America, Students
Format: Document (PDF)

Educational leadership (6)	+ -
COVID-19 (2)	+ -
College students (2)	+ -
Education, Higher--Administration (2)	+ -
Grounded theory (2)	+ -

Phenomenology (2)	+ -
Students (2)	+ -
African American mothers (1)	+ -
Alumni and alumnae (1)	+ -
Autism Spectrum Disorder (1)	+ -
Blacks (1)	+ -
Brazil (1)	+ -
Broward County (Fla.) (1)	+ -
COVID-19 Pandemic, 2020- (1)	+ -
College benefactors (1)	+ -
College choice (1)	+ -
College department heads (1)	+ -
Critical pedagogy (1)	+ -
Critical race theory (1)	+ -
Curriculum planning (1)	+ -
E-learning (1)	+ -
Education and state (1)	+ -
Education, Higher (1)	+ -
Education, Higher--Management (1)	+ -
Educational leadership--Florida (1)	+ -
Educational technology (1)	+ -
Emotional intelligence (1)	+ -
Empathy (1)	+ -
Floyd, George, 1973-2020. (1)	+ -
Glass ceiling (Employment discrimination) (1)	+ -

Charles E. Schmidt College of Science (21)	+ -
Florida Atlantic University (21)	+ -
Bogotch, Ira (3)	+ -
Bryan, Valerie (3)	+ -
Floyd, Deborah L. (3)	+ -

Maslin-Ostrowski, Patricia (3)	+ -
Salinas Jr., Cristóbal (3)	+ -
Bloom, Jennifer L. (2)	+ -
Bryan, Valerie C. (2)	+ -
Mountford, Meredith (2)	+ -
Shockley, Robert (2)	+ -
Adam, Molly (1)	+ -
Allen Jr., Keven (1)	+ -
Barakat, Maysaa (1)	+ -
Baroody, Ramzy (1)	+ -
Baugh, Francine (1)	+ -
Boatwright, Dax R. (1)	+ -
Coulson-Johnston, Katherine E. (1)	+ -
Dockswell, Jeffrey S. (1)	+ -
Elsberry, Meagan (1)	+ -
Floyd, Deborah (1)	+ -
Green, James E. (1)	+ -
Johnson, Ronald Romances (1)	+ -
Keene, Bonnie (1)	+ -
Pappas, Dustin (1)	+ -
Perez, Georgette T. (1)	+ -
Price, Todd (1)	+ -
Quinn-Lunny, Maryellen (1)	+ -
Rodney-Hillaire, Renee (1)	+ -

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