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- Title
- “I MADE MY OWN LANE AT THE COMMUNITY COLLEGE, DROVE IT, BUT FIGURED OUT I WANTED TO CONTINUE ON FROM THERE:” A NARRATIVE STUDY ON THE HERO’S JOURNEY OF LATINO MALE TRANSFER STUDENTS.
- Creator
- Johnson, Ronald Romances, Salinas Jr., Cristóbal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
-
Excelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community...
Show moreExcelencia in Education (2016) reported that 21% of traditional age college male students were Latino males, second only to White males. The report further noted that Latino males are ranked the lowest in degree attainment – of whom only 20% have earned an associate’s degree or higher (Excelencia in Education, 2016). As an insufficient number of Latino males are graduating with post-secondary degrees, more research must be conducted to explore their educational journey from the community college to the university and how to best support them through their transition. Therefore, the purpose of this qualitative narrative research study was to explore the stories of Latino male students as they transfer from a community college to a university. To capture the essence of Latino male students’ stories through the community college transfer experience to university, the research questions focused on what motivated and influenced their journey through the community college to a university. The research questions that guided this study were: What motivated and influenced Latino males’ decisions to enroll in a community college? What motivated and influenced Latino males’ decisions to transfer from a community college to a university? How do Latino male transfer students describe their transition from community college to a university? In this qualitative narrative research study, 10 participants participated in in-depth, semi-structured virtual interviews and completed two journal prompts. To assist in triangulation and validity, participants reviewed the data for accuracy, and thick rich descriptions were used to provide breadth and depth to their narratives. Once the data were collected, it was organized through the qualitative research data management software MAXQDA and analyzed using in vivo, descriptive, and pattern coding. The conceptual frameworks that informed this narrative study were the hero’s journey by Joseph Campbell (2008) and transition theory by Nancy K. Schlossberg (2011).
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013922
- Subject Headings
- Transfer students, Latin American students, Education, Higher
- Format
- Document (PDF)
- Title
- “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.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013824
- Subject Headings
- Indians of North America, Students
- Format
- Document (PDF)
- Title
- “LIVING IN A BORROWED SPACE:” RACIAL EXPERIENCES OF BLACK MALE ALUMNI AND THEIR NAVIGATIONS OF ENVIRONMENTAL DUALITIES AT PREDOMINATELY WHITE INSTITUTIONS IN HIGHER EDUCATION.
- Creator
- Davis, Myron J., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences...
Show moreThis phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013721
- Subject Headings
- Men, Black, Education, Higher, Critical race theory
- Format
- Document (PDF)
- Title
- “WE NEED TO HAVE MORE CONVERSATIONS ABOUT MASCULINITY”: A PHENOMENOLOGICAL EXPLORATION OF MASCULINITY AND THE UNDERGRADUATE EXPERIENCES OF LATINO MEN.
- Creator
- Camacho Jr., Lazaro, Cristóbal Salinas Jr., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino...
Show moreThis study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity based institutional policies that center the intersectional needs of Latino men undergraduate students related to academic and personal success.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013694
- Subject Headings
- Latino Man, Masculinity, Male college students, Intersectionality (Sociology)
- Format
- Document (PDF)
- Title
- 2009-2010 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2009-2010
- PURL
- http://purl.flvc.org/fau/fd/FA00007921
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2010-2011 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2010-2011
- PURL
- http://purl.flvc.org/fau/fd/FA00007922
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2012-2013 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2012-2013
- PURL
- http://purl.flvc.org/fau/fd/FA00007923
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2013-2014 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2013-2014
- PURL
- http://purl.flvc.org/fau/fd/FA00007924
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2014-2015 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2014-2015
- PURL
- http://purl.flvc.org/fau/fd/FA00007925
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2015-2016 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2015-2016
- PURL
- http://purl.flvc.org/fau/fd/FA00007926
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2016-2017 Program Review Educational Leadership.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Date Issued
- 2016-2017
- PURL
- http://purl.flvc.org/fau/fd/FA00007927
- Subject Headings
- Florida Atlantic University -- History
- 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.
Show less - 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
- A CASE STUDY OF THE POST DEGREE EXPERIENCES OF COMMUNITY COLLEGE BACCALAUREATE GRADUATES TRANSITIONING TO UNIVERSITY MASTER’S PROGRAMS.
- Creator
- Lopez-Acevedo, Jessica, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in...
Show moreCommunity College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013712
- Subject Headings
- Community college graduates, Case studies, Graduate education
- Format
- Document (PDF)
- Title
- A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
- Creator
- Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014355
- Subject Headings
- School principals, Educational leadership, Educational policy
- Format
- Document (PDF)
- Title
- A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
- Creator
- Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
- 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.
Show less - 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 few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities.
- Creator
- Mena, Terry, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical...
Show moreThe purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004392, http://purl.flvc.org/fau/fd/FA00004392
- Subject Headings
- College student development programs -- Case studies, Minority college administrators -- Case studies, Racism in higher education -- Case studies, Student affairs administrators -- Case studies, Student affairs services -- Case studies
- 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.
Show less - 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 MINDFULNESS MEDITATION INTERVENTION TO DECREASE STRESS, ANXIETY, AND DEPRESSION AMONG MEDICAL AND PREMEDICAL STUDENTS.
- Creator
- Smith, Bridget Statler, Bloom, Jennifer, DeDonno, Michael, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If...
Show moreThe challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders. There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students’ ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013415
- Subject Headings
- Medical students, Stress & Anxiety, Depression, Mindfulness--methods, Meditation
- Format
- Document (PDF)
- Title
- A Model for Improving Teacher Engagement Through Administrative Support.
- Creator
- Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
- Subject Headings
- Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
- Format
- Document (PDF)