Current Search: info:fedora/islandora:personCModel (x) » Age of innocence. (x) » Department of Educational Leadership and Research Methodology (x)
View All Items
Pages
- Title
- A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
- Creator
- Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004022
- Subject Headings
- Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
- Format
- Document (PDF)
- Title
- A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
- Creator
- Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013252
- Subject Headings
- Developmentally disabled--Employment, Phenomenology--Research, Family business
- 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.
Show less - 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 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.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013989
- Subject Headings
- Poverty, Empathy, Phenomenology
- Format
- Document (PDF)
- Title
- A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
- Creator
- Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013532
- Subject Headings
- Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
- Format
- Document (PDF)
- Title
- A private school leadership perspective on highly qualified middle school science teachers.
- Creator
- Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
- Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
- Subject Headings
- Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
- Format
- Document (PDF)
- Title
- A Qualitative Examination of Strategic Planning and Process Improvement in Public Universities: Dynamics of the Relationship to State Funding, Competition, and Undergraduate Degree Completion.
- Creator
- Ford, Stanford E., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Public Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory...
Show morePublic Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory approach was used in this study. The researcher reviewed the perceptions of the participants at each of four selected public institutions regarding strategic planning processes, including their beliefs with regard to process improvement as a component of the strategic planning process. Perceived facilitators and detractors of strategic planning and its implementation were also examined. Finally, the researcher sought to design an improved model for strategic planning in higher education that takes continuous process improvement into consideration as a basic component of the approach to planning. The dominant theme that emerged from the data analysis concerned state funding, as performance-based funding offers an opportunity to acquire additional funds. Graduation rate was identified as a core component of student success. Competition from emerging sectors was not a specific topic of discussion during the strategic planning processes. Forty-one percent of participants indicated that some form of process improvement structure exists at their institution, often related to accreditation reviews and was outside of the strategic planning process. 53% of the responses to the question, “What do you believe would be the impact of having process improvement as an integral component in the strategic planning process?” replied that it would be good or beneficial if it were carried out in a meaningful manner. Twenty-nine percent of the 53% stated that process improvement efforts are often performed for it’s own sake, and that including process improvement in the strategic planning process should be done in a manner that adds value to the strategic planning process and the institution. Through the analysis of the approaches to strategic planning examined in this study, the researcher offers a new strategic planning model for HEIs grounded in the findings.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005993
- Subject Headings
- Public universities and colleges, Strategic planning, Higher education and state, Education, Higher--Planning
- Format
- Document (PDF)
- Title
- A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.
- Creator
- Taylor, Stephanie D., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for...
Show moreWith the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for purposes of distance learning. When considering faculty, faculty play a significant role in making certain that the quality of education is maintained and reflected throughout curriculums and programs despite the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not-for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Uncovering and bringing clarification to underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions’ administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013268
- Subject Headings
- Distance learning, Distance education--Case studies, Universities and colleges--Faculty--Attitudes
- Format
- Document (PDF)
- Title
- A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
- Creator
- Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005930
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
- Format
- Document (PDF)
- Title
- A Quantitative Longitudinal Study Using Astin’s I-E-O Model to Predict College STEM Versus Non-STEM Major Choice Among Women.
- Creator
- Berchiolli, Patricia, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that...
Show moreThis quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin’s Involvement Theory, encouraged the hypothesis that college experiences influence women’s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin’s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013186
- Subject Headings
- College majors, Women in STEM, Longitudinal research, Quantitative research
- Format
- Document (PDF)
- Title
- A study to compare the critical thinking dispositions between Chinese and American college students.
- Creator
- Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
- Subject Headings
- Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
- Format
- Document (PDF)
- Title
- Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
- Creator
- Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927306
- Subject Headings
- Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
- Format
- Document (PDF)
- Title
- The adaptability of academic advising teams in higher education.
- Creator
- McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333060
- Subject Headings
- Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
- Format
- Document (PDF)
- Title
- Adult Learners’ Preferred Methods of Learning Preventative Heart Disease Care.
- Creator
- Alavi, Nasim, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart...
Show moreThe purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart attack. This research is of significant importance as the adult population and age in many developed countries is increasing. It was anticipated that the study would unearth the effectiveness of various educational methods of providing information to adult learners to inform them how to prevent heart attacks. For this quantitative investigation, participants were limited to students enrolled in at least one college course (three credit hours) at the Florida Atlantic University Boca Raton campus who were 25 years of age or older. During the course of this study, three methods of learning; formal, informal, and non-formal, as well as two delivery methods; online and traditional, were evaluated. Over one third of the study’s participants (35%) preferred to receive healthrelated information via email (35%). This major finding was statistically significant (x² (6) = 82.171; p < .001). Further, statistically significant findings were manifest for study participants for omnibus age grouping and in the 25-35 years of age grouping, for those who were White and Hispanic by ethnic background, and for both females and males participating in this study. The results of this research may assist health department administrators in utilizing varying methods for distributing health information, keeping the preferred knowledge acquisition method of students on college and university campuses especially in mind.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004740, http://purl.flvc.org/fau/fd/FA00004740
- Subject Headings
- Health behavior., Health attitudes., Adult education., Health education., Health--Information services., Medicine, Preventive--Information services.
