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Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
Creator: Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927306
Subject Headings: Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333060
Subject Headings: Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
Format: Document (PDF)

Title: 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.
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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: An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
Creator: Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004019
Subject Headings: Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
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: 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.
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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: ASHA-certified speech-language pathologists: informal learning in the medical workplace.
Creator: Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186323
Subject Headings: Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
Format: Document (PDF)

Title: Assessing goal intent and achievement of university learning community students.
Creator: Pfeffer-Lachs, Carole F., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This...
Show moreThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living- Learning community participants, or non-learning community participants at Blue Wave University. . Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360967
Subject Headings: Achievement in education, Group work in education, Professional learning communities, Learning, Psychology of, School improvement programs
Format: Document (PDF)

Title: An assessment of the effect of adult education on sustainable development in Jamaica.
Creator: McLean, Pauline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided...
Show moreAn assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973., Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186692
Subject Headings: Adult education, Education and globalization, Education, Higher, Economic aspects, Education and state
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.
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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.
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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: 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
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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: Canadian professional chef's' perceived value of formal culinary education and its relationship with industry success.
Creator: Roche, Colin Philip., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of...
Show moreHundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355878
Subject Headings: Hospitality industry, Study and teaching (Higher), Vocational interests, Food service, Vocational guidance, Restaurant management, Study and teaching (Higher)
Format: Document (PDF)

Title: The community college baccalaureate: a study of capital costs in Florida.
Creator: Bottorff, E. Allen, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study focused on the capital costs of the community college baccalaureate (CCB) institutions established in the Florida College System (FCS) from 2001 to 2010. This period spanned the entire history to date of the Florida CCB. The data analyzed included selected institutional, financial, and baccalaureate characteristics of the Florida CCBs and for comparison included corresponding institutional and financial characteristics for the non-CCB institutions in the FCS. The data analysis...
Show moreThis study focused on the capital costs of the community college baccalaureate (CCB) institutions established in the Florida College System (FCS) from 2001 to 2010. This period spanned the entire history to date of the Florida CCB. The data analyzed included selected institutional, financial, and baccalaureate characteristics of the Florida CCBs and for comparison included corresponding institutional and financial characteristics for the non-CCB institutions in the FCS. The data analysis investigated the relationships between these characteristics and the baccalaureate capital costs reported by Florida's CCB colleges. From these relationships, the historic average of the baccalaureate start-up capital cost was derived. In addition, the total baccalaureate capital cost for the system and for each Florida CCB college was also determined. As part of the process of conducting this study, a number of additional relationships between CCB and non-CCB institutions were explored, reported, and described.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174509
Subject Headings: Community colleges, Supply and demand, Education, Higher, Forecasting, Universities and colleges, Finance
Format: Document (PDF)

Title: A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
Creator: Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322520
Subject Headings: Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
Format: Document (PDF)

Title: A comparative, holistic, multi-case study of the implementation of the Strategic Thinking ProtocolÃ and traditional strategic planning processes at a southeastern university.
Creator: Robinson, Deborah J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then...
Show moreThis study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then compared and contrasted to provide more evidence and confidence in the findings. The findings are framed by two constructs : strategic planning and strategic thinking. The conceptual framework for the study identified the distinction between the systematic nature of strategic planning and the more integrated perspective of strategic thinking. Traditional business based strategic planning model uses an analytical process, logic, linear thinking and a calculating process to develop a plan. Strategi c thinking places a premium on synthesis, systems thinking and a social cognitive process that results in an integrated perspective of the organization. The resluts of this study indicate that the use of the Strategic Thinking ProtocolÃ is suitable for higher education organizations to create a learning environment, to implement creative and emergent strategies, that result in the organization's positioning and responses to a rapidly changing environment. The strategic thinking process in both the department and college cases were found to be effective in altering the attitudes, values, beliefs and behaviors of the participants. The integration of the plan is an ongoing process with strong beginnings in both the department and college cases., The traditional strategic planning process used in the university case was found not to be an effective model for higher education organizations. Finally, the inclusion of strategic thinking elements is an effective change model for higher education institutions.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352827
Subject Headings: Universities and colleges, Administration, Case studies, Universities and colleges, Strategic planning, Case studies, Educational leadership, Case studies, Strategic planning, Case studies, Education, Higher, Administration, Case studies, School management and organization, Case studies
Format: Document (PDF)

