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- 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 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
- 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)
- Title
- An examination of the southern association of colleges and schools commission on colleges’ quality enhancement plans at two institutions through the lens of quality improvement.
- Creator
- Rodriguez, Barbara June, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or...
Show moreThe purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004404, http://purl.flvc.org/fau/fd/FA00004404
- Subject Headings
- Educational evaluation -- Case studies, Educational tests and measurements -- Case studies, School management and organization -- Quality control -- Case studies, Total quality management in education -- Case studies, Universities and colleges -- Accreditation -- Case studies
- Format
- Document (PDF)
- Title
- Closing the Loop: Student Leader Perceptions of Their Leadership Development at a State University.
- Creator
- Burke, Katie Gale, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Collegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students,...
Show moreCollegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students, 14 were a part of focus groups. There were three focus groups in total with four, seven, and three participants respectively. From the 14 participants, five volunteered for individual interviews to identify their perceptions of their leadership development in their own words. The research questions for this study were: What are the inputs and environmental influences that shape college students’ leadership development output from the student perspective; and, how do college students describe and understand their leadership development? The descriptive profile and close-ended responses are reviewed in chapter four and report four major findings. The first finding was “Mom made me do it”: The Influence of Family and Experiences Precollege, and the second finding was The What and Who Behind These Students’ Leadership Development in College: Purposeful Experiences and People. The third finding was The Why Behind These College Students’ Engagement in Leadership Development, which encompassed four themes to describe the reasons these students’ are interested in leadership development: encouragement from others, aspirations, self-development, and motivation to support causes they have grown to want to serve and for which they want to develop. The fourth finding was Soft Skills - Not Clear in the Terminology of These Student Leaders, Clear in Their Behaviors and included ways of defining soft skills and the exemplification of student leaders’ soft skills. Conclusions and recommendations are offered in chapter six including the proposal of a new model, Closing the Loop in College, developed from the pattern of findings that emerged in this study inclusive of reflective meaning making in college as essential for these leaders’ development.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004997, http://purl.flvc.org/fau/fd/FA00004987
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, State universities and colleges., Leadership., College students.
- Format
- Document (PDF)
- Title
- Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
- Creator
- Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004476
- Subject Headings
- College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
- Format
- Document (PDF)
- Title
- District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
- Creator
- Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
- Subject Headings
- Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
- Format
- Document (PDF)
- Title
- Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
- Creator
- Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, 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 relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
- Subject Headings
- Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
- Format
- Document (PDF)
- Title
- IF YOU CAN’T MAKE A SOUND, MAKE A PEEP: A NARRATIVE INQUIRY OF THE LIVED COLLEGIATE EXPERIENCES OF BLACK MALE STUDENTS WHO DEALT WITH SUICIDE IDEATION.
- Creator
- Sanon, Malissa, Bloom, Jennifer L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns...
Show moreCollege students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? And (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students’ academic and social journeys. The academic journey includes the impact on students’ grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013692
- Subject Headings
- Suicide, College students, Black, Men, Black
- Format
- Document (PDF)
- Title
- Lives in Transition: The Impact of Career and Technical Education on Under-served High School Students’ Career Growth and Development.
- Creator
- Smith, Merris A., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic...
Show moreThis case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three subthemes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students’ career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decisionmaking self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions of students’ CTE experiences and engagement in career exploration learnings supported their career growth and development.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004966, http://purl.flvc.org/fau/fd/FA00004956
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, High school students., Technical education., Career development., Medical sciences.
- 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.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013964
- Subject Headings
- Muslim women, Muslim school principals, Educational leadership
- Format
- Document (PDF)
- Title
- PRINCIPALS BUILD TRUSTING RELATIONSHIPS WITH NOVICE AND EXPERIENCED TEACHERS AND STRENGTHEN TEACHER RETENTION IN LOW-PERFORMING, UNDERSERVED URBAN SCHOOLS.
- Creator
- Kosches, Sara Melissa, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher...
Show moreTeacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013). This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014308
- Subject Headings
- Teacher turnover, Urban schools, Low-performing schools, Educational leadership, School principals
- Format
- Document (PDF)
- Title
- PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
- Creator
- Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014254
- Subject Headings
- Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.
- Creator
- Collado, Washington B., Maslin-Ostrowski, Patricia, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four...
