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- Title
- African American and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university.
- Creator
- Comarcho, Carole., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this...
Show moreThe purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this study. It is a commuter university established in the early 1900s. A qualitative case study approach was used and two campus sites were selected. Data collection included interviews of 19 students, along with 2 faculty (identified by students), as well as document analysis, and various on site observations at each campus. The data were then transcribed, coded, and analyzed to ascertain the overall views and perceptions of the participants.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/329844
- Subject Headings
- African Americans, Education (Higher), Hispanic Americans, Education (Higher), Academic achievement, College attendance
- Format
- Document (PDF)
- Title
- The art of leadership: a study of administrative practices in Florida's schools of the arts.
- Creator
- Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3352282
- Subject Headings
- Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
- Format
- Document (PDF)
- Title
- Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
- Creator
- Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186292
- Subject Headings
- Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
- Format
- Document (PDF)
- Title
- Attitudinal study of older adult African Americans' interaction with computers.
- Creator
- Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186682
- Subject Headings
- African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
- Format
- Document (PDF)
- Title
- Beyond fidelity: relating educational practices and their determinants to student learning gains.
- Creator
- Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77653
- Subject Headings
- School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
- Format
- Document (PDF)
- Title
- The call of public service: motivation and professional commitment in education.
- Creator
- Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342031
- Subject Headings
- Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
- Format
- Document (PDF)
- Title
- Community college and university experiences of high school dual enrollment students.
- Creator
- Heath, Laura A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional...
Show moreThe purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional community college transfer students. The findings were significant and found that dually enrolled students had higher community college GPAs, higher associate's and bachelor's degree completion rates, and shorter time periods to associate's degree completion. The social experiences were examined through the use of a survey from 93 students who participated in the intensive dual enrollment program., Repeated measures of analysis of variance (ANOVA) were used to examine the students' experiences while participating in the dual enrollment program compared to their regular high school and compared to the university. The analysis revealed that the dually enrolled students had significantly higher ratings of overall satisfaction with the dual enrollment program and better quality ratings for relationships with students, faculty, and administration while participating in the dual enrollment program, compared to their experiences while at the high school and university. Qualitative analysis of open-ended survey questions revealed that the dually enrolled students typically missed their friends and extracurricular activities of their regular high school, but many positive aspects of the dual enrollment experience made up for "missing out" on a traditional high school experience. Initially, students opted to participate in dual enrollment in order to get a free head start on college., Many survey respondents indicated that the small size of the program was crucial to their success by providing a close-knit family environment. Recommendations are provided for policymakers to support dual enrollment programs and for high school, community college, and university advisors to provide guidance to address the unique concerns of dual enrollment students.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/58005
- Subject Headings
- Dual enrollment, College credits, Advanced placement programs (Education), College-school cooperation, Educational acceleration
- Format
- Document (PDF)
- Title
- Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.
- Creator
- Martin-Ogburn, Dildra., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of...
Show moreAlthough current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3352281
- Subject Headings
- Women school administrators, Educational leadership, Philosophy, African Americans, Race identity, African American women, Social conditions
- Format
- Document (PDF)
- Title
- The development of global-mindedness: school leadership perspectives.
- Creator
- Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342108
- Subject Headings
- Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
- Format
- Document (PDF)
- Title
- Dropout prevention: a study of prevention programs used by high schools to reverse graduation rate.
- Creator
- Simmons, Christopher L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis...
Show moreThis mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis investigated the relationship between the principals' perceptions of each dropout prevention program and graduation rate. Findings from this study showed principals' perceived that the level of fidelity for on-the-job training has a relationship to increased graduation rate. In other words, when a principal believed the dropout prevention program was implemented with fidelity in their school, it likely increased graduation rate. Another important finding from this study was the varying perceptions which it existed among school leaders in this study and their varying perceptions on the relationship between dropout prevention programs and graduation rate.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362565
- Subject Headings
- High school students, School improvement programs, Dropout behavior, Prediction of, Dropouts, Prevention
- Format
- Document (PDF)
- Title
- Effects of national board certification on retention of teachers in the classroom.
- Creator
- Jackson, Lewis., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this...
Show moreThis study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/359925
- Subject Headings
- Teachers, Certification, Teacher turnover
- Format
- Document (PDF)
- Title
- Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
- Creator
- Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186326
- Subject Headings
- Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- Employees' perception of employers' response after workplace injury.
- Creator
- Patrick, Nancy S., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included...
Show moreThe purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included nine workers from a large school district in South Florida who had active injury claims within two years before the study began. The Phase 1 findings were that the level of assistance and type of support received after reporting an injury varied among participants, despite working for the same employer; that the perceived response from the employer was more influential in affecting the participants' experience of workplace injury than participants' perception of the response of their coworkers; t hat the reaction from a majority of the school district employees (6 of 9) who were injured at work mirrored perceived employer response; and that more than half of the nine participants had unmet expectations of their employer with respect to how they were treated after experiencing workplace injury. In Phase 2, the 91 subjects that participated in the organizational response survey (See Appendix E and Appendix F) were employees from the same school district who were injured during an eight-week period. Data from three subscales (organizational support, return-to-work policies, and post-injury job satisfaction) on the survey instrument were compared between two groups., An experimental group received purposeful empathetic response from both the employer at the local school or department level as well as contact from the employer's Risk Management department. Analysis of variance was used to compare responses of the groups. A Bonferroni adjustment of .05/3 or .017 was applied: the result was non-significant. This finding suggests that purposeful, empathetic contact alone was not enough to significantly affect the participants' scores.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978950
- Subject Headings
- Workers' compensation, Personnel management, Job security, Social aspects, Corporate culture, DIsability insurance claimants, Employment, Industrial accidents, Psychological aspects
- Format
- Document (PDF)
- Title
- English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
- Creator
- Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333311
- Subject Headings
- English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
- Format
- Document (PDF)
- Title
- An examination of the role and career paths of chief research administrators in selected major research universities in the United States.
- Creator
- Nash, Julie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain...
Show moreThe Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360957
- Subject Headings
- Universities and colleges, Administration, College administrators, Training of, United States, Educational leadership, United States, Action research in education, United States
- Format
- Document (PDF)
- Title
- An exploration of the relationship between experiential learning and self-directed learning readiness.
- Creator
- Amey, Beth E., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The...
Show moreThe purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant., The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS. In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/107799
- Subject Headings
- Experiential learning, Adult learning, Learning, Psychology of, Self-culture
- Format
- Document (PDF)
- Title
- Exploring barriers to education for Native American Indians: a native perspective.
- Creator
- Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/108066
- Subject Headings
- Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
- Format
- Document (PDF)
- Title
- Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
- Creator
- Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192985
- Subject Headings
- Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
- Creator
- Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186300
- Subject Headings
- College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
- Format
- Document (PDF)
- Title
- Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
- Creator
- Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683536
- Subject Headings
- Education and state, Educational tests and measurements, Educational accountability, Achievement in education
- Format
- Document (PDF)