Title: The concept of fit: intersections in educational leadership.
Creator: Smith, Scott Vaughn., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black...
Show moreThe purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black candidates were selected at the same rate as the average for all candidates ; however these results may be misleading because Black candidates were disproportionally over-represented in the study sample. Regarding organizational fit, the study results suggested that candidates who indicated one of three specific Myers-Briggs personality types (ESTJ, ENTJ, or ENFP) were selected at higher rates than candidates of the other 13 personality types. The suggested personality traits for secondary school APs found in this study included (a) Extroversion (E), (b) Feeling (F), and (c) Judging (J). Candidates who referenced more than one hiring administrator, at or above the level of principal, were selected at higher rates than candidates who referenced only one principal. The inverviews suggested balancing the demographics of a school's administrative staff, using gender and race/ethnicity, to the the community the school serves was related to selection. The interviews also disclosed that Black, Hispanic, and candidates with expertise in operations and curricula might be suggested over other candidates. The interviews also suggested that networking, sponsorship, interview impressions, and references were related to the selection processes.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361061
Subject Headings: Educational leadership, School management and organization, Strategic planning, Interpersonal relations
Format: Document (PDF)

Title: A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.
Creator: Allen, Anthony G., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education...
Show moreThe Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study, the goals were (a) to determine if there is disproportional representation of Black students and male students in the three categories of Educable Mentally Handicapped, Emotionally Handicapped, and Specific Learning Disabled and (b) to address whether the factors school districts' socioeconomic status, minority rate, and racial composition of instructional and administrative staff predict the representation of Black students and male students who participate in special education programs. A quantitative method, including the three disproportionality calculation methods of Composition Index (CI), Risk Index (RI), and Odds Ratio (OR), was employed to respond to the six research questions and test six corresponding null hypotheses. Sixty-seven school districts in the State of Florida were identified for data collection and analysis., The enrollment data for the calculations covered AY 2005- 2009. Critical Race Theory (CRT) served as the lens through which to analyze the findings and discus the implications therein. It is clear that the problem of disproportionate representation is complex and the resolution to the problem is not an easy one. This study found that there was a relationship between the representation of Black students and male students in special education programs and the predictor variables. Statistical analyses revealed that socioeconomic status of the school district, minority rate, and racial composition of instructional and administrative staff predicted the disproportional representation. Critical Race Theory, which served as a methodological framework was employed to help in examining and challenging the manner in which race and racism clearly impacts practices and procedures in the special education referral process. CRT utilized the social construction of race and the role it plays in the education policies that affect minorities. As with any intellectual movement, CRT builds its scholarship upon certain theoretical pillars. The basic tenets of CR T include ordinariness, interest convergence, social construction, differential racialization, and legal story telling. For the purpose of this research, only the tenets of ordinariness, interest convergence, social construction, and differential racialization were examined in the context of disproportionate representation of black students and male students in special education.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2867333
Subject Headings: Discrimination in educations, Racism in education, Education, Social aspects, Multicultural education, Learning disabled children, Identification
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.
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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 emotional intelligence in at-risk female adolescents.
Creator: Nicoll, Monica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in...
Show moreThe purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in at-risk youth, and the outcome research related to the effectiveness of emotional interventions for enhancing positive social-emotional development of at-risk adolescents. ...T his study investigated whether a group therapy process that encompasses programmatic components fostering self-regulation, self-awareness, empathy, and positive social skills, could effectively increase the EI and social adjustment of a target group of at-risk female adolescents.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362581
Subject Headings: Emotional intelligence, Emotions in adolescence, Social intelligence, Emotional maturity, Interpersonal communication, Success, Psychological aspects
Format: Document (PDF)

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