- Format
- Document (PDF)
- Title
- Adult learning for healthy aging: an investigation of health literacy and technology use in older adults.
- Creator
- Swann, Elizabeth G., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older...
Show moreThis study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older adults in South Florida. Variables explored included health literacy, education, ethnicity, and technology use. The sample study included 102 older adults (age > 60) living in South Florida that had completed profiles on the South Florida Quality Aging Registry, a part of the Healthy Aging Research Initiative (HARI). The sample size represented 22.3% of the total South Florida Quality Aging Registry population. The ethnicities of the participants among the South Florida Quality Aging Registry were African American (17%); Afro Caribbean (7.8%); Hispanic (10.7%); and European American (63.7%). The education mean was 15, indicating that the majority of participants had an education level equivalent to completing high school. The mean health literacy score was 3.88, demonstrating that the majority of the participants had moderate levels of health literacy. The mean technology use score was 7.5 on a scale of one through ten, indicating that the majority of the participants had a moderate level of technology use. Analysis of variance, correlation coefficients, and multiple regression analysis was used to explore the variables that may influence health literacy. There was a statistically significant difference among Afro Caribbean and African American, Afro Caribbean and European American, European American and Hispanic ethnicities related to their health literacy skill level (p < .01). Additionally, there was a statistically significant difference among Afro Caribbean American and European American ethnicities and technology use (p. < .01).
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004165, http://purl.flvc.org/fau/fd/FA00004165
- Subject Headings
- Aging -- Psychological aspects, Aging -- Social aspects, Cognition in old age, Computers and older people, Health behavior, Internet and older people, Older people -- Health and hygiene, Technology and older people
- Format
- Document (PDF)
- Title
- African American and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university.
- Creator
- Comarcho, Carole., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this...
Show moreThe purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this study. It is a commuter university established in the early 1900s. A qualitative case study approach was used and two campus sites were selected. Data collection included interviews of 19 students, along with 2 faculty (identified by students), as well as document analysis, and various on site observations at each campus. The data were then transcribed, coded, and analyzed to ascertain the overall views and perceptions of the participants.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/329844
- Subject Headings
- African Americans, Education (Higher), Hispanic Americans, Education (Higher), Academic achievement, College attendance
- Format
- Document (PDF)
- Title
- African-American Leaders in the Field of Science: A Template for Overcoming Obstacles.
- Creator
- Schmidt, Waweise J., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and...
Show moreThe purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and mathematics (STEM) professionals and the perceptions of selected historically prominent scientists. This study examined documents of the period and relics of prominent African- Americans who were in STEM fields and lived from 1860 to 1968. A description of the setting that influenced how the scientists perceived the phenomenon was written with the approach being anchored in the social constructivist tradition. Commonalities emerged through coding experiences of the individuals, which yielded patterns to help explain the phenomenon. By investigating their perceptions, insight was gained into understanding the attributes, tools and skills, and tailored experiences that encouraged Thomas Burton, Kelly Miller, George Carver, Daniel Williams, Matthew Henson, Ernest Just, Charles Drew, Percy Julian, William Cobb, and Benjamin Peery to achieve success in STEM fields between 1860 and 1968. The significance of the study is multifaceted: understanding the obstacles that African-American scientists had to overcome in their professional lives can result in the development of science educators who are better informed regarding the appropriate types of assistance that can be provided to aid their students in overcoming obstacles. This can hopefully increase their opportunities to succeed within the science field. This study can result in the development of science educators who are more sensitive in addressing the needs of the developing minority student, and can encourage, educate, and enlist more individuals to enter into the dialogue regarding the disparity of minority representation in STEM fields.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004961, http://purl.flvc.org/fau/fd/FA00004951
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, African-American scientists., Overcoming obstacles., Phenomenological studies., Science--Study and teaching.
- Format
- Document (PDF)
- Title
- An analysis of the leadership competencies of specialized nonprofit management degree programs.
- Creator
- Fay, Karen Marie, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The field of nonprofit management education is nascent and little of the research has extended into the area of leadership as a requisite competency for nonprofit leaders. Likewise, the research on leadership has not been widely extended to the nonprofit sector. Prior research suggests a broad range of competencies are necessary to lead in the dynamic, complex environment of nonprofits, the exercise of which differs from that in the for-profit sector.
- Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004442, http://purl.flvc.org/fau/fd/FA00004442
- Subject Headings
- Leadership, Nonprofit organizations -- Evaluation -- Methodology, Nonprofit organizations -- Leadership, Nonprofit organizations -- Management -- Study and teaching, Organizational effectiveness -- Evaluation -- Study and teaching
- Format
- Document (PDF)
- Title
- An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
- Creator
- Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004618
- Subject Headings
- School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
- Format
- Document (PDF)
- Title
- An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
- Creator
- Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
- Subject Headings
- English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
- Format
- Document (PDF)