Show moreThis study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013056
- Subject Headings
- Low-income high school students., Minority high school students., Dropouts--Prevention.
- Format
- Document (PDF)
- Title
- SUSTAINABILITY PERFORMANCE IN AMERICAN HIGHER EDUCATION: A MULTIPLE CASE STUDY OF FOUR EXEMPLARY INSTITUTIONS THAT PARTICIPATED IN THE SUSTAINABILITY TRACKING, ASSESSMENT & RATING SYSTEM.
- Creator
- Chui, Qingqing, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus...
Show moreThe purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus sustainability, and challenges, as well as drivers. In addition, the research aims to provide some implication to other institutions that intend to advance sustainability on their campuses. A multi-site case study was used to investigate the sustainability performance of four exemplary institutions that participated in the STARS program. Two forms of data collection techniques used for this research study were document analysis and in-depth interviews. Nurturing the student, serving the community, taking social responsibility, and making changes was the internal motivations which drove the four institutions to what they have achieved today. They shared the same purpose of helping students become more aware and informed on how they could apply sustainability into their work, business, and many other places to make the change.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013441
- Subject Headings
- Education, Higher, Sustainability, Education, Higher--Case studies
- Format
- Document (PDF)
- Title
- Teacher Education Students at Miami Dade College: Perceptions of High Impact Practices.
- Creator
- Martínez, Joaquín G., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Miami Dade College (MDC) is predominantly an associate degree granting institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is the nation’s largest, most diverse community college. In 2011, a comprehensive redesign effort was launched to increase degree completion. This sequential mixed model design study queried teacher education student voices to explore their perceived impact of three high-impact practices (i.e., mandatory orientations, assigned advisors, and...
Show moreMiami Dade College (MDC) is predominantly an associate degree granting institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is the nation’s largest, most diverse community college. In 2011, a comprehensive redesign effort was launched to increase degree completion. This sequential mixed model design study queried teacher education student voices to explore their perceived impact of three high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized Educational Plans). A survey (n=218) was administered during an initial quantitative phase, confirming that a) students perceived the interventions as the institution intended and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a subsequent qualitative phase, unveiling three overarching findings about how and why perceptions of operational, affective, and academic aspects of the interventions were useful, not useful, or could be enhanced to help them navigate/ “survive” college, make adequate progress, and anticipate graduating, transferring, or entering a career.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004612
- Subject Headings
- Miami Dade College., Community colleges -- Florida -- Administration., Community college students -- Florida -- Miami.
- Format
- Document (PDF)
- Title
- The Fork in the Road: Determining Factors for Diverse Students Choosing a Non-profit, Open-Access Institution Versus a For- Profit, Open-Access Institution.
- Creator
- Pacheco, Ruth E., Laanan, Frankie Santos, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Community colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper...
Show moreCommunity colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper understanding of the discriminating factors that influence these pathways and determine a predictive model of choice that is generalizable to undergraduate students choosing to attend open-access institutions. The study used the undergraduate portion of the 2011- 2012 National Postsecondary Student Aid Study (NPSAS:12) as its data source. NPSAS:12 contains a sample of about 95,000 undergraduate and about 16,900 graduate students enrolled between July 1, 2011 and June 30, 2012 in approximately 1,690 Title IV-eligible institutions of higher education in the 50 states and the District of Columbia. The results of the study indicate that the odds are higher for students attending for-profit colleges and universities than public two-year colleges to: be female; have independent status (24 years of age or older); have dependents; be Black or African American, Hispanic or Latino, American Indian and Alaska Native, or Native Hawaiian/other Pacific Islander; use higher amounts of financial aid; either not have a job or work fulltime; be less likely to attend college part-time; have higher college GPAs; and attend larger institutions. When restricting the sample for at-risk and non-traditional students, the odds for Hispanic and Latino and American Indian or Alaska Native students attending FPCUs increased, whereas the odds of Black or African American students attending FPCUs decreased. The results, implications for policy and practice, and recommendations for future research are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004811, http://purl.flvc.org/fau/fd/FA00004811
- Subject Headings
- Multiculturalism--Education., Community college students., African American college students--United States., Hispanic American students--United States., Alaska Native college students--United States., Indian students--United States.
- Format
- Document (PDF)